Am I a woman? The normalisation of woman in US History

Sandra J. Schmidt

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Gender, Sexuality, and Education Gender and Feminist Studies Educator Training and Historical Pedagogy

Abstract

The curriculum of US History has improved substantially in its presentation of women over the 40 years since Trecker's 1971 study of US History textbooks. While studies show increased inclusions, they also suggest that women have not yet claimed their own place in the school curriculum. This paper seeks to better understand the woman who is presented to students and how she is normalised through a US History curriculum. Feminist analysis of the curriculum exposes a concept of woman attached to the domestic sphere and reified through her presentation in the political and economic realms. When considering the images of woman available to young people, it is important to examine the full context around these images that shape the deeper meaning students take from curricular encounters.

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1991Gender Trouble: Feminism and the Subversion of Identity 1988Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective 1989The Practice of Social Research 1990Basic Content Analysis 1990Gender trouble: feminism and the subversion of identity 1976The Practice of Social Research.2004Undoing Gender 2012The History of Sexuality: An Introduction

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2016Asian Americans in American History: An AsianCrit Perspective on Asian American Inclusion in State U.S. History Curriculum Standards 2023Founding Narratives and Men's Political Ambition: Experimental Evidence from US Civics Lessons 2021Chilean Teacher Educators’ Conceptions on the Absence of Women and Their History in Teacher Training Programmes. A Collective Case Study

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