Contested scripts: an introduction

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Notes

¹ Kathleen Weiler, “The Historiography of Gender and Progressive Education in the United States,” Paedagogica Historica 42 (2006): 161–76, quote p. 164.

² Weiler, “The Historiography of Gender”. See also K. Weiler, “Reflections on Writing a History of Women Teachers,” in Telling Women’s Lives: Narrative Inquiries in the History of Women’s Education, ed. K. Weiler and S. Middleton (Buckingham: Open University Press, 1999), 43–59.

³ Alan R. Sadovnik and Susan F. Semel, eds, Founding Mothers and Others: Women Educational Leaders During the Progressive Era (New York: Palgrave, 2002), 1.

⁴ See the book review in Paedagogica Historica 39 (2003): 504–7.

⁶ J.W. Scott, Only Paradoxes to Offer: French Feminists and the Rights of Man (Cambridge, MA: Harvard University Press, 1996), 16.

⁵ Margret Smith Crocco, Petra Munro, and Kathleen Weiler, Pedagogies of Resistance: Women Educator Activists 1880–1960 (New York: Teachers College Press, 1999), 7–8.

⁷ See, for a recent example, Jane Martin and Joyce Goodman, Women and Education 1880–1980. (Houndmills: Palgrave Macmillan, 2004). See also Maria Tamboukou, “Writing Feminist Genealogies,” Journal of Gender Studies 12 (2003): 5–19 and “Power, Desire and Emotions in Education: Revisiting the Epistolary Narratives of Three Women in Apartheid South Africa,” Gender and Education 18 (2006): 233–52.

⁸ Scott, Only Paradoxes to Offer, 15/16.

⁹ Liz Stanley, The Auto/biographical I. The Theory and Practice of Feminist Auto/biography (Manchester and New York: Manchester University Press, 1992), 7.

¹⁰ Stanley, The Auto/biographical I, 14.

¹¹ Stanley, The Auto/biographical I, 93.

¹² See Denise Riley, “Am I That Name?” Feminism and the Category of “Women” in History (Houndmills: Macmillan, 1988).

¹³ Judith Butler, “Contingent Foundations: Feminism and the Question of ‘Postmodernism’,” in Feminists Theorize the Political, ed. J. Butler and J. Scott (New York: Routledge, 1992), 3–21. Quote p. 13.

¹⁴ Crocco et al., Pedagogies of Resistance, 116.

¹⁵ Stanley, The Auto/biographical I., 130.

¹⁶ Martin and Goodman, Women and Education, 169.

¹⁷ Martin and Goodman, Women and Education, 172.

¹⁸ Helen G. Gunter, Leaders and Leadership in Education (London: Paul Chapman Publishing, 2002) (reprint, first ed. 2001), 1–2.

¹⁹ Gunter, Leaders and Leadership in Education, 5–9.

²⁰ Pierre Bourdieu, Sociology in Question, trans. Richard Nice (London: Sage, 1995), 72–3.

²¹ Davis Eick, “Discourses on Language and Symbolic Power: Foucault and Bourdieu,” in Pierre Bourdieu. Language, Culture and Education, ed. Michael Grenfell and Michael Kelly, 3rd ed. (Oxford: Peter Lang, 2001), 85–96. Quote p. 91.

²² Gunter, Leaders and Leadership in Education, 13.

²³ Toril Moi, “Appropriating Bourdieu: Feminist Theory and Pierre Bourdieu’s Sociology of Culture,” in What is a Woman? And other Essays (Oxford: Oxford University Press, 1990), 264–99. Quotes from p. 282.

²⁶ Moi, What is a Woman?, 286–87.

²⁴ See for an overview of Bourdieu’s work on capital Beverley Skeggs, Class, Self, Culture (London and New York: Routledge, 2004: 16–17.

²⁵ Gunter, Leaders and Leadership in Education, 12–15.

²⁷ Moi, What is a Woman?, 284.

²⁸ Moi, What is a Woman?, 285–6.

²⁹ Beverley Skeggs, “Context and Background: Pierre Bourdieu’s Analysis of Class, Gender and Sexuality,” in Feminism after Bourdieu, ed. Lisa Adkins and Beverley Skeggs (Oxford and Malden MA: Blackwell, 2004), 19–33. Quote on p. 22.

³⁰ Moi, What is a Woman?, 293.

³¹ Gunter, Leaders and Leadership in Education, 7. Gunter uses insights of T. Becher, Academic Tribes and Territories (Buckingham: SRHE and Open University Press, 1989).

³² See for an analysis of femininity and caring courses/professions for example “Historical Legacies: Respectability and Responsibility,” in Beverley Skeggs, Formations of Class and Gender, Ch. 3 (London: Sage, 1997), 41–55.

³³ Mary Henry, “Voices of Academic Women in Feminine Gender Scripts,” British Journal of Sociology of Education 11 (1990): 121–35.

³⁴ The articles were first presented as papers to the Annual Meetings of the American Educational Research Association (AERA), Montreal, Canada, 2005.