Author's School

Arts & Sciences

Author's Department

Women, Gender and Sexuality Studies

Additional Affiliations

Director, Women, Gender, and Sexuality Studies Program; Adjunct Associate Professor, Department of History; Associate Professor, Department of Education; Associate Professor, Women, Gender, and Sexuality Studies Program; Faculty with the Feminist Critical Analysis Seminar

Document Type

Journal Article

Publication Date

Summer 2003

Originally Published In

Dzuback, Mary Ann. 2003. “Gender and the Politics of Knowledge”. History of Education Quarterly 43 (2). [History of Education Society, Wiley]: 171–95. http://www.jstor.org/stable/3218309.

Abstract

Contentious public debates about women's rational and moral capacity circulated during the European Enlightenment at the same time that science was emerging as a dominant mode of inquiry. As historian Karen Offen argues in European Feminisms, these debates preoccupied both men and women intellectuals of the middling and upper classes and represented a pivotal moment in the three-century campaign to rearticulate a politics of knowledge proclaiming women as deserving as men of formal schooling at all levels. Disputes about women's capabilities emerged in the context of efforts to redefine the rights and privileges of men, of male intellectuals to reassert male dominance over and control of females' access to intellectual participation as well as the craft guilds associated with women's work, and of men and women to consider the meaning and structure of social institutions and social systems.

Pages

171-195

Comments

This is the pre-peer reviewed version of the following article: Dzuback, Mary Ann. 2003. “Gender and the Politics of Knowledge”. History of Education Quarterly 43 (2). [History of Education Society, Wiley]: 171–95, which has been published in final form at http://www.jstor.org/stable/3218309. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

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