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
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.
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.
Dzuback, Mary Ann, "Gender and the Politics of Knowledge" (2003). Women, Gender & Sexuality Studies Research. 37.