Whispers in the Halls: Exploring the Mother/Teacher in Madeleine Grumet's Bitter Milk: Women and Teaching

Sara Carrigan Wooten

Abstract


This feminist reading of Madeleine Grumet's Bitter Milk: Women and Teaching will bring the reader through an analysis and critique of the text and focus on the text's relevancy for feminist and curriculum theories twenty years after its publication.  The analysis will work through Grumet's focus on the processes of (re)production and its affects on curriculum.  By looking at how women's epistemologies can be understood as relational to others and children, Grumet offers a new idea of knowledge and how it can affect public education reform.  

 


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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