ABSTRACT
When as a fellow at the Mary Ingraham Bunting Institute of Radcliffe College I sat down to write about the place of women in the narratives and theories of philosophy of education, I thought I was composing the first section of my Presidential Address to the Philosophy of Education Society. However, my material soon outran the space I assigned it and took on a life of its own. I open this collection with the essay that I then fashioned, although in so doing I break with strict chronological order, because “Excluding Women from the Educational Realm” surveys the ground covered by the papers in Part One. Situating the two studies that predate it, it demonstrates the need for the ones that came after. This paper also introduces one of the book’s recurring themes: the importance of redrawing the boundaries of education. That in predicting enrichment for a field which welcomes women it sets the stage for the discussion at volume’s end of the far more radical goal of transformation, is again a reason for putting it first.
