Psychoanalytic Feminism and the Powerful Teacher
This chapter focuses on the discursive practices of curriculum history make particular subject identities thinkable. Engendering curriculum history is to interrogate the ways in which narrative makes particular subject identities possible or impossible. To claim the progressive era as progressive is to obscure the ways in which this ideology deeply genders notions of teaching, curriculum, and education by excluding women's experiences. Geraldine Clifford maintains despite the rhetoric of teaching as women's true profession, during the 1930s the 'woman peril' in education led to concerns about the feminizing effects on boys due to the large number of female teachers. The fashioning of curricular myths the democratization of education through public schooling, the plot of curriculum history driven by the struggle between reproduction or resistance, the triumph and tragedy of progressivism, and the heroes and their dutiful daughters are narrative sleights of hand deserving our respect. Myth is considered by many the 'sacred' narrative.