ABSTRACT
This chapter discusses the first systematic analysis of how experiences and knowledge construction are gendered in Educational Philosophy and Theory. Amongst some academics and educators generally there is some dis-ease, some awareness of the fact that women are missing from the curriculum, but rarely is there any serious incorporation of women into the curriculum, and even more rarely is there a transformation of the curriculum such that it no longer reflects and embeds masculine assumptions about and constructions of the social and physical world. Berger and Kellner’s article, “Marriage and the Construction of Reality” is an analysis of the conversations or nomic (meaning making) processes which take place between husbands and wives, and through which they construct and maintain for themselves a meaningful and shared reality. Marriage, according to Berger and Kellner is “a crucial nomic instrumentality in society”.
