Women, Education, and Agency, 1600-2000 (2009) Jean Spence, Sarah Jane Aiston, & Maureen M. Meikle, editors
Notice bibliographique
Résumé
Women, Education, and Agency, 1600-2000 is an ambitious collection that brings together 13 chapters examining women and education.The book explores women's experiences in education in both formal and informal settings and in various countries and time periods.The book spans 400 years and is ordered chronologically, ending with an in-depth analysis of the history, efficacy, and future of women's centers on university campuses in the United States.The editors write in the preface that the volume has a global perspective and that the book is a celebration of how women have engaged with educational institutions and processes.The chapters are diverse and include topics such as: Claire Jones' chapter of exploring women's involvement in mathematics in 1900 at the University of Cambridge; Barbara Bulckaert's chapter of women who, through free time and access to financial means, were able to tutor themselves when tutors were unavailable; and Barnita Bagchi's chapter of exploring social capital and gender in India through the cases of Ramabai and Rokeya, who were two female activists fighting for female education in India at the turn of the 20th century.Finally, the book draws on many different ways of recovering history and includes case studies of specific women's histories, the involvement of women in different fields, and women's engagement with advocacy.The collection engages with the perennial tension between examining the agency of women and the constraining impacts of the systems and structures around them.The anthology works with the difficulty of reclaiming history, discussing women's activism in educational institutions and reforms therein, and particularly the naming of these projects as feminist projects.In the introduction, Aiston writes that the book operates with a broad definition of feminism, which "encompass[es] women who have improved the condition of fellow women through their activism" (p.5).Indeed, the book spans chapters that discuss Mary Wollstonecraft's educational history-often thought to be the author of one of the first feminist texts-to a postfeminist look at feminism in 1963 America through the publishing of The Feminine Mystique and the 1963 Presidential Commission on the Status of Women, to the ways in which femininity and womanhood were deployed in Şükûfe Nihal's campaign to demonstrate the importance of women to the Turkish state.Each of these chapters navigates the unclear waters of naming women as feminists who would not have identified as such, as well as with naming particular historical moments as feminist.In particular, the final two chapters seem to be at odds.The first of these chapters suggests that readers look at 1963 feminism from a postfeminist perspective, and Ellis and Mitchell end the collection with a recounting of the
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Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,003 | 0,004 |
| Études des sciences et des technologies | 0,003 | 0,002 |
| Communication savante | 0,007 | 0,005 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,004 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,015 | 0,005 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».