High school feminist studies
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Description
The energy, imagination and information in this book respond to a deep-felt need to improvethe heart of the high school curriculum-literature and language, history and socialstudies. We read literature, as one student put it, "to find out what to do with our lives."We read history to learn about the past so that we may understand the present and planfor the future. But what if women are omitted from the history recorded in textbooks?What if, as a study by Mary Beaven has indicated, the portraits of women provided in thehigh school literature classroom are harmful to students71 The high school years arecritical for the future of females and males alike, not only for what they enable studentsto understand about human relations between women and men and among members offamilies, but also for what they enable students to envision of the world of work. Formany students, these are the last years of required schooling, the years preceding importantchoices: marriage, vocation or college. Half don't or can't choose college, and alarger proportion of the talented who don't go on are women. Who controls thosechoices? What influence could or should the high school curriculum have on thosestudents? Directly or indirectly, the courses described in this volume answer thosequestions.
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