Kelly and - PowerPoint Presentation

Slide1

Kelly and Mickenberg

Josh MoranSlide2

Kelley

Learning to Stand and Speak: Women, Education, and Public Life in America’s Republic

Traces the rise of women into the public sphere using education

Starts in 18

th

Century America

Education was not an equal opportunity endeavor at the start of the18

th

Century, almost exclusively dominated by men

Women’s schools became more common during the 18

th

Century

Did not provide the same level of education as schools catered towards malesSlide3

Women, education, and employment

So women became more educated, so what could they do with that?

Not much

Most jobs were off-limits for women

Were allowed to be teachers however

That’s something right?

Except women were expected to use their education to teach their sons, so they could be upstanding citizens.

Men got all the accolades while they were taught by women who remained in the shadowsSlide4

Education and equality

Education for everyone?

Far from it; only elite women could afford education

Keep in mind this education was still lacking compared to men’s education.

To break free of the constraints of gender, writing became very important

Writing could be anonymous or under a pseudonym, allowing women’s voice to be heard in the publicSlide5

Women’s universities

Women’s universities weren’t exactly meant for education, though

It was well accepted that these schools were meant to make the women attending ladies who were considered a better candidate to be a wife

The education was a way of raising the social capital of a woman

Women actually wanted to be educated however

They saw it as a way to level the playing field with men and bridge some of the inequality gap

Courses on par with the quality seen at male universities were introducedSlide6

Networking

Elite women used these universities to connect with other intelligent women

Again, this was limited to women from powerful families

Regardless of class, this opportunity was only extended to white womenSlide7

Kelley Conclusion

Women used the opportunity of education to become as involved as men in society

They did this a number of ways

Writing newspapers, books, pamphlets, etc.

Meeting in book clubs to discuss current events in order to remain informed

Teaching their ideas to the next generation

While some progress was made, there was still gender inequality

This progress was limited to upper-class white womenSlide8

Mickenberg

Learning from the Left

Lyrical leftists, juvenile publishing, and progressive education

Thought that the power of education was revolutionary

Those in power controlled what was taught and what was deemed appropriate

Children are told what to read, they have little to no choice

Those in power can influence and control what children learn this waySlide9

Lyrical leftists and childhood

Lyrical leftists had a concept of childhood

Every child has a right to a childhood, regardless of class or race

Children’s literature exemplified this right to a childhood

Children learn more when outside of school

More freedom of thought, expression

Explore personal interests

Internationalism and racism

More of a concerted effort to promote understanding of different cultures starting in 1920’sSlide10

Communism

in children’s literature

Radical messages were allowed to be published

Younger generations learned these ideas

Mostly aimed at working-class children

Problems that were associated with being a lower class child were incorporated

Communists believed that the proletariat children should know how the world worked Slide11

Communism

in children’s

literature cont.

Metaphors were used to explain and promote ideologies

The dawn of mass media meant that the books were translated and spread across the globe

authors’ ideologies were spread along with the books

Libraries were open to the public

Low cost meant access was not restricted to upper class

Conservatives copied the practices of the Communists to spread their own ideology

Led to a war for the minds of the next generationSlide12

Continuities,Commonalities &Differences Slide13

Continuities

& Commonalities

While the topics are different

Mickenburg

continues Kelley’s story

Both examine a group that is undereducated and/or underprivileged

Women in the case of Kelley

Poor children for

Mickenburg

Followed groups that strove to provide better educational opportunities for the underprivileged

Saw educating the next generation as the way to make a better futureSlide14

Writing had a central place in both movements

Used to attract support

Anonymity played a big role as well

Both groups organized

Focus on spreading information and their take on it to the masses

Popular works were used and remixed

Using dominant images gave a sense of familiarity

Put their own spin on the works, used them to their own end

Continuities

& Commonalities Slide15

Movements exploited the group they were intended to help

Educating women so they could instruct men

Children’s lit written to spread ideology to adults

Broke out from this exploitation through knowledge

Popular works were used and remixed

Using dominant images gave a sense of familiarity

Put their own spin on the works, used them to their own end

Continuities

& Commonalities Slide16

Differences

Different groups were focused on

Different time periods as well

Kelley compares while

Mickenberg

focuses

on

Kelley

compares the education of men an women

Mickenburg

remains rather focused on leftists in children’s literature, spends little time on conservatives

Different political strategies were employed

Women’s movement tried to remain politically neutral and gain a foothold

Mickenberg

describes a very radical element, only concerned with changing societal norms

Different audiences were targeted

Women’s movement

aimed at adults

Leftists were focused on children’s literature read by adults