Mary Wollstonecraft, Pedagogy, and the Practice of Feminism

Mary Wollstonecraft, Pedagogy, and the Practice of Feminism
Author :
Publisher : Routledge
Total Pages : 219
Release :
ISBN-10 : 9781136753039
ISBN-13 : 1136753036
Rating : 4/5 (036 Downloads)

Book Synopsis Mary Wollstonecraft, Pedagogy, and the Practice of Feminism by : Kirstin Hanley

Download or read book Mary Wollstonecraft, Pedagogy, and the Practice of Feminism written by Kirstin Hanley and published by Routledge. This book was released on 2013-07-18 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines Mary Wollstonecraft—generally recognized as the founder of the early feminist movement—by shedding light on her contributions to eighteenth-century instructional literature, and feminist pedagogy in particular. While contemporary scholars have extensively theorized Wollstonecraft’s philosophical and polemic work, little attention has been given to her understanding and representation of feminist practice, most clearly exemplified in her instructional writing. This study makes a significant contribution to the fields of both eighteenth-century and Romantic Era literature by looking at how early feminism influenced didactic traditions from the late-eighteenth century to today. Hanley argues that Wollstonecraft constructs a paradigm of feminist pedagogy both in the texts’ representations of teaching and learning, and her own authorial approach in re-appropriating earlier texts and textual traditions. Wollstonecraft’s appropriations of Locke, Rousseau, and other educationists allow her to develop reading and writing pedagogies that promote critical thinking and gesture toward contemporary composition theories and practices. Hanley underscores the significance of Wollstonecraft as teacher and mentor by revisiting texts that are generally assigned a short space in the context of a larger discussion about her life and/or writing, re-presenting her works of instruction as meaningful both in their revisionist approaches to tradition and their normative didactic features.


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