ERIC Number: ED260200
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Emancipatory Education: Is Home Economics the Missing Link?
Thompson, Patricia J.
Proponents of and adherents to the home economics ideology have had, and still have, a clear emancipatory aim in establishing and maintaining their field of study. Home economics, however, has not been fairly or impartially dealt with in the literature either of the male-defined liberal arts or the emerging fields collectively labeled "women's studies." The place of women in the curriculum has been emerging for the past 20 years, according to a five-stage model postulated by Schuster and Van Dyne. In that model, the place of women evolves from the first stage, characterized by an absence of women that is not even noted, to the fifth stage, in which women's experiences and Sex Role; an ideal sixth stage, women's and men's experiences are understood together and are characterized by a transformed, gender-balanced curriculum. Home economics has a unique relationship to each of these categories. Each of the stages lends itself to the unique perspective and explanatory model provided by home economics as a "women's discipline"--a discipline, however, that is as generalizable to males as male-defined disciplines are to women. Home economics is a part of the social reality of women's education, and cannot be ignored by women scholars without violating the premise that women's history must be fully rounded to have validity. The new scholarship on women enters the curriculum not only through women's studies courses but also through home economics courses and curricula. (KC)
Descriptors: Curriculum Development, Educational Philosophy, Educational Research, Educational Trends, Females, Feminism, Futures (of Society), Higher Education, Home Economics, Liberal Arts, Models, Role of Education, Sex Discrimination, Sex Fairness, Sex Role, United States History, Womens Education, Womens Studies
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 30-April 4, 1985).