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ERIC Number: EJ910824
Record Type: Journal
Publication Date: 2010
Pages: 32
Abstractor: As Provided
Reference Count: 100
ISSN: ISSN-0013-1946
Discovering the "More": Reading Wright's, Colette's, and Cather's Texts as Philosophy of Education
Worley, Virginia; Otto, Stacy; Bailey, Lucy E.
Educational Studies: Journal of the American Educational Studies Association, v46 n2 p192-223 2010
Rather than using literary texts to evidence an analytic argument, within this piece we read Julia McNair Wright's (US, 1840-1902), Sidonie-Gabrielle Colette's (France, 1873-1954), and Willa Cather's (US, 1873-1947) texts through theoretical lenses that expose their educational meaning and value and that create conversation among them concerning girls' and women's educations. While we do not claim that one can generalize these women's works and lessons to every life, we contend that these women and the literary products they created offer girls and women powerful lessons about resistance, subversion, and nurturing one's intellect, lessons that in some ways transcend class and race in particular. First, we define and explain Bruner's concept of the "more" using Rosenblatt, Gallagher, and Gardner's theories and findings to illuminate his concept. Next, we identify and examine three themes that emerge across these authors' texts--"subverting through the everyday," "becoming one's own steward," and "moving from survival to self-actualization." Establishing these themes first in Wright's texts, we then use them to frame Colette's and Cather's fiction and support these themes by focusing on one lesson that emerges from each author's work(s). Finally, we ask what one might learn about educating girls and women from these texts and others whose educative meaning and value remain hidden. (Contains 34 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A