Picturing Women: Gender, Images, and Representation in Social Studies.
Picturing Women: Gender, Images, and Representation in Social Studies.
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描绘女性：社会研究中的性别、形象和表征。
DOI：
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发表时间：
2006
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通讯作者：
Christine Woyshner
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作者：
Christine Woyshner
二十多年前，一项著名的研究指出，尽管中学历史教科书中的女性形象明显增加，但对政治史、外交史和军事史的叙事重点并没有改变。虽然这项研究提高了人们对社会研究课程中性别平衡的认识，但很少有人关注女性是如何代表的，而不是女性代表了多少。社会学课程中关于性别的文章很少，如果有的话，重点是教学生批判性地审视教科书、主要资料和其他资源中的妇女和女孩形象。年轻人每时每刻都被媒体形象轰炸；因此，重要的是教他们考虑妇女和女孩是如何在视觉上表现出来的。*这篇文章提出了关于性别认同的问题，以及它是如何在图像、文物和照片中以文化方式构建的。社会研究专业的学生应该精通图像和基于文本的资源。(21)建议社会科教师如何帮助他们的学生近距离观察妇女和女孩的形象，并思考谁被代表，他们如何被代表，谁被排除在外。一旦他们学习了视觉素养的一些技巧，学生们可能会探索以下问题：图像在定义女性在社会中的地位方面扮演了什么角色？性别是如何在社会上构建的，部分是通过对妇女和女孩的视觉表现？种族是如何通过这些图像发挥作用的？这些形象在社会和公民教育中起到了什么影响和作用？图像如何塑造学生对历史上女性的理解？本文概述的活动强调了全国社会研究理事会十个主题中的三个：(I)文化；(Ii)时间、连续性和变化；以及(Iv)个人发展和身份认同。描绘女性我使用了一系列关于19世纪中期女性着装改革努力的图像，以说明质疑教科书、初级素材、博物馆和公共艺术中女性形象的重要性，并展示了有助于教师这一努力的三种方法：(1)近距离观察，(2)并置，(3)互换位置。19世纪中叶是美国政治和社会格局发生巨大变化的时期，特别是对白人中产阶级妇女来说。在19世纪90年代妇女运动兴起之前的几十年里，黑人和白人妇女从事旨在帮助穷人的工作，支持她们在文学界正在进行的教育，并采取改革措施。(3)这一时期的许多改革运动包括废奴主义、节制、选举权、健康和衣着改革，其中许多是相互关联的。例如，许多参与废奴主义运动的妇女后来为争取妇女选举权而斗争。此外，妇女的保健改革往往与着装改革有关，妇女需要穿更舒适的衣服。在19世纪中叶，美国女性穿着紧身胸衣和环形裙等限制性服装，而男性服装则变得更加实用和舒适。穿“男装”的女性被认为是对传统性别角色的挑战，没有人比阿米莉亚·布鲁默更出名了。布鲁默倡导女性在裙子下面穿裤子，或称“灯笼裤”。(4)布鲁默是一名记者和戒酒工人，参加了1848年在塞涅卡瀑布举行的女权大会。到了1850年，布鲁默在她创办的戒酒杂志《百合》中为自己穿“紧身裤”的行为辩护。她的文章受到了广泛的关注，因为妇女们写信要求提供更多关于这种风格的衣服的信息和式样--当时这种风格已经被称为“布鲁默服装”。然而，布鲁默觉得这种热情有损于更重要的女性权利问题。她最终把杂志留给了其他人，后来继续她的激进主义，成为妇女戒酒协会、士兵援助协会和爱荷华州妇女选举权协会的成员。…
More than two decades ago, a well-known study pointed out that despite the marked increase in images of women in secondary history textbooks, the narrative emphasis on political, diplomatic, and military history had not changed.' While this study raised awareness of gender balance in the social studies curriculum, little attention has been paid to how women are represented, as opposed to how many are represented. Few, if any, articles on gender in the social studies curriculum have focused on teaching students to critically examine images of women and girls in textbooks, primary sources, and other resources. Young people are bombarded with media images at every turn; therefore, it is important to teach them to consider how women and girls are visually represented. ********** This article raises questions about gender identity, and how it has been culturally constructed in images, artifacts, and photographs. Social studies students should be literate in images as well as text-based resources. (21) suggest ways that social studies teachers can help their students look closely at images of women and girls and think about who is represented, how they are represented, and who is left out. Once they learn some of the techniques of visual literacy, students may explore the following questions: What roles have images played in defining women's places in society? How is gender socially constructed, in part through visual representations of women and girls? How does race come into play through these images? What impact and role do these images play in social and civic education? How do images shape students' understanding of women in history? The activities outlined in this article emphasize three of the National Council for the Social Studies' Ten Thematic Strands: (I) Culture; (II) Time, Continuity, and Change; and (IV) Individual Development and Identity. Picturing Women I use a series of images on women's mid-nineteenth century dress reform efforts to both illustrate the importance of questioning images of women in textbooks, primary source materials, museums, and public art, and to demonstrate three approaches that will help teachers in this endeavor: (1) close-looking, (2) juxtapositions, and (3) switching places. The mid-nineteenth century was a time of great change on the American political and social landscape, particularly for white, middle-class women. In the decades prior to the 1890s surge of women's activism, black and white women engaged in work that sought to aid the poor, support their ongoing education in literary circles, and engage in reform measures. (3) The many reform movements of this time included abolitionism, temperance, suffrage, health, and dress reforms, many of which were interrelated. For example, many women who were involved in the abolitionist movement later fought for women's suffrage. Also, health reforms for women were often related to dress reform, and the need for women to wear more comfortable clothing. In the mid-nineteenth century, American women wore restrictive clothing, such as corsets and hoop skirts, while clothing for men had become more functional and comfortable. Women who adopted "male" clothing were perceived as challenging traditional gender roles, and none was more famous than Amelia Bloomer. Bloomer advocated for women wearing trousers, or "bloomers," under their skirts. (4) Bloomer was a journalist and temperance worker who attended the 1848 women's rights convention in Seneca Falls. By 1850, Bloomer was defending the wearing of "pantelettes" in The Lily, a temperance journal she had founded. Her articles received widespread attention, as women wrote in asking for more information and patterns for this style of dress--a style that by then had become known as the "Bloomer Costume." (5) Bloomer felt, however, that this fervor detracted from more important women's rights issues. She eventually left the journal in the hands of others and later continued her activism as a member of the Ladies' Temperance, Soldiers' Aid, and Iowa Woman Suffrage Societies. …