战后美国女性主义教育史学的发展和趋势  

The Development and Trend of American Feminism Educational Historiography after the World War Two

作　　者：诸园[1] 周采[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《清华大学教育研究》2012年第5期35-40,共6页Tsinghua Journal of Education

基　　金：2008年教育部人文社科规划基金项目"战后西方教育史学研究"(08JA880037)

摘　　要：战后,随着西方历史学的转向以及美国女权主义运动的发展,美国女性主义教育史学研究模式也发生了嬗变,从传统教育史学向新教育史学迈进。美国女性主义教育史学经历了从妇女史到妇女教育史,再到妇女-社会性别教育史,而后,随着科学的发展,后现代女性主义教育史学开始对传统教育史学的诸多问题进行反思和讨论,在全球史观的影响下,美国女性主义教育史学走向了整合与深化。教育史学家们围绕着妇女教育问题,引入了社会性别的分析范畴,探讨美国女性主义教育史学的发展趋势。After the World War II, with the turn of the western historiography and the development of American feminism movement, feminism education historical research model has undergone a trans- mutation from the historiography of traditional education toward the new educational historiography. Educational historiography of American feminism also experienced a reflection from the women＇s history to the history of women＇s education, and then women- gender＇s history of education. After that, with the development of science, educational historiography of postmodern feminism began to think and dis- cuss many problems of traditional educational historiography. Under the influence of the global view of history, the educational historiography of American feminism becomes more synthesized and profound. The historians of education will wind around the issue of women＇s education, and introduce the scope of gender analysis to explore the development trend of education historiography of American feminism.

关 键 词：美国 女性主义教育史学 

分 类 号：G40-09[文化科学—教育学原理]