HIS 311 HIS311 Week 4 Discussion 2 (Ashford)

 HIS 311 HIS311 Week 4 Discussion 2 (Ashford)

 

 

 

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Ashford HIS 311 Week 4 Discussion 2 Gender, Education, and Culture

Write. In an initial post of at least 250-300 words, explain how access to education and training based on ideas about gender has been related to cultural production (art, literature, scholarship, music, etc.) and the value given to this work. Using Chapter 7 as your launch point for general concepts, use your chosen reading to illustrate one of the following points with reference to a specific historical context. Remember to cite specific examples from the required reading and your chosen scholarly source in your response to one of the following points:

• Why were women traditionally excluded from the kinds of formal schooling and training deemed necessary for cultural production? What ideas about gender roles and relationships conditioned this pattern of exclusion? What were the results or effects? What is the broader significance of your observations?

• How were cultural hierarchies connected with gender hierarchies? How were distinctions made between “high” and “low” culture (think art versus craft/classical versus folk/major versus minor)? Who made these distinctions? How were ideas about gender hierarchy either implicit or explicit in these valuations?

• How did colonialism reinforce gendered ideas about the value of cultural production when comparing the cultural output of the colonizer versus the colonized? Why were Western artistic and literary styles deemed of higher quality or aesthetic worth than the products of colonized peoples? What kinds of language was used to appraise cultural production? How was it embedded with symbolic or metaphorical ideas about gender?

• Why did changing ideas about the importance of education arise? What were the aims of education and how did they reflect ideas about gender difference? Did political or religious structures affect access to education? How did the language or rhetoric used by advocates of expanded educational access express societal notions of gender hierarchy? Did expanded educational access extend across gender, class, or racial lines? Why or why not? What were the effects or larger significance?

• How did expanded acceptance of participation in cultural production or cultural activities nevertheless demonstrate evidence of gender bias? How did differing political or religious structures support or limit cultural production or participation based on ideas about appropriate gender roles? What is the broader significance of your observations?