The Gender Question in Education: Theory, Pedagogy, and Politics by Ann Diller, Barbara Houston, Kathryn Pauly Morgan, Maryann Ayim

The Gender Question in Education: Theory, Pedagogy, and Politics

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Finally, if we are to succeed, we must make the tasks of support and nurtur-
ance themselves the subject of inquiry. To nurture well and to care wisely de-
pend upon inquiry, study, investigation, and yes, critique and criticism. Thus
the work of nurturance brings us back to criticism. But in the last analysis, I
believe it is only this larger framework of participation in a community of
both support and inquiry that allows for, indeed, creates, the enabling condi-
tions for a true rapprochement between nurturance and criticism. ³

Notes

1	Glasser does make two further distinctions in his anti-criticism discussion. He makes note of the importance of an acknowledged teaching relationship and he differ- entiates between working with children under the age of twelve or thirteen and those who are older. But he still eschews using any criticism per se. He observes that young children "know they need guidance, and they are not yet engaged in the power strug- gle that they will join shortly. All I need to do is tell or show them a better way and pay little attention to what they had been doing that was wrong. I can also use this constructive approach with adults if they view me as a teacher or are not in competi- tion with me" (p. 165).

2	To argue against using a strict separation of tasks, persons, and spheres here should not be confused with a rejection of all forms of separation -- such as alternating times for creation and discovery on the one hand, and for correction and justification on the other hand, or making use of the standard distinctions between formative and summative evaluations. And there is much to be said in favor of teachers and students working together to prepare for something -- a sporting event, an art exhibit, a science fair, a play production, or a concert -- that is public or external to them all, but we can- not rely solely upon such external measures to resolve or reconcile all the issues sur- rounding pedagogical criticism.

3	I wish to thank Barbara Houston, Jane Roland Martin, Kathryn Morgan, Beatrice Nelson, Jennifer Radden, Janet Farrell Smith, Audrey Thompson, and the members of the 1993 PES Program Committee for helpful comments on earlier drafts of this chapter.

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Publication Information: Book Title: The Gender Question in Education: Theory, Pedagogy, and Politics. Contributors: Ann Diller - author, Barbara Houston - author, Kathryn Pauly Morgan - author, Maryann Ayim - author. Publisher: Westview Press. Place of Publication: Boulder, CO. Publication Year: 1996. Page Number: 143.

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