Lest We Forget: Foundational Women for Historically and Socially

Accredited teacher education programs include historical and educational psychological foundations. Noticeably missing are women’s voices and theories in both disciplines. Explanations and descriptions of why it is imperative to incorporate historically notable and influential women into foundations coursework is the focus of this article.Accredited teacher education programs include historical and educational psychological foundations. Noticeably missing are women’s voices and theories in both disciplines. Explanations and descriptions of why they missing are imperative. Incorporating historically notable and influential women into foundations coursework is the focus of this article. This historical case study contributes to gender equity by providing distinguished, notable women researchers and theorists that have been marginalized in foundations literature.The featured women are integral to the canon of educational foundations and certainly deserve to be included in the 21st Century scholarship. Myriad other women are overlooked. These seven fundamental voices have been excluded from teacher education courses and courses that support them. Many of the women practiced educational social justice and were connected to men who were credited for their work. Others were simply disregarded. All warrant study; however, this article features the following progressive educators: Ella Flagg Young (1845 – 1918), Anna Julia Cooper (1858 – 1964), Lucy Sprague Mitchell (1878 – 1967), and Charlotte Hawkins Brown (1883 – 1961). Also highlighted are three salient examples from the area of educational psychology, Sabina Spielrein (1884 – 1942), Diana Baumrind, (1927b) and Carol Gilligan (1936b)

Lest We Forget: Foundational Women for Historically and Socially Responsive Women

Accredited teacher education programs include historical and educational psychological foundations. Noticeably missing are women’s voices and theories in both disciplines. Explanations and descriptions of why it is imperative to incorporate historically notable and influential women into foundations coursework is the focus of this article

Lest We Forget: Foundational Women for Historically and Socially Responsive Women

Accredited teacher education programs include historical and educational psychological foundations. Noticeably missing are women�s voices and theories in both disciplines. Explanations and descriptions of why they missing are imperative. Incorporating historically notable and influential women into foundations coursework is the focus of this article. This historical case study contributes to gender equity by providing distinguished, notable women researchers and theorists that have been marginalized in foundations literature. The featured women are integral to the canon of educational foundations and certainly deserve to be included in the 21st Century scholarship. Myriad other women are overlooked. These seven fundamental voices have been excluded from teacher education courses and courses that support them. Many of the women practiced educational social justice and were connected to men who were credited for their work. Others were simply disregarded. All warrant study; however, this article features the following progressive educators: Ella Flagg Young (1845 � 1918), Anna Julia Cooper (1858 � 1964), Lucy Sprague Mitchell (1878 � 1967), and Charlotte Hawkins Brown (1883 � 1961). Also highlighted are three salient examples from the area of educational psychology, Sabina Spielrein (1884 � 1942), Diana Baumrind, (1927b) and Carol Gilligan (1936b)

Lest We Forget: Foundational Women for Historically and Socially

Accredited teacher education programs include historical and educational psychological foundations. Noticeably missing are women’s voices and theories in both disciplines. Explanations and descriptions of why it is imperative to incorporate historically notable and influential women into foundations coursework is the focus of this article.Accredited teacher education programs include historical and educational psychological foundations. Noticeably missing are women’s voices and theories in both disciplines. Explanations and descriptions of why they missing are imperative. Incorporating historically notable and influential women into foundations coursework is the focus of this article. This historical case study contributes to gender equity by providing distinguished, notable women researchers and theorists that have been marginalized in foundations literature.The featured women are integral to the canon of educational foundations and certainly deserve to be included in the 21st Century scholarship. Myriad other women are overlooked. These seven fundamental voices have been excluded from teacher education courses and courses that support them. Many of the women practiced educational social justice and were connected to men who were credited for their work. Others were simply disregarded. All warrant study; however, this article features the following progressive educators: Ella Flagg Young (1845 – 1918), Anna Julia Cooper (1858 – 1964), Lucy Sprague Mitchell (1878 – 1967), and Charlotte Hawkins Brown (1883 – 1961). Also highlighted are three salient examples from the area of educational psychology, Sabina Spielrein (1884 – 1942), Diana Baumrind, (1927b) and Carol Gilligan (1936b)