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French Historical Studies 27.2 (2004) 241



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Integrating Women and Gender into Courses on French History
Introduction

Jo Burr Margadant and Ted W. Margadant


This pedagogical forum continues the journal's practice of occasionally sponsoring essays on innovative approaches to the teaching of French history. The task assumed by Kathryn Norberg and Elinor Accampo was to show, based on the immensely productive research done over the last three decades in women's and gender studies, various ways that teachers might incorporate women and gender thematically and conceptually into standard undergraduate courses on early modern and modern France, while still retaining the familiar chronological framework based on politics and war. Patricia Lorcin's article pursues a different pedagogical logic. An expert on French colonial history, where student and scholarly interest has only recently revived, Lorcin seeks to integrate women's and gender studies into this burgeoning field by demonstrating how one might develop a course on women and gender in French colonial history when much of the critical research has yet to be done or is unavailable in English. Thus, while Norberg and Accampo have distilled from a vast scholarly literature interpretive perspectives that would place the history of women and gender within the narrative structure of conventionally organized courses in French history, Lorcin encourages scholars and teachers of French colonialism to include women and gender from the outset in the narratives that they construct in the classroom. All three of these accomplished scholar-teachers recommend a multimedia approach to source materials that includes films and documents available on Internet sites. Anyone unfamiliar with the relevant scholarly literature for suggested topics will find the bibliographical references in each of these splendid essays invaluable.





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