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dc.contributor.authorFeldhammer, Louis
dc.date.accessioned2019-09-23T12:43:52Z
dc.date.available2019-09-23T12:43:52Z
dc.date.created2018-06-29 23:05
dc.date.issued1970-04-01
dc.identifieroai:ojs.ejournal.library.mcgill.ca:article/6737
dc.identifierhttp://mje.mcgill.ca/article/view/6737
dc.identifier.urihttp://hdl.handle.net/20.500.12424/1522
dc.description.abstractAny discussion of the relationship between women and the educational system must begin by dispelling the tremendous edifice of erroneous beliefs regarding women in contemporary society. The mythology surrounding the socially normative definitions of women is enough to make any professional anthropologist think he has arrived in a society fraught with a peculiar tendency toward superstition and irrational mysticism. Of course, it should be clearly understood that social norms are not wantonly irrational but invariably serve clearly-defined purposes. As we shall see, the dominant ideology surrounding women functions to maintain a status-quo beneficial to those small social groups - invariably male-dominated - possessing a disproporlionate amount of the economic and, hence, political power.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherArray
dc.relation.ispartofhttp://mje.mcgill.ca/article/view/6737/4682
dc.sourceMcGill Journal of Education / Revue des sciences de l'éducation de McGill; Vol 5, No 001 (1970)
dc.titleTHE LIBERATION OF WOMEN AND THE EDUCATIONAL SYSTEM
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode0024-9033
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:14747409
ge.identifier.permalinkhttps://www.globethics.net/gel/14747409
ge.lastmodificationdate2018-06-29 23:05
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149766
ge.oai.repositoryid100447
ge.oai.setnameArticles
ge.oai.setspecMJE:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://mje.mcgill.ca/article/view/6737


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