Department of Teaching, Learning and Teacher Education



Mardi Schmeichel

Date of this Version



Theory & Research in Social Education 43 (2015), pp. 1–27.

doi: 10.1080/00933104.2014 .1002648


Copyright © 2015 College and University Faculty Assembly of National Council for the Social Studies. Published by Routledge/Taylor and Francis. Used by permission.


Feminist practices can provide firm theoretical grounding for the kind of social studies that scholars promote, especially in relation to efforts to include women in the curriculum. However, in P–12 social studies education, neither women nor feminism receive much attention. The study described in this article was a discourse analysis of 16 recently published lesson plans that did include women. Through this examination of the rationales and language used to promote teaching about women, the author sheds light on some discursive obstacles inhibiting attention to gender issues in critical feminist ways and argues that by shifting norms in the field, we can realize feminism’s potential to contribute to both social studies and ongoing discussions about women and gender inequity in society.