Womensconf London presenter (original) (raw)
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In March 2009 the University of Roma Tre hosted the conference 'Gendering the Academy: Italian Experiences and Experiments', sponsored and organ-ized by the European Journal of Women's Studies via Paola Bono, professor at Roma Tre and associate editor of the journal. The ...
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Journal of Women's History, 2000
This article analyzes theoretical premises for women's history, in general, and, in Italy, in particular. The relationship between feminism and women's history in the 1970s strongly influenced Italian historiography on women. The most significant developments in women's history occurred in the 1980s, thanks, in part, to the demise of dependent relationships among history, scholarship, and political ideologies, as well as the birth of gender studies in Italy. The plurality of interests and the mixing of disciplines in Italian research since the 1980s indicate that in Italy, as elsewhere, principal theoretical reference points are cultural, involving analysis of such topics as relationship networks, the family, and the body. These subjects of study permit the development of research and methodological reflections on the construction of gender categories and their nexus with social, familial, institutional, and governmental structures. Gender identity and resource identity are among the new concepts that have emerged in recent Italian scholarship on women's history. THEORETICAL ISSUES: SILVIA MANTINI 2000 171 der identity at the University of Naples (the only degree of its kind). 4 In Naples, at the Suor Orsola Benincasa Institute, a two-year master's degree program has been established in historico-religious women's studies, which followed the establishment of a specialized methodological course in women and history from the Middle Ages to the present in the Department of History at the University of Florence. This dynamism demonstrates how new researchers' interest in women's history has increased, and how, therefore, demand is growing in the university for areas of research autonomous from other disciplines. In order to maximize communication, an electronic mail list has been activated on behalf of the Italian Society of Women Historians, allowing on-line access to information relative to women's history.
Trends and Issues E-Journal, 2017
The purpose of this lesson is to examine written and visual primary sources to challenge student perceptions about Renaissance views of women. Students will read a text written by Baldassare Castiglione (d. 1529), an author used as an example of a traditional Renaissance intellectual in high school history textbooks (Ramirez, et al., 2008). While Castiglione encouraged education for women, his writing maintains traditional gender assumptions. Students will also analyze a source composed by Christine de Pizan (d. 1430), another Renaissance intellectual often mentioned in textbooks. After the written primary sources are analyzed, students will engage in a Visual-Thinking-Strategy (VTS) activity (Yenawine, 2013) culminating in the comparison of two artists’ (Caravaggio and Artemesia Gentileschi) rendering of the same topic, Judith Beheading Holofernes.