Work

A Case for Interrogating the Relationships of Patriarchy, Masculinity, and Whiteness to Structural Power in the History of Education

Year: 2025

Type: article

Abstract: As a field, the history of education contains scant analyses of power, deprivation, or privilege from a white, patriarchal, or masculine viewpoint, a concerning limitation that obscures how power works to reinscribe, sustain, and proliferate itself. This claim reflects that to some degree, gender is racialized and race is gendered. To support this contention, I discuss the small body of history of education scholarship that has interrogated white, masculine, and/or patriarchal power, highlighting in particular the work of feminist scholars of Color. 1 I also underscore what we as a field might gain in analyzing masculine, patriarchal, and/or white power with the same fervor many pay to racially, ethnically, and sexually marginalized communities, pointing out some seminal works and figures that stand to be further enhanced by gendered or racial analysis. I end with questions that could inform research directions toward these ends.

Source: History of Education Quarterly

DOI: 10.1017/heq.2025.10116

Author: ArCasia D. James-Gallaway

Institution: Texas A&M University

Language: English

Topic: Critical Race Theory in Education

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Gender equality, Quality education

Open Access status: hybrid

Estimated APC paid: $3,550