Reforming "Woman's True Profession": A Case for "Feminist Pedagogy" in Teacher Education?

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Abstract
In this article, Susan Laird makes the powerful argument that reform efforts which do not examine their own rationalistic underpinnings perpetuate philosophical and practical dilemmas for the education of teachers. She critiques the ahistorical and so-called gender-neutral proposals of such groups as the Carnegie Forum's Task Force on Teaching and the Holmes Group, which neither acknowledge nor examine critically the traditional conception of schoolteaching as "woman's true profession." Her own analysis of the contradictory and ambiguous theses signified in the slogan "woman's true profession" lays the foundation for"taking women students seriously" and for reconceptualizing teaching itself. Laird goes beyond a critique to challenge those concerned with transforming teacher education to consider both the difficulties and the promise of feminist pedagogy for "educating — not simply training— schoolteachers."

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