Feminism and Education: A Canadian Perspective
Forman, F., O'Brien, M., Haddad, J., Hallman, D., Masters, P. (eds.). Centre for Women's Studies in Education, OISE, Toronto, 1990

Review by Elizabeth J. Owens

This prestigious work is both focused and reflective, using reference points to provide a history of gender segregation in the teaching profession. Divided into three parts (a synopsis of patriarchy in education; teachers and women; programs and curriculum) the volume sets out, sometimes in weighty academic rhetoric, in some history and a great deal of opinion, a prevailing Canadian perspective of feminism and the continuing struggle for equality.

While many examples of both history and current practice in the book are narrowly focused on one or two provinces, it must be conceded that the illustrative material can be generalized to a pan-Canadian scene.

The book is definitive in that it focuses the reader on the traditional and continuing assigned work and education of women over the past 100 years in this country. This history has been presented in other works, as identified by the authors in their detailed and often lengthy notes. The case is forcefully put forward here, however, that no matter what gains have been made in the work lives and education of women, they have been far from flawed and never equal.

The "gems" in this book are not readily apparent as one begins the journey through very academic pieces. Heather Menzies makes one of the most depressing points in the entire collection. She states, "a high proportion of new jobs being created today is directly computer-related ... and requires an engineering or computer science background" (p.318). She goes on to identify the jobs that will be available as a result of the new technology and makes the point again and again that female students currently in our school system from kindergarten onward are not being reared to believe that they can, in fact, aspire to such "unfeminine" jobs.

The direct and specific solution offered is worth quoting here: "1) Rigorous hard Science and Math courses for female students; 2) special girls-only classes in Science and Mathematics where they tend to do better than in co-ed settings; 3) more female role models teaching Science, Math and technical courses; 4) introducing computers differently to girls than to boys; 5) corrective career and personal counselling." Six other points incorporate additional actions that are needed.

Further pessimism is expressed in Gail Posen's article "New Technology" when she notes that the new technologies will not serve the interests of women, who will be sustained in low paying jobs through systemic discrimination in both the school curriculum and society's continuing expectations as interpreted by female adolescents.

The book is demanding and thought-provoking, and although full of deliciously acid facts that burn into one's mind, it is, essentially, a reference book.

What makes it important is perhaps not its timelessness, but its timeliness. It is a reference work for women who wish to think and debate feminism and the female condition; it is a "must read" for educators and for those who develop and implement, but more importantly, for those who monitor gender equity policies and practices in the schools and education system. I would recommend that this book be placed in high school libraries and faculties of education, where it might be well used.

As a pragmatist, I found the work slightly irritating. It left me wanting to say that we need more positive approaches on how we can improve the situation as opposed to chronicling how it went wrong.

More literature is definitely needed in the area of feminism in education, but perhaps the next efforts should be placed on programs. and practices which appear to be meeting with some modest success. While this historical perspective on feminism and education is useful for reference material and to remind all of us about our roots, we also need to get on with the job. I am still waiting for the book called "Fixing Our Future."

Elizabeth J. Owens is the Acting Assistant Deputy Minister of Education for the province of New Brunswick. The Centre for Women's Studies in Education at OISE is at work on second volume of Feminism and Education: A Canadian Perspective, due out this fall.