“Trotula” is not an example of the Matilda effect: On correcting scholarly myths and engaging with professional history: A response to Malecki et al. 2024
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引用次数: 0
Abstract
In 1993, historian of American science Margaret Rossiter introduced the concept of the “Matilda Effect,” to describe a common historical pattern of women's achievements in science and medicine being ignored or purloined by male associates. At the same time, she was writing, however, professional work was being done in a variety of areas of women's history, including the medieval period from which Rossiter drew what she thought was her most salient example: the medical figure, “Trotula.” In fact, “Trotula” was not a woman but the title of a book. Extensive research by professional historians has shown that the real historic woman, Trota of Salerno, was widely credited by her contemporaries (and for the next 300 years) not only for her own work but also for the work of two male writers whose texts became attached to hers in the Trotula ensemble. These findings from professional historical research have been known for over 20 years but rarely acknowledged in Science Studies. The present study proposes that a corrected understanding of Trota's story provides a useful example, not of the Matilda Effect, but of the ways gender functions to restrict even famous women to certain roles.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]