“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

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Monica H. Green
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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.

Abstract Image

"特罗图拉 "不是玛蒂尔达效应的一个例子:关于纠正学术神话和参与专业历史:对 Malecki 等人的回应 2024
1993 年,美国科学史学家玛格丽特-罗西特提出了 "玛蒂尔达效应 "的概念,用以描述女性在科学和医学领域的成就被男性同事忽视或剽窃的常见历史模式。然而,就在她写作的同时,女性历史的各个领域都在开展专业工作,其中包括中世纪时期,罗西特从中世纪时期的医学人物 "特罗图拉 "中得出了她认为最突出的例子。事实上,"特罗图拉 "并不是一位女性,而是一本书的书名。专业历史学家的广泛研究表明,历史上真实的女性--萨莱诺的特罗塔,不仅因她自己的作品,而且因两位男性作家的作品而被同时代人(以及在其后的 300 年里)广泛称颂,这两位男性作家的作品在特罗图拉合集中与她的作品并列。这些来自专业历史研究的发现早在 20 多年前就已为人所知,但在科学研究中却很少得到承认。本研究提出,对特罗塔故事的正确理解提供了一个有用的例子,不是玛蒂尔达效应,而是性别功能如何限制甚至是著名女性扮演某些角色。
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来源期刊
Science & Education
Science & Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
14.00%
发文量
0
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 [...]
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