Abstract
Literacy has been among the most publicly contested domains in gender struggles; the way that history of literacy is gendered and interpreted makes a difference to the way reading and writing is thought of today. Broadly understood, gender signals a wide range of concerns with subjectivities, social relations, and historical dynamics. Literacy campaigns can be linked both to attempts to consolidate patriarchalism in early modern Europe and to complex struggles attending its 18th-century demise. In 19th-century England, both bourgeois and oppositional public spheres engendered patterns of solidarity, identity, gender polarization, and exclusion in which contested notions of individual and collective literacy played a key role. Elsewhere, schools were called upon to engender a proletariat or tame its radicalism, teach females how to read or change their reading habits, instruct children in writing or give them to understand that their mother tongue did not count as school knowledge.
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Miller, P. Transformation of Patriarchal Regimes, Literacy, and Schooling. Interchange 34, 297–312 (2003). https://doi.org/10.1023/B:INCH.0000015906.19694.4a
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DOI: https://doi.org/10.1023/B:INCH.0000015906.19694.4a