This is a reflective account of the publication of two books in the same year (2016): "Reclaiming Feminism: Challenging Everyday Misogyny" and "Feminist Manifesto for Education." The former is a popular but scholarly memoir, and the latter is an academic text for sociology and education. It was never my intention to publish…

In the winter of 2010, as the professor of an introductory Gender Studies course in a Canadian university, author Ilya Parkins was involved in a community service learning project centered on the memorialization of women murdered in her university's local community. In this article, Parkins considers what limited this project, which was so…

Examines the use of biographies in teaching elementary students about contemporary women. Discusses sources of appropriate works and provides teaching suggestions for use with elementary school children. (GEA)

Presents a short biography of Jennie Wahlert, who taught in the St. Louis Public Schools in the early 1900s, and later served in supervisory positions in the schools and as a college professor. Her career spanned seven decades and had a significant influence on education in St. Louis. (MDM)

Seventeen essays direct attention to the lives and achievements of outstanding women in Nebraska history. Most of the women described in the essays did their major work in literature, the arts, education, or some other related human service. Only two essays are not focused on specific women--"Union Maids in Omaha Labor History,…

Describes how students are able to empathize with women writers and each other by reading and writing autobiography. (CRH)

Argues that a view of First Ladies as "activist political partners" is the rule rather than exception, despite their omission from most textbooks. Suggests that biographies of First Ladies offer a fascinating way to study presidential politics and to illuminate the role of women in U.S. history. Discusses several First Ladies. (DSK)

Discusses how the intersection of biography and history serves as an appropriate vantage point for understanding human lives. Explains how a course which embodied this idea was developed and implemented focusing on the 1935 Vassar class. Examines oral histories as a central feature in designing and conducting the course. (GEA)

Briefly describes the lives of important African-American women, detailing the challenges they faced and how they survived from Sojourner Truth to Alice Walker. Suggests that the strengths and lessons of the lives of these women may shed light on how to help African-American males. (JB)