This does not promote feminism or any related activities thereof but uses their works to relay situational analysis. This serves to focus change mainly in the designation of school curriculum basing on gender abilities, skills and intellect at still a very young formative age which is mostly subject to resigned domestic and weak place in society.
This dissertation is an amalgamation of the work carried out over centuries by precursors of the feminist movement which abolished the sign of male dominated tactics where imparting equal education in qualitative and quantitative terms was concerned. This topic is a challenging one as it focuses on a specific area in gender philosophy. The parameters to be studied are now deeply rooted in the history of our educational system and thus hold a large amount of interest and fascination for a student of feminist issues. Further, the time period being studied is of utmost importance where revolutionary trends in feminist approaches are concerned. In this regard, the work of feminists was the foundation stone for modern day theories in a very subtle manner. Every change happens through education and the study of changing trends in education to show the elements of emerging feminist trends of the period is a challenging and fascinating subject.
The dissertation progresses on the general hypotheses of social criticism and the trends that emerged thereof, in context of feminist and gender philosophy conceptions. In this way, the underlying model is a realistic one, unlike the predictable idealistic one due to the fact that Wollstonecraft's work demonstrates the fact that she had great foresight. This dissertation will basically focus on the Education Acts of 1870, 1902, 1944 and 1968.
In this regard, the dissertation will analyze the various trends that were followed when these acts were formulated in context of pressures like the importance of women's education as well as the situation of young women. Further, the curriculum and activities revolving around primary education will be discussed in context of the three Rs - religion, reading and writing.
The issues and questions are ones pertaining to the general climate for change and whether or not it facilitated the trends that emerged in the area of a change in curriculum for the primary education of girls in UK during that period. The work will also pose the question of how these kinds of changes in education tend to influence the general outlook of society over the years. In this way the acts will be analyzed to find evidence surrounding whether or not they were successful and the criticisms that demonstrate their failures and flaws. These acts in general brought about a climate for change and the emergence of a new feminist perspective. Also, it helped change the curriculum and include more women oriented studies that did not necessarily revolve around