Hidden in the Archive of Gender and Science: The Agonistics of Knowledge and Learning

Article

Tamboukou, M. 2024. Hidden in the Archive of Gender and Science: The Agonistics of Knowledge and Learning. History of Education. 53 (2), pp. 380-402. https://doi.org/10.1080/0046760X.2024.2304339
AuthorsTamboukou, M.
Abstract

In this paper the author looks at processes of becoming a woman philosopher and scientist in eighteenth-century Europe, by focussing on educational experiences, discourses and practices revolving around the Italian mathematician, scientist and philosopher, Maria Gaetana Agnesi. The author uses the Arendtian notion of agonism as a lens through which she reads Agnesi’s manuscripts at the Ambrosiana Biblioteca in Milan, by pointing to the non-discursive affects that these documents emanate. By tracing women mathematicians’ historical emergence as subjects of knowledge, as well as creators of philosophy and culture, the author proposes a reconsideration of the history of women’s science education as an agonistic process that has left traces in various archives of gender and science.

JournalHistory of Education
Journal citation53 (2), pp. 380-402
ISSN0046-760X
Year2024
PublisherTaylor & Francis (Routledge)
Publisher's version
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/0046760X.2024.2304339
Publication dates
Online06 Mar 2024
Publication process dates
Accepted24 Jul 2023
Deposited25 Jul 2023
Copyright holder© 2024, The Author
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Writing Feminist Genealogies
Tamboukou, M. 2003. Writing Feminist Genealogies. Journal of Gender Studies. 12 (1), pp. 5-19.
Visual Silences, Nomadic Narratives
Tamboukou, M. 2008. Visual Silences, Nomadic Narratives. Auto/biography Yearbook.
Nomadic subjects: Young black women in Britain
Tamboukou, M. and Ball, Stephen J. 2002. Nomadic subjects: Young black women in Britain. Discourse: Studies in the Cultural Politics of Education. 23 (3), pp. 267-284. https://doi.org/10.1080/0159630022000029777
Interrogating the emotional turn: Making connections with Foucault and Deleuze
Tamboukou, M. 2003. Interrogating the emotional turn: Making connections with Foucault and Deleuze. European Journal of Psychotherapy, Counselling & Health. 6 (3), pp. 209-223.
Tracing heterotopias: writing women educators in Greece
Tamboukou, M. 2004. Tracing heterotopias: writing women educators in Greece. Gender and Education. 16 (2), pp. 187-207.
Rethinking the political subject: narratives of parrhesiastic acts
Tamboukou, M. 2005. Rethinking the political subject: narratives of parrhesiastic acts. International Journal of Critical Psychology.
Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa
Tamboukou, M. 2006. Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa. Gender and Education. 18 (3), pp. 231-250.
Re-imagining the narratable subject
Tamboukou, M. 2008. Re-imagining the narratable subject. Qualitative Research. 8 (3), pp. 283-292.
Machinic Assemblages: Women, Art Education and Space.
Tamboukou, M. 2008. Machinic Assemblages: Women, Art Education and Space. Discourse: Studies in the Cultural Politics of Education. 29 (3), pp. 359-375.