An Award Letter Too Late to Receive: Considering Sophie Germain’s Mathematical Correspondence

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Tamboukou, M. 2025. An Award Letter Too Late to Receive: Considering Sophie Germain’s Mathematical Correspondence. The Journal of Epistolary Studies. 4 (1), pp. 32-49. https://doi.org/10.51734/6k9mbg08
AuthorsTamboukou, M.
Abstract

In 1816, Sophie Germain became the first woman to win the Grand Prix de Mathématiques, awarded by the Class of Mathematics and Physics of the French Institute for her work on the theory of elastic surfaces. However, due to a failure in communication, she never received the formal invitation with her ceremony tickets and ultimately did not attend. Instead, she received a brief notice at the last moment, advising her that she was welcome to be present. Taking this undelivered letter as a reflection of broader structural barriers, this paper examines the role of mathematical correspondence in both facilitating and limiting women’s participation in scientific networks during the late modern period. By tracing the complexity of Germain’s epistolary exchanges, I argue that her letters remain key documents for reconstructing her intellectual trajectory and understanding the challenges of recognition and institutional inclusion.

JournalThe Journal of Epistolary Studies
Journal citation4 (1), pp. 32-49
ISSN2577-820X
Year2025
PublisherUniversity of Texas Rio Grande Valley
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Digital Object Identifier (DOI)https://doi.org/10.51734/6k9mbg08
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Online16 May 2025
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Accepted25 Apr 2025
Deposited19 May 2025
Copyright holder© 2025 The Author
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Nomadic Trails in the Unfolding of the Self
Tamboukou, M. 2004. Nomadic Trails in the Unfolding of the Self. Spaces of Identity. 4 (2).
Spacing herself
Tamboukou, M. 1999. Spacing herself. Gender and Education. 11 (2), pp. 125-139.
Of other spaces: women's colleges at the turn of the century
Tamboukou, M. 2000. Of other spaces: women's colleges at the turn of the century. Gender, Place and Culture: A Journal of Feminist Geography. 7 (3), pp. 247-263.
The paradox of being a woman teacher
Tamboukou, M. 2000. The paradox of being a woman teacher. Gender and Education. 12 (4), pp. 463-478.
Erasing sexuality from the blackboard
Tamboukou, M. 2002. Erasing sexuality from the blackboard. Australian Feminist Studies. 17 (38), pp. 135-149.
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.