Women and Economics

Women and Economics

Introduction:

In Charlotte Perkins Gilman’s Women and Economics, she provides a usual and sincere explanation that shows just how nearly the most terrible difficulties under which women suffer. In general, these are the result of certain irrational circumstances of our own adoption (1898). In this case, the argument is that woman’s economic dependence in the gender connection is unfair and that this lengthy accord is not fixed logically, but made by the individual. Though her exact topic effects from the start of history includes the completeness of our species, a thinner importance of this political view will offer a valued look through the evaluation that covers the workplace procedures, attitudes, policies, practices within a school environment.

This emphasis on experience and non-experience revealed a situation in our workplace where the Redlands High School involved a discussion of long term tenured staff. In this case, an employee too often validates his or her actions by uttering to his or her own educational practice. By considering an evaluation assessment of experience vs non-experience amongst two educators; Educator A-1 has just graduated and in his first year has the current training and up to date teaching strategies, familiar with new trends, excepting challenges to new strategies, willing to attend meetings, staff development, take risk, trials, errors and more opened minded but lacks class room experience. Educator B-2 is a forty-year staff member getting ready and approaching the retirement mark. Tenured teachers resist to attend staff development, activities, have poor attitudes, set in their ways but have experience, expertise in the their teaching profession, knowledge in the curriculum, secured with being a tenured teacher, but lack motivation, resist to modify procedures of new curriculum, traditional and wants to keep the status of quo (Not always good!). However, one would possibly think that Educator A-1 would profit significantly from Educator B-2’s forty years of knowledge. Although Educator A-1’s educational knowledge is more recent and incorporates research-based philosophies that Educator B-2 is unlikely to have knowledge of the recent philosophies. The philosophy that Educator B-2 offers is whether to determine if it is valuable or not. In this case study, it only signifies a solo view point. This requires Educator A-1 to confirm the significance through the knowledge, practice, research and curriculum, new training and strategies. It is irrational to allocate additional burden to judge Educator B-2 merely because of the length of service she places that view into training or practicing the new curriculum trend. But the resisting and modifying procedures of a tenured traditional teacher become a problematic concern because of lack in motivation to learn new curriculum “something new.”

If