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New Turns in the History of Education in Ireland
The chapters in this book offer a range of impressive new studies on the history of education in Ireland, based on detailed research and drawing on important sources. This book also serves to show the healthy state of the history of education in Ireland. In particular, the book also seeks to understand how both teachers and pupils in Ireland experienced education, and how they ‘received’ education policies and education change. The lived reality of education is woven through the chapters in this book, while the impact of policy on education practice is illuminated many times, and with great clarity. This book is a very important contribution not only to the history of education, but also more widely to social history, women’s history, church history and political history. It was originally published as a special issue of the journal History of Education.
Nano Nagle
The first biographical study of Nano Nagle, the foundress of he Presentation order of nuns, that positions her within Irish social history, and assesses her vast international legacy. Nano Nagle: The Life and the Education Legacy draws on archival materials from three continents, providing a compelling account of how one woman's extraordinary life challenged social constraints and championed social justice and equality. Leading education historian, Deirdre Raftery, has produced not only a vital new biographical study of an exceptional Irish woman, but also a study of how thousands of Irish women joined the Presentation order of nuns and taught in their schools all over the world. Within that is the story of the Irish female diaspora in Newfoundland, India, North America, England, Australia, Africa and the Philippines. Nano Nagle: The Life and the Education Legacy throws opens a new window on an unknown aspect of Irish social history, while also demonstrating Ireland's significant contribution to the global history of female education.
The Schooling of Girls in Britain and Ireland, 1800- 1900
This book compares the formal education of the majority of girls in Britain and Ireland in the nineteenth century. Previous books about ‘Britain’ invariably focus on England, and such ‘British’ studies tend not to include Ireland despite its incorporation into the Union in 1801. The Schooling of Girls in Britain and Ireland, 1800-1900 presents a comparative synthesis of the schooling of working and middle-class girls in the Victorian period, with the emphasis on the interaction of gender, social class, religion and nationality across the UK. It reveals similarities as well as differences between both the social classes and the constituent parts of the Union, including strikingly similar concerns about whether working-class girls could fulfill their domestic responsibilities. What they had in common with middle-class girls was that they were to be educated for the good of others. This study shows how middle-class women used educational reform to carve a public role for themselves on the basis of a domesticated life for their lower class ‘sisters’, confirming that Victorian feminism was both empowering and constraining by reinforcing conventional gender stereotypes.
Educating Ireland
This study analyses the relationship between education and social change in Ireland from the seventeenth to the twentieth century. The book details how Irish society was critically shaped and re-shaped by the various successes and failures of the education system in Ireland as it gradually developed over the last four hundred years.
Middle-class Life in Victorian Belfast
Middle-Class Life in Victorian Belfast vividly reconstructs the social world of upper middle-class Belfast from c.1830 to 1890. Using extensive primary material, the book draws a rich portrait of Belfast's middle-class society, covering themes of civic activism, working lives, philanthropy, associational culture, evangelicalism, recreation, marriage and family life.
Teresa Ball and Loreto Education
Educated at the Bar Convent, York, Teresa Ball became a pioneer of girls' education when she returned to Ireland, opening Loreto Abbey convent and boarding school in 1822. The Dublin convent quickly attracted the daughters of the Irish elite, not only as pupils but also as postulants and novices. The rapid expansion of Loreto convents in Ireland helped to provide a supply of nuns who founded a network of Loreto convents in nineteenth-century India, Mauritius, Gibraltar, Canada, England, Spain and Australia. This book commences with an original and important study of the Balls and their social world in Dublin at the start of the nineteenth century. Their network included members of the Catholic Committee, the Catholic Church hierarchy, and many benevolent public figures. The book gives new insight into how women operated in the margins of this Catholic world. The education of the Ball children, at York and Stonyhurst, positioned them for success in Catholic society, at a time when the confidence of their Church was growing in Ireland. The youngest of the Ball children was professed as a nun in 1816, in the York convent of the Institute of the Blessed Virgin Mary (IBVM), and return
Emily Davies
Sarah Emily Davies (1830–1921) lived and crusaded during a time of profound change for education and women’s rights in England. At the time of her birth, women’s suffrage was scarcely open to discussion, and not one of England’s universities (there were four) admitted women. By the time of her death, not only had the number of universities grown to twelve, all of which were open to women; women had also begun to get the vote. Davies’s own activism in the women’s movement and in the social and educational reform movements of the time culminated in her founding of Girton College, Cambridge University, the first residential college of higher education for women. Much of the social c...
Irish Nuns and Education in the Anglophone World
This book charts the history of how Irish-born nuns became involved in education in the Anglophone world. It presents a heretofore undocumented study of how these women left Ireland to establish convent schools and colleges for women around the globe. It challenges the dominant narrative that suggests that Irish teaching Sisters, also commonly called nuns, were part of the colonial project, and shows how they developed their own powerful transnational networks. Though they played a role in the education of the ‘daughters of the Empire’, they retained strong bonds with Ireland, reproducing their own Irish education in many parts of the Anglophone world.
The Oxford History of British and Irish Catholicism, Volume IV
After 1830 Catholicism in Britain and Ireland was practised and experienced within an increasingly secure Church that was able to build a national presence and public identity. With the passage of the Catholic Relief Act (Catholic Emancipation) in 1829 came civil rights for the United Kingdom's Catholics, which in turn gave Catholic organisations the opportunity to carve out a place in civil society within Britain and its empire. This Catholic revival saw both a strengthening of central authority structures in Rome, (creating a more unified transnational spiritual empire with the person of the Pope as its centre), and a reinvigoration at the local and popular level through intensified sacram...
