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Women, Power Relations, and Education in a Transnational World
This edited collection addresses the nexus of gender, power relations, and education from various angles while covering a broad spectrum of the history of education in both time and geographic space. Taking the position that historians of gender and education find the concept of transnationalism very useful for a deeper understanding of historical change and situations, the editors and their contributors employ a transnational perspective to explore the complex and entangled dimensions of a history of education that transcends regional and national boundaries through a variety of approaches (e.g. through exploring new fields of research, sources, questions, perspectives for interpretation, or methodologies). In doing so, they also undertake to open up a transnational global perspective for the historiography of education.
Disciplines of Education
Is there a ‘crisis’ in the disciplines of education? In this book, leading scholars explore how the changing epistemological and political debates of the last 20 years have resulted in the progressive demise of the disciplines in relation to the study of education. Finally the book asks whether the disciplines have a place in education in the 21st century.
Women Educators, Leaders and Activists
This collection traces women educators' professional lives and the extent to which they challenged the gendered terrain they occupied. The emphasis is placed on women's historical public voices and their own interpretation of their 'selves' and 'lives' in their struggle to exercise authority in education.
The Strad
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Space and Everyday Lives of Children in Hong Kong
Deploying a spatial approach towards children’s everyday life in interwar Hong Kong, this book considers the context-specific development of five transnational movements: the garden city movement; imperial hygiene movement; nationalist sentiments; the Young Women's Christian Association; and the Girl Guide. Locating these transnational cultural movements in four layers of context, from the most immediate to the most global, including the context of Hong Kong, Republican China, the British empire, and global influences, this book shows Hong Kong as a distinctive colonial domain where the imperatives around race, gender and class produced new products of empire where the child, the garden, the school and sport turned out to be the main dynamics in play in the interwar period.
HotelBusiness
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Truck and Loader
The front-end loaderand dump truck are a team.They help build roads and dig ponds.Together they can load and carry anything. This book tells how they do it.
Barbara Bodichon’s Epistolary Education
"This book brings together feminist histories in education with an innovative approach to epistolary narrative analytics. In deploying the notion of the epistolary bildung the author rigorously and eloquently shows how the correspondence of Barbara Bodichon can shed fresh light in a range of personal problems and public issues in women’s lives, which remain relevant today" - Maria Tamboukou, Professor of Feminist Studies, University of East London, UK This book assesses Barbara Bodichon’s significance in the history of the women’s movement in Britain by elaborating a conceptualisation of letters as sources of feminist development. Bodichon was the leader of the first women’s suffrage...
Knowledge Actors
Historical actors are as central to the history of knowledge as to all historical scholarship. Every country, every era has its biographies of eminent scientists, intellectuals, and educational reformers. Yet the theoretical currents that have left their mark on the historical and sociological studies of knowledge since the 1960s have emphasized structures over actors, collectives over individuals. By contrast, Knowledge Actors stresses the importance of historical actors and re-engages with their actions from fresh perspectives. The objective of this volume is thus to foster a larger discussion among historians of knowledge about the role of knowledge actors. Do we want individuals and networks to take center stage in our research narratives? And if so, which ones do we want to highlight and how are we to conduct our research? What are the potential pitfalls of pursuing that actor-centric trajectory? This the third volume in a trilogy about the history of knowledge from the Lund Centre for the History of Knowledge (LUCK).
The Muzzleloader
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