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Past and Promise
This unique book explores the lives and work of nearly 300 New Jersey women from the Colonial period to the present century. Included are biographies of notable, often nationally known individuals, as well as less celebrated people, whose vibrant personal stories illustrate the richness of women's experiences in New Jersey—and, really, in America—from 1600 to the present. Researched, written and illustrated by The Women's Project of New Jersey, this volume both recovers and re-tells the life stories of women who have helped shape our world. Past and Promise is a long-overdue celebration of the accomplishments of these individuals who succeeded, often against overwhelming odds. Past and P...
Reading and Writing Ourselves into Being
This text is a study of literacy based upon a set of correspondence, the Osborne Family Papers, 1812–1968, housed in the Special Collections Research Center of Syracuse University. A collection of some 358 boxes, it is particularly well suited for a study on literacy. In addition to the voluminous public and private correspondence of prison reformer Thomas Mott Osborne (1859–1926), a vast and rich store of the family’s literacy "works" have been carefully preserved. In addition to hundreds of letters, many between and among the women of the family, it also abounds with other literacy documents of interest such as ledgers, account books, travelogues, verse, diaries, and notes. Unusually and quite valuably, even scraps of children’s writing have been preserved, making possible studies regarding emergent literacy practices of the times.
Victorian Education and the Ideal of Womanhood
This study, first published in 1980, argues that higher education for women was accepted by the end of the nineteenth-century, and higher education was becoming a desirable preparation for teachers in girls’ schools. By accepting the opponents’ claim that higher education for women had the potential to revolutionise relations between the sexes, this fascinating book demonstrates how the relevance of the nineteenth-century serves to enhance our understanding of the contemporary women’s movement. This title will be of interest to students of history and education.
The Letters of Elizabeth Rigby, Lady Eastlake
An Open Access edition of this book is available on the Liverpool University Press website and the OAPEN library. 2009 was the bicentenary of the birth of the English writer, translator, critic and amateur artist Elizabeth Rigby, Lady Eastlake (1809-1893). Bringing together a comprehensive collection of her surviving correspondence, the Letters of Elizabeth Rigby, Lady Eastlake reveals significant new material about this extraordinary figure in Victorian society. The scope of Lady Eastlake’s writing is wide and interdisciplinary, which recommends her as a significant figure in Victorian culture, giving rise to revelations about the ways in which different cultural activities were linked. L...
When Women Ask the Questions
In When Women Ask the Questions, Marilyn Boxer traces the successes and failures of women's studies, examines the field's enduring impact on the world of higher education, and concludes that the rise of women's studies has challenged the university in the same way that feminism has challenged society at large. Drawing on her experiences as a historian, feminist, academic administrator, and former chair of a women's studies program, Boxer observes that by working for justice—and for changes necessary to make the attainment of justice a practical possibility—women's studies ensures that women are heard in the processes and places where knowledge is created, taught, and preserved. The intellectual transformation behind the emergence of women's studies, Boxer concludes, is one of historic proportions. Like other great moments in human experience, it has given rise to a flowering of art, literature, and science, and to the challenging of previously accepted authorities of text and tradition.
Gender, Equity, and Schooling
First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
The Victorian Girl and the Feminine Ideal
In Victorian England, the perception of girlhood arose not in isolation, but as one manifestation of the prevailing conception of femininity. Examining the assumptions that underlay the education and upbringing of middle-class girls, this book is also a study of the learning of gender roles in theory and reality. It was originally published in 1982. The first two sections examine the image of women in the Victorian family, and the advice offered in printed sources on the rearing of daughters during the Victorian period. To illustrate the effect and evolution of feminine ideals over the Victorian period, the book’s final section presents the actual experiences of several middle-class Victorian women who represent three generations and range, socioeconomically, from lower-middle class through upper-middle class.
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.
