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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.
Women, Educational Policy-Making and Administration in England
The role of women in policy-making has been largely neglected in conventional social and political histories. This book opens up this field of study, taking the example of women in education as its focus. It examines the work, attitudes, actions and philosophies of women who played a part in policy-making and administration in education in England over two centuries, looking at women engaged at every level from the local school to the state. Women, Educational Policy-Making and Administration in England traces women's involvement in the establishment and management of schools and teacher training; the foundation of the school boards; women's representation on educational commissions, and the...
Women, Educational Policy-Making and Administration in England
The role of women in policy-making has been largely neglected in conventional social and political histories. This book opens up this field of study, taking the example of women in education as its focus. It examines the work, attitudes, actions and philosophies of women who played a part in policy-making and administration in education in England over two centuries, looking at women engaged at every level from the local school to the state. Women, Educational Policy-Making and Administration in England traces women's involvement in the establishment and management of schools and teacher training; the foundation of the school boards; women's representation on educational commissions, and the...
Folds of Past, Present and Future
This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.
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.
Imagining the Dead in British Literature and Culture, 1790–1848
This book offers the first account of the dead as an imagined community in the early nineteenth-century. It examines why Romantic and Victorian writers (including Wordsworth, Dickens, De Quincey, Godwin, and D’Israeli) believed that influencing the imaginative conception of the dead was a way to either advance, or resist, social and political reform. This interdisciplinary study contributes to the burgeoning field of Death Studies by drawing on the work of both canonical and lesser-known writers, reformers, and educationalists to show how both literary representation of the dead, and the burial and display of their corpses in churchyards, dissecting-rooms, and garden cemeteries, responded to developments in literary aesthetics, psychology, ethics, and political philosophy. Imagining the Dead in British Literature and Culture, 1790-1848 shows that whether they were lauded as exemplars or loathed as tyrants, rendered absent by burial, or made uncannily present through exhumation and display, the dead were central to debates about the shape and structure of British society as it underwent some of the most radical transformations in its history.
History of Education
Specially commissioned to mark the 40th Anniversary of History of Education, and containing articles from leading international scholars, this is a unique and important volume. Over the past forty years, scholars working in the history of education have engaged with histories of religion, gender, science and culture, and have developed comparative research on areas such as education, race and class. This volume demonstrates the richness of such work, bringing together some of the leading international scholars writing in the field of history of education today, and providing readers with original and theoretically informed research. Each author draws on the wealth of material that has appeared in the leading SSCI-indexed journal History of Education, over the past forty years, providing readers with not only incisive studies of major themes, but delivering invaluable research bibliographies. A ‘must have’ for university libraries and a ‘must own’ for historians. This book was originally published as a special issue of History of 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.
