London S Women Teachers Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of London S Women Teachers book. This book definitely worth reading, it is an incredibly well-written.
Dina Copelman's investigation of the public and private lives of women teachers reveals a strikingly different model of gender and class identity than the orthodox one constructed by historians of middle-class gender roles and middle-class feminism. Consequently, while the book focuses on women teachers from the beginning of state education in 1870 up to 1930, it is also an examination of how gender, class and professional identities were shaped and perceived. While offering a significant original contribution to the social history of teachers, this book is also driven by a consideration of broader historiographical questions.
Women Teachers and Feminist Politics, 1900-39 by Alison Oram Pdf
Women teachers were key players in twentieth century feminism. They fought for women's suffrage before the First World War and continued their vigorous campaigns for equal pay, equal promotion opportunities and abolition of the marriage bar into the less promising political environment of the 1920s and 1930s. This book is the first to offer a detailed assessment of why women teachers were so politically active, and makes an important contribution to the literature on women's politicisation. Drawing on interviews with women teachers (in state elementary and secondary schools) as well as the records of teachers' associations and central and local government, it explores the tensions in the relationship between their position at the workplace and their family lives and unravels the connections and dissonances between how they saw themselves as both women and professional teachers.
Monograph comprising autobiographic elements on education of women in the UK, with particular reference to inegalites and sex discrimination regarding educational opportunity - based on statistical tables, compares the role behaviour of men and women, attitudes, unchanged educational options, the situation of woman worker teachers, etc., and denounces the lack of involvement of women in educational policy formulation. Bibliography pp. 267 to 274.
Feminism of Woman Teachers in the First Half of the 20th Century by Iw Marinkovic,Hannes Alter Pdf
Seminar paper from the year 2000 in the subject English Language and Literature Studies - Culture and Applied Geography, grade: 2 (B), University of Kassel (Anglistics), course: New Feminism, 27 entries in the bibliography, language: English, abstract: From the mid-19th century up to the outbreak of the war in August 1914 the suffrage campaign had attained the size and the status of a mass movement, riveting the attention of the British public. During the wartimes the activities of suffragists came to a halt, and a new, “domestic ideology“ emerged. When in early 1918 the Parliament granted the vote for women over the age of thirty, as a gesture of recognition for women’s contribution to the war effort, British feminists felt the neccessity to fight for a deeper, a more essential reformation in society. New feminist organizations were created, laws improving the status of mothers were passed and a passionate debate over the nature of feminism had begun. “But by 1930 feminism seemed much less a threat to traditional structures” than during the wartimes and the postwar period. How could it be that such a big movement like the suffrage campaign had been so powerful and finally disappeared, considering that “interwar feminism trapped women in the cult of domesticity from which earlier feminists had tried to free themselves”? Why should a woman choose to enter the teaching profession in the first half of the twentieth century? Teaching offered a large number of attractions as a job for women. Professional teaching involved the notion of a career, a life's work after a specific training, open only to those of a sufficient academic capacity. See: Teaching young children was said to be: "...one of the best forms of reconstruction work. The care of the children brings the teacher into closer touch with their mothers, who often come to her for advice in any and every subject: thus she may be a means of furthering the social betterment of the homes and the country." (Students' Careers Association, Careers, p.15. Also see Board of Education, Training of Teachers, p.40) Women teachers became confident because of their academic success, their professional aspirations and their teacher education, which gave them a sense that they were part of an elite, especially a part of a female elite. Elementary and secondary school teachers were different in their routes into the teaching profession: Women who taught in elementary schools usually came from the intelligent working class or the lower middle class and underwent their education in a training college while secondary school teachers usually came from middle class and were university educated. [...]
Behind the familiar image of the woman teacher lies a curiously neglected history. In this book the author weaves her own story through a provocative history that culminates in a look at current debates surrounding education.
Feminism and the Classroom Teacher by Amanda Coffey,Sara Delamont Pdf
Combining feminist theory and empirical material, drawing on feminist writing and their own research experience, the authors provide an interpretation of teachers and their teaching.
Women Teachers and Feminist Politics, 1900-1939 by Alison Oram Pdf
Women teachers were key players in 20th-century feminism. They fought for women's suffrage before the First World War and continued their vigorous compaigns for equal pay, equal promotion opportunities and abolition of the marriage bar into the less promising political environment of the 1920s and 1930s. This text offers an assessment of why women teachers were so politically active, and makes a contribution to the literature on women's politicization.
Nineteenth-century British Women's Education by Susan Hamilton,Janice Schroeder Pdf
This new six-volume collection from Routledge and Edition Synapse brings together key documents from the Victorian feminist campaign to establish and improve girls and womens education. The set is divided into two sections, both of which incorporate materials that argue for the improvement of girls and womens education as well as arguments made against education for girls and women. The first section focuses on the debate surrounding the quality of womens education and the question of access to higher education for women. This section also brings together documents from the feminist campaign with writing from the established press on the question of womens higher education, and writings from the Social Sciences Association where many education reformers aired their views. The second section concentrates on the strengths and successes of Victorian women as educators, and highlights some of the most influential women in the field of education during this era. Drawing widely on articles from the feminist and established press, government papers, newspapers, professional and association journals, as well as memoirs, addresses, pamphlets, and reviews, this essential collection gives researchers excellent and comprehensive access to nineteenth-century debates on improving girls and womens education, and womens work as educators.
Teachers, Gender and the Feminisation Debate by Marie-Pierre Moreau Pdf
Teachers, Gender and the Feminisation Debate critically engages with the claim that teaching is a feminised profession and offers a comprehensive and authoritative analysis of the way gender and power play out in the lives of male and female teachers. Informed by social constructivist, feminist theories of work and education, the book adopts a relational and intersectional approach to gender. Drawing on a range of primary and secondary sources, including national and international datasets, policy and research texts, and an original corpus of interviews conducted by the author in England and France, the book provides a timely assessment of a view of teaching as feminised. It explores the various discourses and debates about the feminisation of teaching which circulate in media and policy circles in a range of local, national and international contexts, and questions some of the claims underpinning these discourses. It also analyses the experiences of men and women who teach, looking at the way gender and power impact on their careers and private lives in the context of the feminisation debate. Teachers, Gender and the Feminisation Debate offers a research-informed and comprehensive account of gender issues in the teaching profession and will be of great interest to academics, researchers and postgraduate students in the fields of education, sociology and gender studies.