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Women, Education, and Agency, 1600–2000 by Jean Spence,Sarah Aiston,Maureen M. Meikle Pdf
Women, Education, and Agency 1600-2000 explores a range of topics on the history of women in eductational settings around the world, from the strategies of individuals seeking a personal education, to organized efforts of women to pursue broader feminist goals in an educational context.
Women, Education, and Agency, 1600-2000 by Jean Spence,Sarah Aiston,Maureen M. Meikle Pdf
This collection of essays brings together an international roster of contributors to provide historical insight into women’s agency and activism in education throughout from the seventeenth to the twentieth century. Topics discussed range from the strategies adopted by individual women to achieve a personal education and the influence of educated women upon their social environment, to the organized efforts of groups of women to pursue broader feminist goals in an educational context. The collection is designed to recover the variety of the voices of women inhabiting different geographical and social contexts while highlighting commonality and continuity with reference to creativity, achievement, and the management and transgression of structures of gender inequality.
Female Agency in the Urban Economy by Deborah Simonton,Anne Montenach Pdf
This innovative new book is overtly and explicitly about female agency in eighteenth-century European towns. However, it positions female activity and decisions unequivocally in an urban world of institutions, laws, regulations, customs and ideologies. Gender politics complicated and shaped the day-to-day experiences of working women. Town rules and customs, as well as police and guilds’ regulations, affected women’s participation in the urban economy: most of the time, the formally recognized and legally accepted power of women – which is an essential component of female agency – was very limited. Yet these chapters draw attention to how women navigated these gendered terrains. As the book demonstrates, "exclusion" is too strong a word for the realities and pragmatism of women’s everyday lives. Frequently guild and corporate regulations were more about situating women and regulating their activities, rather than preventing them from operating in the urban economy. Similarly corporate structures, which were under stress, found flexible strategies to incorporate women who through their own initiative and activities put pressure on the systems. Women could benefit from the contradictions between moral and social unwritten norms and economic regulations, and could take advantage of the tolerance or complicity of urban authorities towards illicit practices. Women with a grasp of their rights and privileges could defend themselves and exploit legal systems with its loopholes and contradictions to achieve economic independence and power.
Women and the Anglican Church Congress 1861-1938 by Sue Anderson-Faithful,Catherine Holloway Pdf
This book covers new ground in its focus on the Anglican Church congresses 1861-1938 as a public space in which the views of notable women were widely disseminated. It celebrates the contribution made by women to public life and discourse on womanhood as platform speakers, and commemorates the presence of the large numbers of women who joined congresses as audience members. Original research draws on extensive primary sources from official records, diaries and the press to capture women's views and voices and to evoke congress as a communicative social space and a window into topical affairs. Women and the Anglican Church Congress 1861-1938 examines the roles of women in the Church and reflects on how women with a sense of vocation negotiated contemporary attitudes to their positions and spirituality. The book also explores how women's secular aspirations towards citizenship in the context of poverty, work, temperance, eugenics, class and suffrage played out at congress.
Comparative Education Research by Mark Bray,Bob Adamson,Mark Mason Pdf
Approaches and methods in comparative education are of obvious importance, but do not always receive adequate attention. This second edition of a well-received book, containing thoroughly updated and additional material, contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles. As already demonstrated by the first edition of the book, the work will be of great value not only to producers of comparative education research but also to users who wish to understand more thoroughly the parameters and value of the field.
This innovative text explores the unprecedented changes in the realms of politics, demography, economics, culture, knowledge, and kinship that women have brought about in the twentieth and twenty-first centuries. Global in reach, the book provides a comparative analysis of developments worldwide to show both progress as well as new tensions and forms of inequality that have emerged out of women’s entry into politics, wage employment, education, and the production of culture. Beginning with suffrage and moving to participation in international movements—such as anti-war, labor, and environmental rights activism—Maria Bucur explores how women have transformed the operation of states and international institutions. She focuses on the radical demographic shifts since 1900 through the prism of changing practices in women’s sexuality, from birth control practices to education. Examining the continuing economic gender gap around the world, Bucur highlights ways women have been both beneficiaries of new economic opportunities and participants in developing new forms of inequality. Considering the remarkable achievements of women in the areas of knowledge making and cultural production, the author shifts her gaze toward the future and what these changes mean in terms of gender norms and evolving kinship relations. She thus presents a new perspective on contemporary world history, centered on how women have become both the subjects and objects of seismic shifts in the political, social, and economic structures of societies across the globe.
The founder and president of the Mothers' Union, one of the first and largest women's organisations, Mary Sumner (1828-1921) was an influential educator and a force to be reckoned with in the Church of England of the late nineteenth and early twentieth centuries. Using the analytical tools of the sociologist Pierre Bourdieu, Sue Anderson-Faithful locates Mary Sumner's life and thought against social and religious networks in which she was restricted by gender yet privileged by class and proximity to distinguished individuals. This dichotomy is key to understanding the achievements of a woman who both replicated and shaped Victorian attitudes to women's roles in society. To Mary Sumner mission and education meant the propagation of religious knowledge through progressive pedagogy. Her activism was intended to promote social reform at home and nurture the growth of the British Empire with mothers wielding their political power as educators of future citizens. The symbiotic relationship between Church and State concentrated power in the hands of a ruling class with which Mary Sumner identified and which she supported. In her view the legitimacy of national and imperial rule was intertwined with the moral force of Anglicanism. SueAnderson-Faithful interprets Mary Sumner's lifelong work in the light of these relationships, contrasting her assertion of personal agency and an empowering discourse of motherhood with her simultaneous reinforcement of patriarchy and class privilege.
The Educated Woman is a comparative study of the ideas on female nature that informed debates on women’s higher education in the late nineteenth and early twentieth centuries in three western European countries. Exploring the multi-layered roles of science and medicine in constructions of sexual difference in these debates, the book also pays attention to the variety of ways in which contemporary feminists negotiated and reconstituted conceptions of the female mind and its relationship to the body. While recognising similarities, Rowold shows how in each country the higher education debates and the underlying conceptions of women’s nature were shaped by distinct historical contexts.
Women in Higher Education, 1850-1970 by E. Lisa Panayotidis,Paul Stortz Pdf
This edited collection illustrates the way in which women’s experiences of academe could be both contextually diverse but historically and culturally similar. It looks at both the micro (individual women and universities) and macro-level (comparative analyses among regions and countries) within regional, national, trans-national, and international contexts. The contributors integrally advance knowledge about the university in history by exploring the intersections of the lived experiences of women students and professors, practices of co-education, and intellectual and academic cultures. They also raise important questions about the complementary and multidirectional flow and exchange of academic knowledge and information among gender groups across programmes, disciplines, and universities. Historical inquiry and interpretation serve as efficacious ways with which to understand contemporary events and discourses in higher education, and more broadly in community and society. This book will provide important historical contexts for current debates about the numerical dominance and significance of women in higher education, and the tensions embedded in the gendering of specific academic programs and disciplines, and university policies, missions, and mandates.
Women, Power Relations, and Education in a Transnational World by Christine Mayer,Adelina Arredondo Pdf
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.
Christian and Jewish Women in Britain, 1880-1940 by Anne Summers Pdf
This book offers an entirely new contribution to the history of multiculturalism in Britain, 1880-1940. It shows how friendship and co-operation between Christian and Jewish women changed lives and, as the Second World War approached, actually saved them. The networks and relationships explored include the thousand-plus women from every district in Manchester who combined to send a letter of sympathy to the Frenchwoman at the heart of the Dreyfus Affair; the religious leagues for women’s suffrage who initiated the first interfaith campaigning movement in British history; the collaborations, often problematic, on refugee relief in the 1930s; the close ties between the founder of Liberal Judaism in Britain, and the wife of the leader of the Labour Party, between the wealthy leader of the Zionist women’s movement and a passionate socialist woman MP. A great variety of sources are thoughtfully interrogated, and concluding remarks address some of the social concerns of the present century.
The Structure and Agency of Women's Education by Mary Ann Maslak Pdf
This collection examines the educational policies, programs, and practices that offer and/or deny adolescent girls and young women the opportunity for change and advancement, from both comparative and international perspectives. Grounded in social and feminist theory, the essays focus on the dynamic interaction between agency and structure. The first part of the book outlines fundamental principles of public policy and provides examples of their application. Part two explores, within the context of globalization, the impact of international organizations large and small on the local level. Part three looks at the influence of sociocultural forces on women s ability to participate in educational programs. Part four proffers innovative methodologies that demonstrate how the agency of voice within the structure of the research setting ultimately furthers our understanding of women s education. Throughout the book, the complexities in delivering and improving education for females in India, China, Kenya, the United States, and other parts of the world are revealed.
Higher Education: Handbook of Theory and Research by Laura W. Perna Pdf
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on current important issues pertaining to college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and other key aspects of higher education administration. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
As the acknowledged founder and philosopher of the Parents' National Educational Union (PNEU), Charlotte Mason was revered by her followers as a saintly Madonna figure. She died in 1923 at the peak of her fame, having achieved mythic status as the Principal of her House of Education and wide recognition after the introduction of her liberal educational programmes into state schools. Yet her early life and heritage remained shrouded in mystery. Drawing upon insubstantiated sources, the official biography released in 1960 confused rather than illuminated Charlotte's background, contributing to several enduring misapprehensions. In her new and definitive biography, Margaret Coombs draws on years of research to reveal for the first time thehidden backdrop to Charlotte Mason's life, tracing the lives of her previously undiscovered Quaker ancestors to offer a better understanding of the roots of her personality and ideas. Coombs charts her rise from humble beginnings as an orphaned pupil-teacher to great heights as a lady of culture venerated within prestigious PNEU circles, illustrating how with determination she surmounted the Victorian age's rigid class divisions to achieve her educational vision. A thorough analysis of Charlotte Mason's educational influences and key friendships challenges longstanding notions about the roots of her philosophy, offering a more realistic picture of her life and work than ever accomplished before. With a growing following in the USA and Australia, Charlotte Mason's ideas have a clear relevance to the continuing educational debate today. Admirers of her philosophy and scholars of the history of education will fi nd much to enthral and instruct them in these pages.
Women and Gender in the Early Modern Low Countries, 1500 - 1750 by Sarah Joan Moran,Amanda C. Pipkin Pdf
Women and Gender in the Early Modern Low Countries, 1500-1750 brings together research on women and gender across the Low Countries, a culturally contiguous region that was split by the Eighty Years' War into the Protestant Dutch Republic in the North and the Spanish-controlled, Catholic Hapsburg Netherlands in the South. The authors of this interdisciplinary volume highlight women’s experiences of social class, as family members, before the law, and as authors, artists, and patrons, as well as the workings of gender in art and literature. In studies ranging from microhistories to surveys, the book reveals the Low Countries as a remarkable historical laboratory for its topic and points to the opportunities the region holds for future scholarly investigations. Contributors: Martine van Elk, Martha Howell, Martha Moffitt Peacock, Sarah Joan Moran, Amanda Pipkin, Katlijne Van der Stighelen, Margit Thøfner, and Diane Wolfthal.