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In the past decade, historians have begun to make use of the optic
of 'transnationalism', a perspective used traditionally by social
anthropologists and sociologists in their study of the movement and
flow of ideas between continents and countries. Historical
scholarship has adopted this tool, and in this book historians of
education use it to add nuance and depth to research on gender and
education, and particularly to the education experiences of women
and girls. The book brings together a group of
internationally-regarded scholars, who are doing important research
on transnationalism and the social construction of gender, with
particular reference to education environments such as schools and
colleges. The book is therefore very much at the cutting-edge of
theoretical and methodological advances in the history of
education. This book was originally published as a special issue of
the History of Education.
This book presents a compelling range of international research on
the issues of gender balance and gender bias in education. The
chapters draw on cutting edge work from the US, Latin America, the
UK, Ireland and Africa, presenting readers with new insights into
how educators and students often negotiate deeply ingrained
prejudices that are expressed in gendered terms. The book reflects
research that draws on a range of methodologies, and both
historical and contemporary education contexts are examined.
Drawing on historical research, the book widens our understanding
of gender issues in education, and provides chapters on physical
activity for girls in nineteenth century America, and on the
'patriarchal imperative' in mission education in Africa in the
nineteenth century. Turning to research on contemporary education
settings, the book explores the global phenomenon of the
feminisation of teaching. It also illustrates how teachers work in
classrooms in which boys' expressions of masculinities explicitly
challenge school order, and looks at the performance of both
masculinities and femininities in several education contexts. The
book also includes absorbing work on the practices and processes
that contribute to the gendering of digital technologies, and it
demonstrates ways in which parents unwittingly accept the gendered
management of internet 'risk' for their daughters. This book was
published as a special issue of Gender and Education.
The chapters in this book offer a range of impressive new studies
on the history of education in Ireland, based on detailed research,
and drawing on important sources. This book also serves to show the
healthy state of the history of education in Ireland. In
particular, the book also seeks to understand how both teachers and
pupils in Ireland experienced education, and how they 'received'
education policies and education change. The lived reality of
education is woven through the chapters in this book, while the
impact of policy on education practice is illuminated many times,
and with great clarity. The book is a very important contribution
not only to the history of education, but also more widely to
social history, women's history, church history and political
history. It was originally published as a special issue of the
journal History of Education.
This book brings together the work of eleven leading international
scholars to map the contribution of teaching Sisters, who provided
schooling to hundreds of thousands of children, globally, from 1800
to 1950. The volume represents research that draws on several
theoretical approaches and methodologies. It engages with feminist
discourses, social history, oral history, visual culture,
post-colonial studies and the concept of transnationalism, to
provide new insights into the work of Sisters in education. Making
a unique contribution to the field, chapters offer an interrogation
of historical sources as well as fresh interpretations of findings,
challenging assumptions. Compelling narratives from the USA,
Canada, New Zealand, Africa, Australia, South East Asia, France,
the UK, Italy and Ireland contribute to what is a most important
exploration of the contribution of the women religious by mapping
and contextualizing their work. Education, Identity and Women
Religious, 1800-1950: Convents, classrooms and colleges will appeal
to academics, researchers and postgraduate students in the fields
of social history, women's history, the history of education,
Catholic education, gender studies and international education.
This book presents a compelling range of international research on
the issues of gender balance and gender bias in education. The
chapters draw on cutting edge work from the US, Latin America, the
UK, Ireland and Africa, presenting readers with new insights into
how educators and students often negotiate deeply ingrained
prejudices that are expressed in gendered terms. The book reflects
research that draws on a range of methodologies, and both
historical and contemporary education contexts are examined.
Drawing on historical research, the book widens our understanding
of gender issues in education, and provides chapters on physical
activity for girls in nineteenth century America, and on the
'patriarchal imperative' in mission education in Africa in the
nineteenth century. Turning to research on contemporary education
settings, the book explores the global phenomenon of the
feminisation of teaching. It also illustrates how teachers work in
classrooms in which boys' expressions of masculinities explicitly
challenge school order, and looks at the performance of both
masculinities and femininities in several education contexts. The
book also includes absorbing work on the practices and processes
that contribute to the gendering of digital technologies, and it
demonstrates ways in which parents unwittingly accept the gendered
management of internet 'risk' for their daughters. This book was
published as a special issue of Gender and Education.
In the past decade, historians have begun to make use of the optic
of 'transnationalism', a perspective used traditionally by social
anthropologists and sociologists in their study of the movement and
flow of ideas between continents and countries. Historical
scholarship has adopted this tool, and in this book historians of
education use it to add nuance and depth to research on gender and
education, and particularly to the education experiences of women
and girls. The book brings together a group of
internationally-regarded scholars, who are doing important research
on transnationalism and the social construction of gender, with
particular reference to education environments such as schools and
colleges. The book is therefore very much at the cutting-edge of
theoretical and methodological advances in the history of
education. This book was originally published as a special issue of
the 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.
This book brings together the work of eleven leading international
scholars to map the contribution of teaching Sisters, who provided
schooling to hundreds of thousands of children, globally, from 1800
to 1950. The volume represents research that draws on several
theoretical approaches and methodologies. It engages with feminist
discourses, social history, oral history, visual culture,
post-colonial studies and the concept of transnationalism, to
provide new insights into the work of Sisters in education. Making
a unique contribution to the field, chapters offer an interrogation
of historical sources as well as fresh interpretations of findings,
challenging assumptions. Compelling narratives from the USA,
Canada, New Zealand, Africa, Australia, South East Asia, France,
the UK, Italy and Ireland contribute to what is a most important
exploration of the contribution of the women religious by mapping
and contextualizing their work. Education, Identity and Women
Religious, 1800-1950: Convents, classrooms and colleges will appeal
to academics, researchers and postgraduate students in the fields
of social history, women's history, the history of education,
Catholic education, gender studies and international education.
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