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Women and Education, 1800-1980 examines and celebrates the lives, aims, and achievements of six British women educational activists within nineteenth- and twentieth-century history: Elizabeth Hamilton, Sarah Austin, Jane Chessar, Mary Dendy, Shena Simon and Margaret Cole. Employing a biographical approach, Jane Martin and Joyce Goodman adopt existing feminist and historical models to explore how these women resisted gender roles and combined their public lives with private commitments. As individuals, these women were very different personalities: as a group they show how organised women made a substantial contribution to public life and changed philosophy, policy and practice. Women and Education is situated within the tradition of feminist engagements with recovering and reclaiming 'forgotten' female figures in history. By bringing the lives and actions of these female reformers to the forefront, Martin and Goodman not only offer fresh perspectives on the relation between theory and practice in education, but also give a critical new insight into the accomplishments of women in the past.
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.
Though girls received little intellectual training until comparatively recently, their education has been a cause of argument through the centuries. The advocates of education for girls have been few, the enemies many, and the arguments against have been variously women's immorality, women's virtue, women's fragile bodies, women's feeble minds. One age fears that if you teach a girl to read she will give herself to unbridled sexual license, another that if you let her go to college she will never be able to bear children. This book, the first history of women's education, charts its course in the Western world from the Renaissance to the present, examining the curricula and institutions (with their limitations and discriminations in favor of boys), the intellectual arguments, the social, religious, economic and political influences, the pioneers, the prodigies, the breakthroughs, the legislation--the long struggle to obtain an equal education for women. It begins with a survey of women's education from antiquity to the Middle Ages and continues with a detailed account from the Renaissance through the Reformation, Enlightenment, and Industrial Revolution to the 20th century. The major countries covered are France, Germany, Russia, England, Italy, and the United States. Dr. Stock does two things with this hitherto neglected subject: she disinters the historical facts and development country by country and century by century, and she looks for answers to certain fundamental questions. What types of education have been available to women in the past? Under what conditions are women likely to be offered education, and why? How is women's education related to the social structure and to women's relations with men? In conclusion, Dr. Stock sums up present conditions and points out the distance yet to go. It is her belief that women's education will come to full flower when it is realized that a society benefits from developing the abilities of all its members.--Adapted from book jacket.
The Origins of Women's Higher Education in America examines female education in the United States from the early national period through the formation of the institutions that are widely recognized as the forerunners of the women's college movement. Margaret A. Nash argues that in this period education was not as strongly gendered as other historians have posited. The rising rhetoric of human rights, Enlightenment thought, and evangelical Christianity, in an age of dynamic economic change, helped build a broad ideological base for the spread of female education. Education was key to the project of class formation, and therefore, Nash contends, class and race were more salient than gender in the construction of educational institutions.
Considering the role of women as educational policy-makers, and in particular focusing on 29 women members of the London School Board, this book examines the link between private lives and public practice in Victorian and Edwardian England. These political activists were among the first women in England to be elected to positions of political responsibility. Key concerns in the book are issues such as gender and power, and gender and welfare.
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Excerpt from Strictures on the Modern System of Female Education: With View of the Principles and Conduct Prevalent Among Women of Rank and Fortune It may be all'o ob'ected that the opinion here fu gelled on the {late 0 manners among the higher cia es of our country-women, may feem to controvert the jufl: encomiums of modern travellers, who generally concur in afcribing a decided fuperiority to the la dies of this country over thqfe of every other. But fuch is, in general, the {late of foreign manners, that the comparative praife is almoli an injury to eaglj/b women. T 0 be flattered for excelling thofe whol'e fiandard of excellence is very low, is but a degrading kind oi commendation for the value of all praile de rived from fupcriorityfaepends on the worth of the competitor. The character of Britilh ladies, with all the unparalleled advantages they pofl'efs, mull. Never be determined by a comparifon with the women of Other nations, but by conrparing them with what they themfelves might be, if all their talents and unrivalled opportunities were turned to the bell: account. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
This book chronicles 300 years of women's education during this time. Barabara Whitehead examines this history from a feminist perspective, pointing to the subversive actions of the women of this period that led to the formation of academia as we know it.
With reference to India.