Telling Women's Lives: Narrative Inquiries in the History of Women's Education

Overview

This collection brings together the work of scholars exploring the history of women in education in a number of different national settings. The contributors include both established scholars who have completed major studies and younger scholars exploring new directions. All of these writers share an engagement in reflection on the process of history writing and consider the impact of recent theoretical debates on their own scholarship. Their work reflects the influence of feminist theory and poststructuralism, ...
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Overview

This collection brings together the work of scholars exploring the history of women in education in a number of different national settings. The contributors include both established scholars who have completed major studies and younger scholars exploring new directions. All of these writers share an engagement in reflection on the process of history writing and consider the impact of recent theoretical debates on their own scholarship. Their work reflects the influence of feminist theory and poststructuralism, but also of postcolonial theory and theories of the educational state.
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Editorial Reviews

Booknews
Women scholars analyze the interface of gender and the 20th century history of women in education from North America to New Zealand. Influenced by feminist theory, poststructuralism, postcolonial theory, and theories of the educational state, the ten essays orbit about: reflections on memory and historical truth, and narrative inquiries. Key issues include: the need to disclose the "hidden histories" of women as teachers; discriminatory conditions of teaching for women; how conceptions of gender have shaped women's identity as teachers (e.g. that of radical reformer Margaret Haley); and the contributors' role as the subjects of their own studies. Distributed in the US by Taylor & Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780335201730
  • Publisher: McGraw-Hill Companies, The
  • Publication date: 2/28/1999
  • Series: Feminist Educational Thinking Series
  • Pages: 178
  • Product dimensions: 9.00 (w) x 6.00 (h) x 0.38 (d)

Table of Contents

Notes on contributors
Series editors' preface
1 Introduction 1
Pt. I Reflections on memory and historical truth 7
2 Teachers, memory and oral history 9
3 Workers, professionals, pilgrims: tracing Canadian women teachers' histories 25
4 Reflections on writing a history of women teachers 43
5 Connecting pieces: finding the indigenous presence in the history of women's education 60
Pt. II Narrative inquiries 73
6 Disciplining the teaching body 1968-78: progressive education and feminism in New Zealand 75
7 'To cook dinners with love in them'? Sexuality, marital status and women teachers in England and Wales, 1920-39 96
8 Pathways and subjectivities of Portuguese women teachers through life histories 113
9 'To do the next needed thing': Jeanes teachers in the Southern United States 1908-34 130
10 Where Haley stood: Margaret Haley, teachers' work, and the problem of teacher identity 147
Index 162
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