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Journal articles on the topic "Classical education Victoria"
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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Rogers, Philip. "The Education of Cousin Phillis." Nineteenth-Century Literature 50, no. 1 (June 1, 1995): 27–50. http://dx.doi.org/10.2307/2933872.
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In "Cousin Phillis" Elizabeth Gaskell shows Phillis Holman's love experience to be inseparable from her education. Gaskell's male narrator naively supposes that having a male education makes Phillis "more a like man than a woman"; however, the male supervision of her studies and the lessons of her readings in classical and foreign literature confirm instead the constraints of Victorian womanhood. Gaskell's allusion to the Phillises of Virgil, Ovid, and the Renaissance pastoral tradition implies demeaning and self-destructive models for her heroine and, more broadly, a critique of the representation of women in literary texts. Phillis Holman's abandonment and collapse repeat the patterns of her classical namesakes, but ultimately she eludes their reductive definitions of womanhood and establishes her individuality in the will to live.
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Goldhill, Simon. "The Art of Reception: J.W. Waterhouse and the Painting of Desire in Victorian Britain." Ramus 36, no. 2 (2007): 143–86. http://dx.doi.org/10.1017/s0048671x00000722.
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Victorian art, particularly in the latter decades of the 19th century, turned to classical subjects obsessively. Alma-Tadema, Poynter, Leighton, Watts, and a host of less celebrated figures, produced a string of canvasses especially for the Royal Academy but also for other galleries in London and for exhibition around the country, which drew on the passion for the classical world so much in evidence in the broader cultural milieu of nineteenth-century Europe. Classics was an integral part of the furniture of the Victorian mind, through the education system, through popular culture, through architecture, through opera, through literature. The high art of the Royal Academy, viewed by thousands and extensively discussed in the press, is a fundamental aspect of this classicising discourse. This era was self-consciously a great age of progress, but it is striking to what degree the rapidly changing culture of Britain expressed its concerns, projected its ideals and explored its sense of self through images of the past—medieval, and early Christian, as much as classical. In this article, I want to look at one artist, J.W. Waterhouse, who was at the centre of this artistic moment—a discussion which will also involve us in investigating the Victorian perception of less familiar classical authors such as Josephus and Prudentius (as well as Homer and Ovid), and less familiar classical figures—St Eulalia, Mariamne—as well as the most recognisable classical icons such as the Sirens and Circe. My first aim is to show how sophisticated and interesting the art of Waterhouse is, a figure who has suffered markedly from the shifts of taste in the twentieth century. His classical pictures in particular show a fascinating engagement with the position of the male subject of desire, which has been largely ignored in the scant discussions of his work, and is strikingly absent from the most influential attempts to see Waterhouse's art in its Victorian context. Waterhouse's visualisation of classical subjects goes to the heart of Victorian anxieties about sexuality.
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Skilton, David. "Schoolboy Latin and the Mid-Victorian Novelist: A Study in Reader Competence." Browning Institute Studies 16 (1988): 39–55. http://dx.doi.org/10.1017/s009247250000208x.
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It is possible to approach the question of novelists' use of classical references and quotations from the point of view of the authors themselves, examining their reading and education, and the private as well as public implications of this learning; or we can take the point of view of the texts and their intertextual connections, to enrich our reading of the novels concerned by showing how they reach out to other works, ancient and modern. In contrast, this article discusses what we can deduce about novelists' expectations as to their readers' competence in the classics by examining references in some of the great, widely-read novels of the middle years of Victoria's reign. Most of the examples to be cited which require any linguistic competence rely on Latin, and most of this Latin was familiar and learnt by rote by people of a certain background, gender, and education, and so I shall call it “schoolboy Latin.” The novelists referred to are Thackeray, Trollope, Mary Elizabeth Braddon, Dickens, George Eliot, and G.J. Whyte Melville, who are divided in their respect for the Victorian habit of Latin quotation and are correspondingly lavish or parsimonious in their use of it.
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Arthur Montagne, Jacqueline. "The Comic Latin Grammar in Victorian England." Journal of Latin Cosmopolitanism and European Literatures, no. 4 (November 16, 2020): 2–31. http://dx.doi.org/10.21825/jolcel.vi4.8569.
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This paper presents the first scholarly analysis of The Comic Latin Grammar by Percival Leigh, a satirical textbook of Latin grammar published in London in 1840. Sections I and II analyze the role of Latin education and the rapid publication of Latin grammar books during the nineteenth century. Sections III and IV conduct close readings of the Comic Latin Grammar to assess its techniques of parody and allusion. I conclude that the textbook achieves its satire of Latin learning by embedding two tiers of humor in its lessons designed for two types of readers: those with and without a background in Classical education. In this way, Leigh uses parody as a mechanism for constructing and enforcing social boundaries, but also satirizes the use of Latin as a shibboleth for polite society.
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HORWOOD, TOM. "The Rise and Fall of the Catholic University College, Kensington, 1868–1882." Journal of Ecclesiastical History 54, no. 2 (April 2003): 302–18. http://dx.doi.org/10.1017/s0022046902005663.
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Cardinal Manning's Catholic University project was a spectacular failure. Financial mismanagement by Thomas John Capel, the Rector, as well as gossip surrounding his personal life, undermined confidence in him and the college. The Jesuits opposed the scheme as it rivalled their own plans. Despite a Vatican ban, the Jesuits, some influential converts, old Catholic families and sympathetic bishops continued to press for Catholic higher education at Oxford, for social reasons and because they preferred the classical education to Manning's scientific syllabus. The project revealed the tensions and divisions caused by Manning's vision of future Catholic engagement in late Victorian society.
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Buell, Lawrence. "Teaching English in American Universities—1895." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 76–84. http://dx.doi.org/10.2307/463055.
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Although modem literary studies in the United States began well before the turn of the century, it was only through gradual evolution that the field acquired a self-conscious pedagogy differentiated from the methods of classical and philological education. A provocative barometer of this emergence is English in American Universities (Boston: Heath, 1895), a late-Victorian collection of twenty-five position statements by professors from leading universities and colleges from coast to coast, assembled by William Morton Payne in large part from papers previously published in the Dial. The following excerpts from this book concern pedagogical ethos (Martin W. Sampson, Univ. of Indiana), pedagogical drill (F. A. March, Lafayette Coll.), the undergraduate English curriculum (Melville B. Anderson, Stanford Univ.), and the premises of comparative literature (Charles Mills Gayley, Univ. of California, Berkeley).
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Tondre, Michael. "The Impassive Novel: “Brain-Building” in Walter Pater's Mari us the Epicurean." PMLA/Publications of the Modern Language Association of America 133, no. 2 (March 2018): 329–46. http://dx.doi.org/10.1632/pmla.2018.133.2.329.
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Walter Pater's writings advance an affective historicism: an embodied experience of the past that Pater conceived in dialogue with Victorian neuroscience. Pater theorized art's freedom from the present by drawing on insights into reaction time, the subject of influential scientific studies in nineteenth-century culture. His slow-moving prose lifts readers out of the now, while simultaneously binding them to material realities. These tendencies fueled charges of sexual deviance against The Renaissance (1873) insofar as medical and religious writers understood belated reactions as a symptom of effeminate ennui. But in Marius the Epicurean (1885), Pater reinscribes religious sentiments in terms of postponement. Its hero's sensory education, set in late classical culture, aligns the feeling of postponement with nascent doctrines of resurrection and temporal returns. After elaborating this account, the essay revises Georg Lukács's observations on weak secular heroes, extending queer scholarship to show how, through the feltness of the past, Pater's hero learns to resist incorporation into modern social forms.
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Prins, Yopie. "“LADY'S GREEK” (WITH THE ACCENTS): A METRICAL TRANSLATION OF EURIPIDES BY A. MARY F. ROBINSON." Victorian Literature and Culture 34, no. 2 (August 25, 2006): 591–618. http://dx.doi.org/10.1017/s1060150306051333.
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How to map women's poetry at the end of the nineteenth century was a question already posed by Vita Sackville-West in 1929, in her essay, “The Women Poets of the 'Seventies.” She speculated that the 1870s “perhaps might prove the genesis of the literary woman's emancipation,” as a time of transition when “women with a taste for literature” could follow the lead of Victorian poetesses like Elizabeth Barrett Browning, while also leading women's poetry forward into the future (111). According to Sackville-West, “Mrs. Browning” seemed an exemplary woman of letters to this generation, because “she had been taught Greek; her father had been a man of culture; and she had married a poet” (112). With the formation of women's colleges and the entry of women into higher education, however, another generation of literary women was emerging. What distinguished these new women of letters was a desire for classical education independent of fathers and husbands, demonstrating an independence of mind anxiously parodied byPunchmagazine: The woman of the future! she'll be deeply read, that's certain,With all the education gained at Newnham or at Girton;Or if she turns to classic tomes, a literary roamer,She'll give you bits of Horace or sonorous lines from Homer.Oh pedants of these later days, who go on undiscerningTo overload a woman's brains and cram our girls with learning,You'll make a woman half a man, the souls of parents vexing,To find that all the gentle sex this process is unsexing. As quoted by Sackville-West in her essay (114), this parody is an equivocal tribute to the generation of women just before her own. Although (in her estimation) the women poets of the seventies produced “nothing of any remarkable value,” nevertheless she admired their intellectual ambition: “a general sense of women scribbling, scribbling” was the “most encouraging sign of all” that the woman of the future was about to come into being, as an idea to be fulfilled by the New Woman of thefin de siècle(131).
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Orrells, Daniel. "LAURA EASTLAKE, ANCIENT ROME AND VICTORIAN MASCULINITY (Classical presences). Oxford and New York: Oxford University Press, 2019. Pp. 247. isbn 9780198833031. £73.00/$85.00. - JENNIFER INGLEHEART, MASCULINE PLURAL: QUEER CLASSICS, SEX, AND EDUCATION (Classical presences). Oxford and New York: Oxford University Press, 2019. Pp. 247. isbn 9780198833031. £73.00/$85.00." Journal of Roman Studies 112 (October 25, 2022): 280–82. http://dx.doi.org/10.1017/s0075435822000077.
Full textDissertations / Theses on the topic "Classical education Victoria"
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McNamara, James David. "The portrayal of the Germani in German Latin textbooks : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in Classics /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/783.
Full textBooks on the topic "Classical education Victoria"
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Stoker, Bram. Drácula. [Mexico City]: Editores Mexicanos Unidos, 1999.
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Stoker, Bram. Dracula: Authoritative text, contexts, reviews and reactions, dramatic and film variations, criticism. New York: W.W. Norton, 1997.
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Ingleheart, Jennifer. Masculine Plural. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819677.001.0001.
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The Classics were core to the curriculum and ethos of the intensely homosocial Victorian and Edwardian public schools. Yet ancient homosexuality and erotic pedagogy were problematic to the educational establishment, which expurgated classical texts with sexual content. This volume analyses the intimate nexus between the Classics, sex, and education primarily through the figure of the schoolmaster Philip Gillespie Bainbrigge (1890–1918), whose clandestine writings explore homoerotic desires and comment on classical education. It reprints Bainbrigge’s surviving works: Achilles in Scyros (a verse drama featuring a cross-dressing Achilles and a Chorus of lesbian schoolgirls) and a Latin dialogue between schoolboys (with a translation by Jennifer Ingleheart). Like other similarly educated men of his era, Bainbrigge used Latin as an intimate homoerotic language; after reading Bainbrigge’s dialogue, A. E. Housman went on to write a scholarly article in Latin about ancient sexuality, Praefanda. This volume, therefore, also examines the parallel of Housman’s Praefanda, its knowing Latin, and bold challenge to mainstream morality. Bainbrigge’s works show the queer potential of Classics. His underground writings owe more to a sexualized Rome than an idealized Greece, offering a provocation to the study of Classical Reception and the history of sexuality. Bainbrigge refuses to apologize for homoerotic desire, celebrates the pleasures of sex, and disrupts mainstream ideas about the Classics and the relationship between ancient and modern. As this volume demonstrates, Rome is central to Queer Classics: it provided a male elite with a liberating erotic language, and offers a variety of models for same-sex desire.
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Ingleheart, Jennifer. Here Aphrodite Is Not. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819677.003.0006.
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Bainbrigge’s closet drama is explored from a number of perspectives. These include its debt to Victorian classical burlesques, and responses to other versions of the myth of Achilles, including Homer’s. This chapter explores Bainbrigge’s dramatization of the secrecy that surrounds homoerotic writing, and its use of homoerotic codes. It interrogates the radical homoerotic literary heritage Bainbrigge lays claim to, and his portrayal of lesbianism as equivalent to male homosexuality, not least via a tradition of homoerotic receptions of Sappho, including those of Swinburne and John Addington Symonds. The chapter further explores Bainbrigge’s comments on the links between love between males and classical education, and the continuities between ancient and modern sexualities. The play offers an anarchic range of queer options, encompassing gender fluidity, cross-dressing, and a very wide variety of sexual possibilities and roles.
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Feingold, Mordechai, ed. History of Universities: Volume XXXV / 2. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192884220.001.0001.
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Abstract This book contains a mix of chapters which consist of learned articles and book reviews. Chapters look at the Oxford supplications for Papal provisions under Benedict XII, professors of the Utraquist University of Prague in the late Middle Ages and early modern period (1458–1622), teaching natural law at the University of Kiel (1665–1773), mathematics and classics in Early Victorian Cambridge. Another chapter also presents a detailed review and examination of American higher education.
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Emily Davies: Collected Letters, 1861-1875 (Victorian Literature and Culture Series). University of Virginia Press, 2004.
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Stoker, Bram. Dracula (Bantam Classics). Tandem Library, 1999.
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Stoker, Bram. Dracula (Wordsworth Classics). NTC/Contemporary Publishing Company, 1998.
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Wilde, Oscar. Picture of Dorian Gray by Oscar Wilde: Didactic Fiction,Supernatural Fiction,Conduct of Life,Portraits,Great Britain,History,Victoria, London,Appearance,Paranormal Fiction. Independently Published, 2021.
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Stoker, Bram. Dracula. IndyPublish.com, 2002.
Find full textBook chapters on the topic "Classical education Victoria"
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Turner, Frank M. "Victorian Classics: Sustaining the Study of the Ancient World." In The Organisation of Knowledge in Victorian Britain. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263266.003.0007.
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This chapter provides an overview of the history of Victorian classical studies. The teaching and knowledge of the Classics in Britain had expanded throughout the Victorian era as the number of educational institutions grew and as the numbers of people with the aspiration for social mobility through education had similarly expanded. More people wanted some kind of knowledge of the classical languages and the classical world because they provided avenues for advancement in secondary schools, the universities, the church, the military, the professions and the civil service. The chapter also describes the major role played by George Grote in British and European classical study. Grote forged a progressive intellectual identity for the study of ancient languages, literature, philosophy and history. He introduced dynamic modern ideas into classical scholarship and sustained the Classics as a force of modern instruction.
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"Classical education and scholarship in the Victorian age." In English Classical Scholarship, 114–49. The Lutterworth Press, 2010. http://dx.doi.org/10.2307/j.ctt1cgf8qs.12.
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Eastlake, Laura. "Reading, Reception, and Elite Education." In Ancient Rome and Victorian Masculinity, 17–40. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198833031.003.0001.
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This chapter examines representations of identity formation in boys through acts of reading and particularly through acts of learning to grapple with the Latin language. This relationship between manhood and reading is evidenced in both the content and the semantic structures of schoolboy fiction. For Tom Brown, Eric, and Stalky—each of whom attend a different calibre or type of Victorian school—Latin is both the process through which boys become men and the designator of that manliness, with senior male figures like Thomas Arnold often being constructed as Caesar-like figures at the top of an ascending scale of maturity and seniority. Rome is often presented as both the maker and the marker of elite Victorian manliness in both its physical and intellectual varieties. Yet this chapter is also interested in changes and challenges to the classical curriculum in the nineteenth century as competing styles of masculinity emerged in the form of the captains of industry and science.
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Jacob, W. M. "Religion and Education in Victorian London: Secondary, Adult, and Higher Education." In Religious Vitality in Victorian London, 288–307. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192897404.003.0012.
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hristianly motivated people transformed secondary education in London, which until 1870 was largely provided through ancient endowed foundations teaching the classics, and private schools teaching modern and commercial subjects, all of which were small-scale. Clergy and laypeople promoted the reform of ancient endowments to increase the provision of modern education, including for girls to be educated to the same level as boys, and established numerous new schools on sound financial educational bases. Similarly motivated groups also provided opportunities for adult education for working people. The initiative to provide higher education in London in the 1820s, on a different model from the ancient universities, came from religiously motivated groups, as did pioneering initiatives to provide higher education for women. These initiatives fed the expanding need for secondary school teachers and the growing newer professions.
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Goldhill, Simon. "For God and Empire." In Victorian Culture and Classical Antiquity. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691149844.003.0006.
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This chapter examines the Victorian conceptualization of history and of the historical novel as a genre of fiction by situating novels of the Roman Empire within four interconnected polemical contexts to which they made an active contribution: religion, history, national identity, and politics. It begins with a story about Fred W. Farrar, who embodies so fully what is at stake with historical fiction—not least through the normative thrust of his diverse but interconnected writings. For what makes these novels of the Roman Empire so interesting is precisely what Farrar's collected works offer in germ: the heady combination of religious controversy, the power of nationalist narrative coupled with self-conscious debate about the reach and aim of Empire, the educational anxiety and idealism attached to classical antiquity, the heightened appreciation of history in the age of progress. Such fiction about the Roman Empire and the origins of Christianity raised deeply worrying and interconnected questions for their Victorian audiences.
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Bull, Anna. "Boundary-Drawing around the Proper." In Class, Control, and Classical Music, 27–49. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190844356.003.0002.
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This chapter draws on the musical biographies of the young people in this study to map out the ‘institutional ecology’ of youth classical music in England. Music conservatoires and exam boards, many established during the late Victorian period, were influential in consecrating classical music as more valuable than other genres by institutionalizing musical standards. During the 1880s and 1890s, these institutions served a demand for training ‘respectable’ middle-class femininity and reinforcing boundaries between middle and working classes. The chapter concludes by examining how this boundary-drawing around the ‘proper’ was reproduced by young people in this study today through ideas of what counted as ‘serious’ or ‘proper’ music. Such taste boundaries work to safeguard classical music’s privileged status in education and funding and reinforce its association with valued class identities.
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Eastlake, Laura. "Conclusion." In Ancient Rome and Victorian Masculinity, 221–28. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198833031.003.0009.
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This final chapter examines the cultural implications of a new century and the outbreak of the Great War for notions of masculinity. It considers the writings of commentators like Robert Baden Powell and A. C. Benson to show that questions of how best to prepare Britain’s youth to face the ‘vast energies and problems’ of the modern world were also, inevitably, questions about the role and relevance of a classical education in that process. The final section glances forward to examine the processes by which receptions of Ancient Rome persist, and are remade during the Great War and a new modern era of total war. Far from attempting to ‘finish’ the meaning of Rome or to homogenize its uses as part of a single theory of what Rome meant to the Victorian male, this chapter emphasizes the ongoing pluralities and complexities inherent in the Roman parallel.
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Stray, Christopher. "Bernard Lightman and Bennett Zon (eds), Victorian Culture and the Origin of Disciplines. (New York and London: Routledge, 2020), xiii+320pp. ISBN: 978036228422." In History of Universities: Volume XXXIV/2, 199–201. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192857545.003.0015.
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This chapter analyzes the twelve essays arranged in Bernard Lightman and Bennett Zon's Victorian Culture and the Origin of Disciplines. The book covers a wide range of academic subjects: mathematics, zoology, child psychology, history, anthropology, archaeology, classics, art history, dance history and musicology. The first section is on professional validation, in which Lightman investigates the connection, and tension, between the emergence of new specialized disciplines and the continuing concern to see science as a unity, while the second section deals with university education. The third section is concerned with society journals, such as David Lowther's piece that explores the ferocious struggles between rival British natural history journals in the second quarter of the nineteenth century. The remaining three chapters discusses literary genres, disciplinary boundaries, and interdisciplinarity.
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Willetts, David. "How: EdTech." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0021.
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I have attended the launch of an education programme. It was blasted into orbit. I was in French Guyana for the launch of an Ariane rocket carrying a telecommunications satellite which would deliver broadband access to educational services for parts of Africa not reached by fibre or mobile phone masts. Many education programmes and teaching materials are available on-line but schools and colleges in parts of Ethiopia or Kenya or Rwanda do not have the broadband connections to access them. A small and affordable satellite dish at a local school or college opens up higher education to them. For centuries our picture of education has been very different. A wonderful image in a medieval illuminated manuscript shows a professor lecturing a class. It is a scene we recognize today: students at the front who are keen and attentive and others at the back who aren’t. The place is Bologna and the lecturer is Henry of Germany so the university is international. Some of the most profound features of university life are not very different from what those students experienced centuries ago, even whilst at the same time a student may be learning about the latest intellectual advances. This mix of ancient and modern is part of the particular appeal of the university—graduates dressed up in medieval robes and perhaps with some Latin thrown in are awarded doctorates for research out at the frontiers of knowledge. We are now at the moment when the technological revolution which has changed so much else in our lives is going to transform education. It won’t be the first time innovation has had this effect—the Victorian Penny Post made the correspondence course and the University of London external degree possible. There are sceptics who doubt the balance of ancient and modern is about to change radically. They argue that even whilst technology has changed the classic forms of academic study—the lecture, the printed book, the essay—are going to continue to be impervious to innovation because they meet deep human needs. Moreover there have been bold claims for the impact of technology on education which now sound pretty silly.
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Nowakowska-Wierzchoś, Anna. "„Zamiast pilnować garnków mieszają się do polityki”. Udział polskich emigrantek we Francji w strajkach i protestach ekonomicznych w latach 1920–1950." In Kobiety niepokorne. Reformatorki – buntowniczki – rewolucjonistki. Wydawnictwo Uniwersytetu Łódzkiego, 2015. http://dx.doi.org/10.18778/7969-873-8.02.
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In the twenties of the twentieth century to France arrived almost half million crowd of Polish emigration. Women largely accompanied traveling for work husbands but was there a single Polish women who decided abandon the family home and go out to another country in search of a work. Unemployed women was active on the social field. They organized a care on children, elders and care on Polish local and religious tradition. Economical crisis and arrival behind him labor strikes, threat of fascism, victory of the Popular Front and outbreak civil war in Spain meant that women themselves or through their husbands began to get involved in political and union activity. With poor education they did not read the classics leftist but political awareness gained standing under factories where strikes their husbands fighting with police and strike breakers. In period of German occupation they participated in strikes of houswifes. “Instead watch of pots” – like say one of French policeman they mingled to policy. After war they spread propaganda for a communist government in Poland. They lead agitation for a came back to country and restoration a country, believing that they built a equitable system for all. These women despite the lack of education, traditional education could motivate their neighbors to act, even if it is limited only to a closed Polish community. They went beyond the space of your own home to other women with whom co-created organizations, they take public voice, argued their political choices and to cooperate were acquiring another compatriot. It was not a feminist revolution, more faith in the power of women passed from mother to daughter, and refusal to hunger and insecurity of their offspring.