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Books on the topic 'Women – Education – Spain'

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Author: Grafiati

Published: 10 March 2023

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1

Rica, Sara de la. Ceiling and floors: Gender wage gaps by education in Spain. Bonn, Germany: IZA, 2005.

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2

Rowold, Katharina. The educated woman: Minds, bodies, and women's higher education in Britain, Germany, and Spain, 1865-1914. New York, NY: Routledge, 2009.

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3

Sedeño, Eulalia Pérez. Cien años de soledad-- y olvido: Lección de apertura del curso académico 2007-2008. Santander: Servicio de publicaciones de la Universidad de Cantabria, 2007.

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4

Women's literacy in early modern Spain and the new world. Burlington, VT: Ashgate, 2011.

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5

Sánchez, Ma Luisa Zagalaz. La educación física femenina en España. Jaén [Spain]: Universidad de Jaén, Servicio de Publicaciones e Intercambio Científico, 1998.

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6

Rowold, Katharina. The educated woman: Minds, bodies, and women's higher education in Britain, Germany, and Spain, 1865-1914. New York, NY: Routledge, 2009.

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7

Sordé-Martí, Tere. Les reivindicacions educatives de la dona gitana: Assaig. Cabrera de Mar, El Maresme: Galerada, 2006.

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8

Martí, Tere Sordé. Les reivindicacions educatives de la dona gitana: Assaig. Cabrera de Mar: Galerada, 2006.

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9

Rodríguez, María del Alcazar Cruz. Historia del Instituto "Santísima Trinidad" de Baeza 1869-1953: Aportaciones al estudio de la educación de las mujeres. [Jaén]: Universidad de Jaén, 2002.

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10

Rodríguez, María del Alcazar Cruz. Historia del Instituto "Santísima Trinidad" de Baeza 1869-1953: Aportaciones al estudio de la educación de las mujeres. [Jaén]: Universidad de Jaén, 2002.

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11

Tharps, Lori L. Kinky gazpacho: Life, love & Spain. New York: Washington Square Press, 2009.

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12

Tharps, Lori L. Kinky gazpacho: Life, love & Spain. New York: Washington Square Press, 2009.

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13

Rowold, Katharina. The educated woman: Minds, bodies, and women's higher education in Britain, Germany, and Spain, 1865-1914. New York, NY: Routledge, 2009.

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14

Kinky gazpacho: Life, love & Spain. New York: Washington Square Press, 2009.

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15

Zulueta, Carmen de. Cien años de educación de la mujer española: Historia del instituto internacional. 2nd ed. [Madrid]: Editorial Castalia, 1992.

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16

Dona i educació a Mallorca: L'Institut d'Estudis Superiors per a la Dona. Palma (Mallorca): Edicions Documenta Balear, 2005.

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17

Mujeres y educación en la España contemporánea: La Institución Libre de Enseñanza y la Residencia de Señoritas de Madrid. Tres Cantos (Madrid): Akal Ediciones, 2012.

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18

Mujeres universitarias: El Colegio Mayor Santa María del Castillo, 1949-1981. Valladolid: Universidad de Valladolid, 2010.

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19

editor, Márquez Padorno Margarita, Cueva Almudena de la, and Residencia de Estudiantes (Madrid, Spain), eds. Mujeres en vanguardia: La Residencia de Señoritas en su centenario (1915-1936). Madrid]: Publicaciones de la Residencia de Estudiantes, 2015.

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20

Pelayo, Universidad Internacional Menéndez, ed. Mujeres con voz: Voces desde el silencio. Santander: UIMP, 2010.

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21

ed, Ortiz Teresa, and Cabré Montserrat ed, eds. Sanadoras, matronas y médicas en Europa, siglos XII-XX. Barcelona: Icaria, 2001.

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22

Nuria, Font, and Subirats Joan, eds. Local y sostenible: La Agenda 21 local en España. Barcelona: Icaria Editorial, 2000.

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23

Montserrat, Cabré i. Pairet, ed. Sanadoras, matronas y médicas en Europa, siglos XII-XX. Barcelona: Icaria, 2001.

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24

Castilla, Carmen. Diario de viaje a Estados Unidos: Un año en Smith College, 1921-1922. Valencia]: Universidad de València, 2012.

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25

Martínez, María Isabel García. La educación de la mujer en el siglio XVIII en España e Inglaterra. Lewiston, NY: E. Mellen Press, 2006.

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26

Rowold, Katharina. The educated woman: Minds, bodies, and women's higher education in Britain, Germany, and Spain, 1865-1914. New York, NY: Routledge, 2009.

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27

Lokshin, Michael. Gender and poverty: A life cycle approach to the analysis of the differences in gender outcomes. Washington, D.C: World Bank, 2003.

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28

Benucci, Antonella, Giulia I. Grosso, and Viola Monaci. Linguistica Educativa e contesti migratori. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-570-4.

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The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure successful social inclusion of newly arrived citizens. COMMIT is a project funded by the European Commission (DG HOME), co-financed by the Ministry of Interior and the Project Partners and managed by the Mediterranean Coordination Office of the International Organization for Migration (IOM), in Italy. The project was implemented in collaboration with the IOM Missions in Croatia, Portugal and Spain, together with the Communitas Consortium, the Adecco Foundation for Equal Opportunities and the University for Foreigners of Siena (UNISTRASI). The project activities were implemented from 1 January 2019 to 30 April 2021. The project, based on the idea that successful integration of resettled refugees occurs both by putting in place certain structural conditions and by promoting mutual exchange between resettled refugees and their host communities, aimed to support their integration into their new communities, with a special focus on women and young refugees as particularly vulnerable groups. A secure humanitarian migration route to the European Union launched in 2013 is targeted at refugees who are beneficiaries of resettlement. Several Member States, including Croatia, Italy, Portugal and Spain, have therefore established or strengthened their national resettlement and humanitarian admission programmes for resettled refugees of Syrian, Eritrean, Ethiopian or Sudanese origin. In preparation for resettlement, beneficiaries participate in a series of pre-departure cultural orientation activities. Among them, training in L2 language and culture plays a crucial role. The book hence tries to offer answers to the many challenges that characterise the field of language education in contexts marked by the presence of migrants from an interdisciplinary perspective. It provides for effective solutions for an inclusive language education, attentive to ‘vulnerable’ subjects, paying attention to the interweaving of complex individual, social, cultural and economic contexts, such as school and university training courses and reception and resettlement programmes in host societies. In particular, the current situation in Italy, regarding both teaching L2 in a school context and teaching modern languages to adult foreigners, is still lacking in interdisciplinary relations and exchanges between language teaching and other scientific fields dealing with migratory phenomena. However, in recent years a particular sensitivity and empathy towards linguistic and cultural contact have developed.

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29

1943-, Soeria Disastra, ed. Tirai bambu: Kumpulan puisi baru Tiongkok. Bandung: Titian, 2006.

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30

Howe, Elizabeth Teresa. Education and Women in the Early Modern Hispanic World. Taylor & Francis Group, 2016.

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31

Howe, Elizabeth Teresa. Education and Women in the Early Modern Hispanic World. Taylor & Francis Group, 2016.

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32

Education and Women in the Early Modern Hispanic World. Taylor & Francis Group, 2016.

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33

Rowold, Katharina. Educated Woman: Minds, Bodies, and Women's Higher Education in Britain, Germany, and Spain, 1865-1914. Taylor & Francis Group, 2011.

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34

Rowold, Katharina. Educated Woman: Minds, Bodies, and Women's Higher Education in Britain, Germany, and Spain, 1865-1914. Taylor & Francis Group, 2011.

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35

Rowold, Katharina. Educated Woman: Minds, Bodies, and Women's Higher Education in Britain, Germany, and Spain, 1865-1914. Taylor & Francis Group, 2011.

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36

Rowold, Katharina. Educated Woman: Minds, Bodies, and Women's Higher Education in Britain, Germany, and Spain, 1865-1914. Taylor & Francis Group, 2011.

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37

Rowold, Katharina. Educated Woman: Minds, Bodies, and Women's Higher Education in Britain, Germany, and Spain, 1865-1914. Taylor & Francis Group, 2011.

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38

Rowold, Katharina. Educated Woman: Minds, Bodies, and Women's Higher Education in Britain, Germany, and Spain, 1865-1914. Taylor & Francis Group, 2014.

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39

Educated Woman: Minds, Bodies, and Women's Higher Education in Britain, Germany, and Spain, 1865-1914. Routledge, 2011.

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40

Women's Literacy in Early Modern Spain and the New World. Taylor & Francis Group, 2016.

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41

Women's Literacy in Early Modern Spain and the New World. Taylor & Francis Group, 2016.

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42

Sanchez, Ma Luisa Zagalaz. La educacion fisica femenina en España (Coleccion Carmen de Michelena). Universidad de Jaen, 1998.

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43

Education and Women in the Early Modern Hispanic World (Women and Gender in the Early Modern World). Ashgate Pub Co, 2007.

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44

Gender and Women's Education (Routledge Research in Gender & History). Routledge, 2007.

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45

Tharps, Lori L. Kinky Gazpacho: Life, Love and Spain. Simon & Schuster, Limited, 2008.

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46

Añaños-Bedriñana, Fanny T. En prisión: Realidades e intervención socioeducativa y drogodependencias en mujeres. Narcea, S.A. de Ediciones, 2017.

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47

García-Martínez, María Isabel, María José Alvarez-Faedo, and Lioba Simon-Schuhmacher. La educación de la mujer en el siglo XVIII en España e Inglaterra (Spanish Studies) (Spanish Studies). Edwin Mellen Press, 2005.

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48

Weigert, Astrid. Gender and Genre in the Works of German Romantic Women Writers. Edited by Paul Hamilton. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199696383.013.13.

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What’s in a name, or, more specifically, what’s in the name of a female German Romantic author? Far from being an idle question, a closer look at the specifics of women’s names in general and German Romantic women writers, in particular, provide important clues about class, ethnicity, religious affiliation, level of education, and unconventional lifestyle choices, to name only the most obvious. The female Romantic authors discussed in this chapter—Dorothea Veit-Schlegel, Sophie Mereau-Brentano, Karoline von Günderrode, Rahel Varnhagen, and Caroline Schlegel-Schelling—constitute a vital part of German Romanticism. Their contributions span all genres characteristic of the period: the novel, literary criticism, poetry, drama, and letters. In each of these areas, they expand our traditional notions of German Romanticism.

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49

Dyck, Corey W., ed. Women and Philosophy in Eighteenth-Century Germany. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198843894.001.0001.

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This volume showcases the vibrant and diverse contributions on the part of women in eighteenth-century Germany and explores their under-appreciated influence upon philosophical debate in this period. The women profiled in this volume include Sophie of Hanover, Dorothea Christiane Erxleben, Johanna Charlotte Unzer, Wilhelmina of Bayreuth, Amalia Holst, Henriette Herz, Elise Reimarus, and Maria von Herbert. Notably, their contributions span the range of philosophical topics in metaphysics, logic, and aesthetics, to moral and political philosophy, and pertain to the main philosophical movements in the period (the Leibnizian-Wolffian philosophy, the Thomasian philosophy, the ‘popular’ philosophical movement, and the Kantian and early post-Kantian idealist tradition). Moreover, they engage controversial issues of the day, such as atheism and materialism, but also women’s struggle for access to education and for recognition of their civic entitlements, and they display a range of strategies in doing so. In the end, this volume vigorously contests the presumption that the history of German philosophy in the eighteenth century can be told without attending to the important roles that women played in conceiving, refining, and propagating its ideas, and in provoking, conducting, and engaging the signature debates of the period.

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