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Books on the topic 'Women Education Victoria'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Jordan, Alison. Margaret Byers: Pioneer of women's education and founder of Victoria College, Belfast. [Belfast]: Institute of Irish Studies, Queen's University of Belfast, 1987.

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2

Jordan, Alison. Margaret Byers: Pioneer of women's education and founder of Victoria College, Belfast. Belfast: Queen's University, Institute of Irish Studies, 1990.

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3

Victoria Mxenge Housing Project (Cape Town, South Africa), ed. The Victoria Mxenge housing project: Women building communities through social activism and informal learning. Claremont [South Africa]: UCT Press, 2015.

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4

Clara Collet, 1860-1948: An educated working woman. London: Woburn Press, 2004.

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5

Texas footprints in the sands of time: Historical account of three Incarnate Word foundations in Texas and their union of 1939 and its aftermath (San Antonio, Shiner, Victoria). [Friendswood, Texas]: Baxter Press, 2012.

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6

Educating women: Cultural conflict and Victorian literature. Athens, OH: Ohio University Press, 2001.

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7

Pedersen, Joyce Senders. The reform of girls' secondary and higher education in Victorian England: A study of elites and educational change. New York: Garland, 1987.

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8

Women and the politics of schooling in Victorian and Edwardian England. London: Leicester University Press, 1999.

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9

University coeducation in the Victorian era: Inclusion in the United States and the United Kingdom. New York: Palgrave Macmillan, 2009.

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10

The schooling of working-class girls in Victorian Scotland: Gender, education, and identity. Milton Park, Abingdon, Oxon: Routledge, 2005.

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11

The quack's daughter: A true story about the private life of a victorian college girl. Iowa City: University of Iowa Press, 2014.

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12

Nettleton, Greta. The quack's daughter: A true story about the private life of a Victorian college girl. [N.l.]: Greta Nettleton, 2012.

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13

Educating the proper woman reader: Victorian family literary magazines and the cultural health of the nation. Columbus: Ohio State University Press, 2004.

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14

Lowenthal, Kristi. The one-hundred-year history of women's sports at the University of Nebraska: From nineteenth-century victorian physical education to the 1972 title IX act. Lewiston, New York: Edwin Mellen Press, 2015.

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15

Women and schools in colonial Victoria, 1840-1910. 1985.

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16

Jordan, Alison. Margaret Byers: Pioneer of women's education and founder of Victoria College, Belfast. Institute of Irish Studies, Queen's Universit, 2000.

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17

Carmen, Lambert, and Social Science Federation of Canada., eds. Toward a new equality--the status of women in Canadian universities: Victoria, 1990. Ottawa: Social Science Federation of Canada = Fédération canadienne des sciences sociales, 1991.

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18

Gay, Peter. Education of the Senses: The Bourgeois Experience, Victoria to Freud, Volume 1. W. W. Norton & Company, Inc., 1999.

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19

Gay, Peter. Education of the Senses: The Bourgeois Experience, Victoria to Freud, Volume 1. W. W. Norton & Company, Inc., 1999.

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20

Ismail, Salma. Victoria Mxenge Housing Project: Women Building Communities Through Social Activism and Informal Learning. University of Cape Town Press, 2015.

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21

Mcdonald, Deborah. Clara Collet, 1860-1948: An Educated Working Woman. Taylor & Francis Group, 2004.

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22

Mcdonald, Deborah. Clara Collet, 1860-1948: An Educated Working Woman. Taylor & Francis Group, 2004.

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23

McDonald, Deborah. Clara Collet 1860-1948: An Educated Working Woman. Taylor & Francis Group, 2005.

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24

Mcdonald, Deborah. Clara Collet, 1860-1948: An Educated Working Woman. Taylor & Francis Group, 2004.

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25

Breaking Through: Engendering Monitoring and Evaluation in Adult Education. UNESCO, 2000.

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26

Sarker, Sonita. Women Writing Race, Nation, and History. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192849960.001.0001.

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This book presents how Nation and Narrative are bound together through the figure of the “N/native” as it appears in the non-fictional writings of Cornelia Sorabji, Grazia Deledda, Zitkála-Šá, Virginia Woolf, Victoria Ocampo, and Gwendolyn Bennett. It addresses two questions: How did women writers in the early twentieth century tackle the entangled roots of political and cultural citizenship from which crises of belonging arise? How do their narrative negotiations of those crises inform modernist practice and modernity, then and now? The “N/native” moves between “born in” and “first in” in the context of the modern nation-state. In the dominant discourses of post-imperial as well as decolonizing nations, “Native” is relegated to Time (static or fetishized through nostalgia and romance). History is envisioned as active and contoured, associated with motion and progress, which the “native” inhabits and for whom citizenship is a political as well as a temporal attribute. The six authors’ identities as Native, settler, indigenous, immigrant, or native-citizen are formed from their gendered, racialized, and classed locations in their respective nations. Each author negotiates the intertwined strands of Time and History by mobilizing the “N/native” to reclaim citizenship (cultural-political belonging). This study reveals how their lineage, connections to land, experiences in learning (education), and their labor generate their narratives. The juxtaposition of the six writers keeps in focus the asymmetries in their responses to their times, and illustrates how relevant women’s/feminist production were then, and are in today’s versions of the same urgent debates about heightened nativisms and nationalisms.

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27

Burstyn, Joan N. Victorian Education and the Ideal of Womanhood. Taylor & Francis Group, 2016.

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28

Burstyn, Joan N. Victorian Education and the Ideal of Womanhood. Taylor & Francis Group, 2016.

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29

Burstyn, Joan N. Victorian Education and the Ideal of Womanhood. Taylor & Francis Group, 2016.

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30

Burstyn, Joan N. Victorian Education and the Ideal of Womanhood. Taylor & Francis Group, 2016.

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31

Burstyn, Joan N. Victorian Education and the Ideal of Womanhood. Taylor & Francis Group, 2016.

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32

Myers, Christine D. University Coeducation in the Victorian Era. Palgrave Macmillan, 2010.

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33

The Victorian Governess. Hambledon & London, 2002.

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34

Burstyn, Joan N. Routledge Library Editions : Education 1800-1926: Victorian Education and the Ideal of Womanhood. Routledge, 2018.

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35

Jacob, W. M. Religious Vitality in Victorian London. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192897404.001.0001.

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This innovative book challenges many of the widely held assumptions about the place of religion in London, the world’s first great industrial and commercial metropolis. Against the background of a ‘thick description’ of the complexities of Victorian London it explores the religiosity of Londoners as expressed through the dynamic renewal of traditional faith communities, including Judaism and the historic churches, as well as fresh expressions of religion, including the Salvation Army, Mormons, spiritualism, and the occult. It shows how laypeople, especially the rich and women were mobilized in the service of their faith, and their fellow citizens. Drawing on research in social, economic, oral, cultural, and women’s history William Jacob argues that religious motivations lay behind concerns that subsequently preoccupied people in the twentieth and twenty-first centuries. These include the changing place of women in society, an active concern for social justice, the sexual exploitation of women and children, provision of education for all classes and all ages. By examining religion broadly, in its social and cultural context, looking beyond conventional approaches to religious history Religious Vitality in Victorian London illustrates the broader significance of religion in society influencing even the expression of secularism.

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36

Pedersen, Joyce Senders. Reform of Girls' Secondary and Higher Education in Victorian England. Taylor & Francis Group, 2019.

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37

Pedersen, Joyce Senders. Reform of Girls' Secondary and Higher Education in Victorian England: A Study of Elites and Educational Change. Taylor & Francis Group, 2017.

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38

Devereux, Jo. Making of Women Artists in Victorian England: The Education and Careers of Six Professionals. McFarland & Company, Incorporated Publishers, 2016.

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39

The Making of Women Artists in Victorian England: The Education and Careers of Six Professionals. McFarland & Company, 2016.

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40

McDermid, Jane. Schooling of Working-Class Girls in Victorian Scotland: Gender, Education and Identity. Taylor & Francis Group, 2013.

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41

McDermid, Jane. Schooling of Working-Class Girls in Victorian Scotland: Gender, Education and Identity. Taylor & Francis Group, 2013.

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42

McDermid, Jane. Schooling of Working-Class Girls in Victorian Scotland: Gender, Education and Identity. Taylor & Francis Group, 2013.

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43

McDermid, Jane. Schooling of Working-Class Girls in Victorian Scotland: Gender, Education and Identity. Taylor & Francis Group, 2013.

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44

Kryger, Marilyn. The Mid-Victorian woman school teacher and male officialdom: Images vs. reality. 1989.

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45

Victoria's Daughters: The Schooling of Girls in Britain and Ireland 1850-1914. Routledge, 2002.

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46

Phegley, Jennifer. Educating the Proper Woman Reader: Victorian Family Literary Magazines & Cultural Health of the Nation. Ohio State University Press, 2020.

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47

Emily Davies: Collected Letters, 1861-1875 (Victorian Literature and Culture Series). University of Virginia Press, 2004.

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48

Rogers, Margaret. Teacher-training in Victorian Wessex: The parallel development of state intervention and career opportunities for women in elementary education. 2002.

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49

Schreiner, Olive. The Story of an African Farm. Edited by Joseph Bristow. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199538010.001.0001.

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Lyndall, Schreiner's articulate young feminist, marks the entry of the controversial New Woman into nineteenth-century fiction. Raised as an orphan amid a makeshift family, she witnesses an intolerable world of colonial exploitation. Desiring a formal education, she leaves the isolated farm for boarding school in her early teens, only to return four years later from an unhappy relationship. Unable to meet the demands of her mysterious lover, Lyndall retires to a house in Bloemfontein, where, delirious with exhaustion, she is unknowingly tended by an English farmer disguised as her female nurse. This is the devoted Gregory Rose, Schreiner's daring embodiment of the sensitive New Man. A cause célèbre when it appeared in London, The Story of an African Farm transformed the shape and course of the late-Victorian novel. From the haunting plains of South Africa's high Karoo, Schreiner boldly addresses her society's greatest fears - the loss of faith, the dissolution of marriage, and women's social and political independence.

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50

Elizalde, Victoria. Emerging Adult Essay. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0042.

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I am María Victoria, a young woman at the age of 31, and I am writing about my twenties living in Paraná, the place where I was born and brought up.In order to understand properly my narration, there are some historical features that would be important to underline about my country pursuant to my experience. Since my childhood I have usually heard from my aunts, parents, and grandparents an open distrust of politicians and memories of a period of instability, censorship, and state terrorism where many civilians “disappeared” and people in general were being observed everywhere. Everyone could be seen as a spy, and varied and countless violations of human rights happened. In the return of democracy, there was a visible refreshment of social well-being, but it was difficult to leave a culture of fear and adopt self-expression freely as a way of living or to participate in politics. Self-expression was related to “show” instead of freedom or critical thinking. That is the context I grew up in. Devaluation, public sector corruption, unemployment or low-paying jobs, and working in the black economy are frequently heard concepts in this society. In each of the subsequent governments, many cases of corruption in the public sector were demonstrated. So I understand it is very difficult here to keep values such as honesty, equity, fraternity, and liberty and succeed in politics. And I have found a better place to do my best in my work, personal relationships, educational instances, and social or communitarian projects....

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