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Relevant bibliographies by topics / Women Education Victoria / Dissertations / Theses

Dissertations / Theses on the topic 'Women Education Victoria'

To see the other types of publications on this topic, follow the link: Women Education Victoria.

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Paasse, Gail 1957. "Searching for answers in the borderlands : the effects of returning to study on the "classed" gender identities of mature age women students." Monash University, School of Graduate Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/8908.

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2

Wright, Sofia A. T. Hiort. "Social Change, Gender and Education: Exceptional Swedish Immigrant Women at North Park College, 1900-1920." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1317.

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3

Mara, Diane Lysette. "Theories and narratives : Pacific women in tertiary education and the social construction of ethnic identities in Aotearoa New Zealand : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-thesis, 2006. http://hdl.handle.net/10063/154.

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4

Hinton, Susan E., and Susan Mayson@BusEco monash edu au. "Organisational contestation over the discursive construction of equal employment opportunities for women in three Victorian public authorities." Swinburne University of Technology, 1999. http://adt.lib.swin.edu.au./public/adt-VSWT20051102.140031.

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The central arguments in this thesis rest on two premises. Firstly language and context are intimately bound up in the social construction of workplace gender inequalities. Secondly, organisational understandings and management of women�s access to employment opportunities and rewards in modern bureaucratic organisations are constituted through discourses or systems of organisational knowledges, practices and rules of organising. This study uses the concept of discourse to account for the productive and powerful role of knowledge and language practices in constituting the organisational contexts and meanings through which people make sense of and experience complex organisations.

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5

Sowards, Heather M. "Mad, Bad, and Well Read: An Examination of Women Readers and Education in the Novels of Mary Elizabeth Braddon." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1377080923.

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6

Green, Katie. "Victorian governesses : a look at education and professionalization /." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1240932232.

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Thesis (M.A.)--University of Toledo, 2009.
Typescript. "Submitted as partial fulfillment of the requirements for The Master of Arts in History." "A thesis entitled"--at head of title. Bibliography: leaves 87-93.

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7

Carr, Rachel. "The 'Girton Girl' and 'Lady Doctor' : women, higher education and medicine in popular Victorian fiction by women." Thesis, King's College London (University of London), 1998. https://kclpure.kcl.ac.uk/portal/en/theses/the-girton-girl-and-lady-doctor--women-higher-education-and-medicine-in-popular-victorian-fiction-by-women(a9315f14-ca29-47b1-9ce3-fc2dddb8a501).html.

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8

Parratt, Catriona M. "With little means or time: working-class women and leisure in Late Victorian and Edwardian England /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487849377295441.

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9

Phegley, Jennifer. "Educating the proper woman reader : Victorian family literary magazines and the professionalization of literary criticism /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119261626.

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10

Cameron, Leigh. "“We Always Say What We Like to One Another”: The Influence of Education on Women, Sympathy and Marriage in Early Nineteenth-Century British Literature." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41029.

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This thesis project investigates the relationship between education, sympathy, and marriage by analyzing the courtship process in three early nineteenth-century novels alongside three female educational texts. The role education plays in Austen’s Emma, Brontë’s Jane Eyre, and Gaskell’s North and South, particularly in terms of female characters’ marriage prospects, shows how writers at this time conceived of intellectual equality and opportunities for women, and how the terms in which they did so actively engaged with conduct book discourse. This project expands on Nancy Armstrong’s foundational study of eighteenth- and nineteenth-century British fiction, Desire and Domestic Fiction, to show the continued interplay between novels and conduct literature through the mid-nineteenth century, a relationship she sees as defunct after the eighteenth century, as well as the vital role that the sympathetic exchange plays in completing a woman’s education. The thesis demonstrates how this fiction transformed possibilities for female characters’ social interactions, equality, and intellectual fulfilment by reimagining the terms of their domestic and romantic relationships in a dynamic engagement with the language and precepts of key conduct texts from the late eighteenth and early nineteenth centuries.

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11

Ayto, Jennifer. "The contribution by women to the social and ecomomic development of the Victorian town in Hertfordshire." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10619.

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This study focuses on the role and contribution of women in the context of the social and economic development of two towns in Hertfordshire during the nineteenth century. Although the age saw an increase in urbanisation, Hertfordshire remained an agricultural county with long established land owners, a middle class with influence in the towns and its closeness to London attracting the newly wealthy in search of a country estate. The towns selected for this study, Hertford and Hitchin, changed little in their character and, compared with others which experienced industrial expansion, saw a modest population growth. This, however, brought the consequential pressures on housing and poverty. This research is unique in combining the study of the activities of women and the challenges faced by two market towns over a period of time of change and thus making a contribution to the debate on the concept of “separate spheres” by demonstrating that women had a place in the public arena. The daily life of a country town was reliant on a thriving economic environment. As this research demonstrates, many women had trades and businesses, contributed to good causes and were central to the education of children and adults. Their philanthropic efforts supported the building and maintenance of churches, schools, and hospitals. It charts the role of ordinary women, operating in a small town environment, before extension of the suffrage and Equal Opportunities legislation established their position as legitimate influencers of policy and practice. Little work has been done on how the English small town coped with its growth in population and the summons from central government on compliance with an increasing body of legislation on how the town should be run. It was men who undertook the necessary offices associated with this seed of local government but a micro-history of the people who inhabited these two towns demonstrates that women made a significant contribution to social and economic life of these towns.

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12

Garriock, Jean Barbara. "Late Victorian and Edwardian images of women and their education in the popular periodical press with particular reference to the work of L.T. Meade." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323317.

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13

Ertan, Naciye, and res cand@acu edu au. "Factors Relating to Women Attaining Principal Positions in Victoria's Government Secondary Colleges: a Case study." Australian Catholic University. School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp44.29082005.

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Regardless of the promotion structures employed within the different educational systems of this country, men dominate the position of Principal of secondary schools. Despite legislation seeking to provide equality of opportunity and the apparent breaking down of deeply entrenched societal attitudes of women being the servers or followers, there still exist factors that give rise to the under-representation of women in Principal positions of secondary schools. This thesis was designed to investigate issues associated with the apparent gender imbalance in Principal positions in Victoria's government secondary schools. It will attempt to identify elements that have militated against women gaining such positions. The research methodology employed to investigate the problem is a case study approach. The study centered on a girl's school, Gilmore College for Girls, which has had a succession of female Principals. The research involved inviting women who were Principals of Gilmore College for Girls to participate in an interview. Within that format structured interviews were used to seek the women Principals' perceptions as to factors leading to this under-representation of women as Principals. The findings from this study are then interpreted in the light of factors by which the literature explains the problem. Various reasons emerged to explain the lower number of women Principals. It seemed to stem from perceptions about their roles, which limited the level of their involvement in schools: for instance once women teachers were married with children they were less likely to advance in their careers and to apply for Principal positions. The workload of the Principal was also identified as one of the factors inhibiting women from applying for Principal positions. It was seen to make marriage and child rearing almost impossible. Therefore most women were content to be classroom teachers and only apply for positions that suited their interests and allowed them to meet family, home and social commitments. It is suggested that further related investigations be pursued of women in Principal positions of our secondary schools.

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14

Pinzone, Sharon Morrison. "The Sociocultural Context of Cleveland’s Miss Mittleberger School For Girls, 1875-1908." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1248799957.

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15

Hill, Cecily Erin. "Formal Education: Early Children’s Genres, Gender, and the Realist Novel." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429278003.

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16

O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.

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This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.

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17

Anderson, Susan Elizabeth. "Representations of women with disabilities: a discourse analysis of the University of Victoria School of Social Work 323 Anti-opressive Praxis distance training manual : section 17." Thesis, 2006. http://hdl.handle.net/1828/2139.

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Theories of anti-oppressive social work address social inequity through social justice perspectives. Recent literature in disability studies and social justice has not been extensively included in social work debate. I locate my research in between these two literatures. I examine how women with disabilities are portrayed in texts used in training undergraduate anti-oppressive social workers. I use an experience-based understanding of knowledge as a feminist social worker and a woman with a disability. The analysis of three texts shows that these particular depictions are wide-ranging though dated, and can unfortunately be mistaken as singularly definitive of all women with disabilities.

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