Dissertations / Theses on the topic 'Women teachers – Europe – History'
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BOZINIS, ANDIÑACH Maria. "Balancing family and work in Greece, Italy and Spain : a study of the experiences in teachers and doctors careers." Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/6993.
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Defence date: 2 February 2007Examining Board: Professor Jaime Reis; Professor Michael Anderson; Professor Maria Karamessini; Professor Martin Kohli
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
In this study I explore the low participation rates of southern women in paid work during the 1970s, 1980s, 1990s through the phenomenon of work-family conflict in an 'unconventional' way.
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Dunn, Kimberlee Harper. "Germanic Women: Mundium and Property, 400-1000." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5378/.
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Abstract Many historians would like to discover a time of relative freedom, security and independence for women of the past. The Germanic era, from 400-1000 AD, was a time of stability, and security due to limitations the law placed upon the mundwald and the legal ability of women to possess property. The system of compensations that the Germans initiated in an effort to stop the blood feuds between Germanic families, served as a deterrent to men that might physically or sexually abuse women. The majority of the sources used in this work were the Germanic Codes generally dated from 498-1024 AD. Ancient Roman and Germanic sources provide background information about the individual tribes. Secondary sources provide a contrast to the ideas of this thesis, and information.
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Rakhit, Anuradha. "The career experiences of Asian women teachers : a life-history approach." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36350/.
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This thesis explores the career perceptions and experiences of 20 experienced Asian women teachers who had commenced their careers in the last 25 years. By focusing on the accounts / stories of those Asian women teachers, I have attempted to answer the question: What is it like to be a black teacher in British schools? The stories were collected through a series of life-history interviews. Early research on the educational experience of black people in Britain focused more or less exclusively on schooling and 'black underachievement'. All tended to locate the problem and its solutions, within black children, their families and cultures, hence isolating 'race' issues from those of gender and social class. The research also have tended to continue to focus on pupils in schools and on those who are seen to have failed within the system. Instead, this study examines the experiences of Asian women teachers who had largely succeeded in their education. Despite the fact that my interviewees did not comprise a homogeneous group, there was uniformity regarding their perceptions of their career experiences and the way they related to their social environment. The Asian women teachers in this study encountered barriers at all stages in their careers and faced racism, albeit in different forms and guises. These teachers were perceived by white colleagues, parents and pupils as being the inferior 'Other'. In addition, apart from the overt, wounding type of racism, they were subjected to institutionalized racism, which denied them their dignity and made professional advancement very difficult. Many of these teachers often had to find alternative routes to promotion, in multicultural areas of teaching and not in mainstream section. They, sometimes, had to survive in hostile environments. But they all succeeded despite the system, rather than because of it. Success was often made at considerable personal cost, and with great determination and commitment. The study concludes that the experiences of these teachers were racially affected. A number of generalised patterns regarding their career developments and on the articulations of racism in their working lives emerge from these biographies and are discussed in this thesis. However, despite the existence of structural racism in society, the Asian teachers in this study found different ways of managing and responding to it.
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McCune, Mary. "Charity work as nation-building : American Jewish Women and the crises in Europe and Palestine, 1914-1930 /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488194825666022.
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McCrum, Elizabeth M. "Teaching history in postmodern times : history teachers' thinking about the nature and purposes of their subject." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6266/.
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This thesis investigates how secondary school history teachers at the start of their teaching careers view the nature and purposes of their subject and how they think these views impact on their practice. Data were collected through in depth individual qualitative interviews with eleven teachers completing their initial training. These focused on: how these beginning teachers conceived of the nature of their discipline; the rationale they presented for the purposes of their subject in the school curriculum; the origins of their views on the nature and purposes of history; and how they are manifest in what and how they teach. In order to maintain coherence and to represent the richness and complexity of each teacher's own story these were written, analysed and presented as narrative accounts. A summary is given of each the accounts with three presented in full. The accounts show these beginning history teachers' views on the nature of history as reflecting the dominant discourse that characterises history as an academic subject, being largely Constructionist and emphasising the objective analysis of historical evidence. The teachers' rationales for the purpose of history emphasised broader educational, social and moral purposes. More postmodern perspectives are apparent in the emphasis given to the importance of historical interpretations. Family background, lived experiences, literature and the media are significant influences on the teachers' beliefs about the nature and purposes of history. These beliefs seem to impact on classroom practice and pupil learning in the subject. They influence teaching style, choice of learning activities and the areas of historical understanding emphasised, with, for example, views of the past as an uncontested body of knowledge leading to a pedagogy dominated by the transmission of substantive knowledge; and views which emphasise the more constructed nature of history leading to more pupil centred skills based approaches. Teachers' views on the nature and purpose of the subject are a significant influence on their mediation of the National Curriculum. The National Curriculum for History has increasingly provided opportunities for interpretations more sympathetic to the postmodern orientation but research and inspection evidence suggest that these opportunities are often poorly realised in schools. One reason for this is proposed as history teachers' lack of engagement with postmodern perspectives on history. It is important for teachers to engage with such approaches as without further consideration of their implications history teachers are unable to teach aspects of secondary History. Teachers also need to recognise and make explicit different orientations towards history in order to facilitate pupil learning, to engage pupils and to provide them with the skills necessary to be critical consumers of the range of histories presented to them in society. The research has implications for history teaching, pupil learning and the initial training and professional development of teachers. The case is made for further consideration being given to postmodern perspectives on the nature of history in initial and continuing teacher education in order to improve teaching and learning. The initial teacher education of history teachers needs to ensure that those on programmes have the syntactical knowledge necessary to develop effective teaching strategies and approaches, to enable pupil learning, and to develop their own subject knowledge and ability to reflect on their own practice and development. This research also emphasises the need for all those involved in training to critically engage with subject orientations as where beginning teachers' beliefs conflict with the dominant discourse of history teaching this can lead to problematic experiences of teaching and of teacher training.
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Fischer-Kamel, Doris Sofie 1934. "THE MIDWIFE IN HISTORY WITH SPECIAL EMPHASIS ON PRACTICE IN MEDIEVAL EUROPE AND IN THE ISLAMIC WORLD." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276411.
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Cheng, Huei-Chun. "A life history study of Taiwanese female teachers' identities from a poststructural feminist perspective." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610081.
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Polzella, Annie Kristina. "Self-Representation of Women in Eighteenth-Century Europe: Lady Anna Miller and the Grand Tour." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6746.
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The Grand Tour is known to scholars as a significant period of travel in which members of English society could immerse themselves in the foreign, while also adhering to established social customs. Scholarship previously regarded the Grand Tour as an intellectual journey for aristocratic Englishmen; however, an incorporation of women into this narrative has introduced many new and important themes that merit further study. Women’s increasing participation in the Grand Tour, which gained in popularity in the eighteenth century, reveals many unique aspects of British society in the period. The integration of women into the Tour is also an indication of increased mobility for an emerging class of Britons who sought amusement and distinction abroad. Cultural identity played an active role in not only shaping the traveler’s experience but also in dictating how travelers represented themselves on their journey. Traveler’s served as cultural intermediaries that represented their country while abroad and transported aspects of the foreign societies they encountered home with them. While cultural identity certainly shaped perceptions of travelers, this work endeavors to bring into focus additional points of analysis and emphasize emerging areas of study. The appropriation of foreign objects and the significance of their integration into domestic life and social practices, the pursuit of amusement and that pursuit’s influence on the Tour experience, and the essential role played by the body as another category of experience in travel are all areas of interest and focus in this additional interpretation of the Grand Tour.
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Pass, Andrea Rose. "British women missionaries in India, c.1917-1950." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:4777425f-65ef-4515-8bfe-979bf7400c08.
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Although by 1900, over 60% of the British missionary workforce in South Asia was female, women’s role in mission has often been overlooked. This thesis focuses upon women of the two leading Anglican societies – the high-Church Society for the Propagation of the Gospel (SPG) and the evangelical Church Missionary Society (CMS) – during a particularly underexplored and eventful period in mission history. It uses primary material from the archives of SPG at Rhodes House, Oxford, CMS at the University of Birmingham, St Stephen’s Community, Delhi, and the United Theological College, Bangalore, to extend previous research on the beginnings of women’s service in the late-nineteenth century, exploring the ways in which women missionaries responded to unprecedented upheaval in Britain, India, and the worldwide Anglican Communion in the 1920s, 1930s, and 1940s. In so doing, it contributes to multiple overlapping historiographies: not simply to the history of Church and mission, but also to that of gender, the British Empire, Indian nationalism, and decolonisation. Women missionaries were products of the expansion of female education, professional opportunities, and philanthropic activity in late-nineteenth and early-twentieth century Britain. Their vocation was tested by living conditions in India, as well as by contradictory calls to marriage, career advancement, familial duties, or the Religious Life. Their educational, medical, and evangelistic work altered considerably between 1917 and 1950 owing to ‘Indianisation’ and ‘Diocesanisation,’ which sought to establish a self-governing ‘native’ Church. Women’s absorption in local affairs meant they were usually uninterested in imperial, nationalist, and Anglican politics, and sometimes became estranged from the home Church. Their service was far more than an attempt to ‘colonise’ Indian hearts and minds and propagate Western ideology. In reality, women missionaries’ engagement with India and Indians had a far more profound impact upon them than upon the Indians they came to serve.
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Short, R. M. "Female criminality 1780-1830." Thesis, University of Oxford, 1989. http://ora.ox.ac.uk/objects/uuid:6e575ce9-f164-48c9-9955-3cf5eab4808b.
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This thesis studies aspects of women's criminal behaviour during the period from 1780-1830, using the criminal court records from two juridical areas: the City of London and the county of Berkshire. It considers all types of indictable crime, that tried in the local quarter session court and in the assize (high) court. It first establishes the numerical significance of female crime, which accounted for as little as one tenth of all indictments, with some variation between different courts and urban and rural areas. It also establishes some characteristics of female criminals, their age, marital status and place of birth. Compared to men, women's crime was less concentrated in the years of early adulthood, though the ill-defined nature of marriage among the lower orders at this period makes it difficult to establish any firm conclusions about the influence of marriage on a woman's criminal career. To attempt to explain these patterns, this work studies the social context of women's criminal activity, for this purpose separating property and violent crime. In the former case, a stress upon the practical, organizational aspects of crime suggests correlations between criminal potential and wider social freedoms. In the field of violent crime, women's involvement was more prevalent than might have been expected, challenging the notion that women's experience of violence is predominantly as a victim. Finally, the idea that women's lenient treatment by prosecutors accounts for their absence from the criminal records is addressed. From media accounts of women's crime there is evidence of a general disinclination to invest women with any criminal potential. A study of sentencing patterns reveals that women were less likely to be harshly treated that their male counterparts, though with some variation between crime types. It is argued however tha it is women's lesser criminal capacity, pre-determined by her social position, which creates these patterns, rather than the "chivalry" of male prosecutors.
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Whitehead, Kay. "Women's 'life-work' : teachers in South Australia, 1836-1906 /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phw592.pdf.
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Anderson, Sherry. "Women as Stewards of Social Change| The Narratives of American Baptist Women Who Held Senior Leadership Positions as Pastors, Deacons, and Teachers." Thesis, Franklin Pierce University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680110.
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Throughout history women have attempted to reach senior leadership positions in churches of all denominations, but only within the past three centuries have women gained a presence in such positions. This thesis was undertaken to fill the gap of current research on the leadership roles of women within the ministry of traditionally conservative churches. Data were collected through surveys and follow-up interviews. Twelve women who held senior leadership positions in American Baptist churches participated in the case study. Their stories of religious transformation, social support, and discrimination are highlighted in this study. Their callings were both a personal and religious experience that could only be captured through interdisciplinary, qualitative research methods. Religious studies, women's studies, and critical theory were combined to create a feminist narrative of spiritual women who were both leaders within their faith and change agents of conservative, religious traditions. The analysis focuses on their roles in cultural and religious reforms. In addition, the author drew upon recent theories and empirical research on collaborative, transformational, and spiritual leadership and Maslow's earlier work on human motivation to better understand the leadership roles of women in the ministry.
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Nygren, Thomas. "UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002." Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43766.
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In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness.History Beyond Borders; Historia utan gräns
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Peng, Li-Hsun. "Crossing borders: a Formosan's postcolonial exploration of European Art Deco women designers." University of Southern Queensland, Faculty of Arts, 2007. http://eprints.usq.edu.au/archive/00004436/.
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[Abstract]: This is research on cultural identity and the history of design. The project, by applying aspects of postcolonial theories (third space, border theory and hybridity) to the history of the four women designers in the Art Deco period in Europe, explores the influences of Eastern cultures in developing their Western designperspective.Their experience in fighting against patriarchal society toward success is a useful analogy for my country Taiwan’s struggle to win recognition in the world. It isthrough the recognition of these four women designers’ contributions to design history that I present their stories as models to my design students in Taiwan toassist them in establishing their own design identity.The research findings indicate that these women designers’ benefited from Eastern culture and created a successful cultural mélange between the East and West. Similarly, my design students in Taiwan will have the opportunity toreverse the pathway in appropriating from the West to create new possibilities in the East. I argue that hybridity is a key component for responding to and foraddressing the identity crisis and internal disruption in present-day Taiwan. Through knowing and understanding these women designers’ achievements, Taiwanese students have a model for self-reflection to recognise the importance of our own cultural value to the world.
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Oram, Alison Margaret. "Women teachers in state schools in England and Wales 1900-1939 : the development of feminist allegiance and political strategies." Thesis, London School of Economics and Political Science (University of London), 1996. http://etheses.lse.ac.uk/1395/.
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Women teachers working In local authority elementary and secondary schools from the turn of the century to the Second World War were heavily engaged in political activity concerning their own position as women in teaching. This thesis investigates the reasons for women teachers' strong feminist allegiance and the strategies which they used to pursue their aims. Women teachers were politicised as feminists by experiencing tensions within the structures and meanings of their working and personal lives. In particular, the stresses and tensions between two identities, that of the professional teacher and that of the feminine woman, coupled with their experiences within the teachers' professional associations and the influence of the suffrage movement, meant that both elementary and secondary school teachers became increasingly receptive to feminist ideas in the years before the First World War. It is further argued that the particular process of politicisation had effects on the type of feminist politics and strategies that women teachers espoused. The dual elements of professionalism and femininity are analogous to the major philosophical strands within feminism of 'equality' and 'difference'. Feminist women teachers preferred to emphasise the former, and developed a political rhetoric of equal gender-free professionalism rather than one which highlighted their 'difference' as women. The teachers offer an important case study in assessing the utility of either feminist approach in the interwar period of gender antagonism and crisis of masculinity. Women teachers' position as both women and professionals was particularly difficult in relation to their marital status. They were predominantly single in a period in which marriage and motherhood signified full adult femininity. In this area, feminist politics fed back into teachers' personal lives, providing a defence of their position as spinsters and offering new forms of women's community adapted to the twentieth century.
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Manning, Ruth. "Breaking the rules : the emergence of the active female apostolate in early seventeenth-century France." Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:ca710a16-2aad-4beb-b299-894d1b76c9dc.
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French religious life in the mid-seventeenth century was conspicuous for its revolutionary reversal of Tridentine prescriptions enforcing strict claustration upon women religious. In the process modes of female piety changed from contemplative to active within the development of a number of active female religious congregations dedicated to working beyond the cloister to provide key social and welfare services to communities. This study explains the genesis of this active female apostolate in the seventeenth century. It is a comparative examination of the first three of these orders, which spearheaded this development; the Order of the Visitation, the Daughters of the Cross and the Daughters of Charity. The work initially examines the Visitandines, the first female religious order seriously to challenge Tridentine prescriptions on claustration. Although in the long run they failed in their attempt, this order served as an influential example and created powerful networks of people of influence and means who would go on to support future orders. The second order, the Daughters of the Cross, was the first to benefit from their 'mistakes' and networks. Although they developed on a small scale, the highly significant Paris-based community, unrestricted by claustration, dedicated itself to professional teaching services. The third and the biggest success story, the Daughters of Charity, drew on the experience of these two groups, and exploited networks of influence and finance. They circulated freely in the community and worked to provide community servies on a national and subsequently international scale. My thesis is concerned with the interaction between founders, supporters, particular bishops and the women themselves and the acts of collusion which finally achieved this radical change. It aims to identify an initially tentative process which gained in the course of 50 years considerable momentum and radically transformed religious life for both women and for social Catholicism.
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Schafer, Cynthia Marie. "A Deliberate Reconstruction and Reconfiguring of Women in History: One Teacher's Attempt at Transforming a U.S. History Curriculum." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-03202007-205131/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Chara H. Bohan, committee chair; John K. Lee, Susan Talburt, Joyce E. Many, committee members. Electronic text (151 p.) : digital, PDF file. Description based on contents viewed Oct. 25, 2007. Includes bibliographical references (p. 126-138).
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Davis, Angela. "Motherhood in Oxfordshire c. 1945-1970 : a study of attitudes, experiences and ideals." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:a36c1331-6550-4856-a81b-3d08d6888f2d.
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Hancock, Carole Wylie. "Honorable Soldiers, Too: An Historical Case Study of Post-Reconstruction African American Female Teachers of the Upper Ohio River Valley." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1205717826.
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Gillingham, Anne Elaine. "The taming of La Bourgeoise : bourgeois French women as gendered creators and consumers of art, décor, fashion and feminism during the Third French Republic, 1870-1914." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6660/.
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This thesis analyses the gendered choices made by bourgeois French women as creators and consumers of art, décor, fashion and feminism during the Third French Republic 1870-1914. Specifically, it examines the extent of female agency and individuality in fashioning a self-image, and how this issue relates to the limitations on women’s exercise of professional and political choice. The first of three core chapters (Chapter 2) establishes that women were able to construct a self-image as a creator and/or consumer of art, décor and fashion but this ability was limited by both the gendered discourses inherent in the French art world and, more widely, by the ideals of womanhood prescribed by bourgeois social mores. Subsequently, the complex and potentially confusing nature of the conflicting textual and visual images that bourgeois French women were exposed to as creators and consumers is discussed in Chapter 3, and exposes the many tensions and contradictions in their aesthetic roles. Finally, the correlation between female agency, aesthetics, and participation in the feminist movement is examined in Chapter 4 leading to the eventual conclusion that an increasing emphasis on physical appearance and aestheticism meant that few French women chose to fully discard domesticity and traditional notions of femininity in favour of a career and/or feminism. Instead, many gravitated towards less radical and publicly visible forms of feminist action whilst others renounced feminism entirely. By illustrating the importance of aesthetics in the personal, professional and political lives of bourgeois French women, this thesis brings to the discipline an ability to interconnect the study of cultural representations with more detailed evidence from women’s everyday lives. Furthermore, it will contribute to the history of female agency, individuality and political power by providing a richer, more informed picture of just how women in the Third Republic were shaped by aesthetics.
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Bagley, Petra M. "Somebody's daughter : the portrayal of daughter-parent relationships by contemporary women writers from German-speaking countries." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2134.
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The purpose of this thesis is to examine the complexities of daughterhood as portrayed by nine contemporary women writers: from former West Germany(Gabriele Wohmann, Elisabeth Plessen), from former East Germany (Hedda Zinner, Helga M. Novak), from Switzerland (Margrit Schriber) and from Austria (Brigitte Schwaiger, Jutta Schutting, Waltraud Anna Mitgutsch, Christine Haidegger). Ten prose-works which span a period of approximately ten years, from the mid-1970s to the mid-1980s, are analysed according to theme and character. In the Introduction, we trace the historical development of women's writing in German, focusing on the most significant female authors from the Romantic period through to the rise of the New Women's Movement in the late sixties. We then consider a definition of 'Frauenliteratur' and the extent to which autobiography has become a typical feature of such women's writing. In the ensuing four chapters we highlight in psychological and sociological terms the mourning process a daughter undergoes after her father's death; the identification process between daughter and mother; the daughter's reaction to being adopted; and the daughter's decision to commit suicide. We see to what extent the environment in which each of these daughters is brought up as well as past events in German history shape the daughter's attitude towards her parents. Since we are studying the way in which these relationships are portrayed, we also need to take into account the narrative strategies employed by these modern women writers. In the light of our analysis of content and form we are able to examine the possible intentions behind such personal portraits: the act of writing as a form of self-discovery and self-therapy as well as the sharing of female experience. We conclude by suggesting the direction women's writing from German-speaking countries may be taking.
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Cox, Mary Elisabeth. "Hunger in war and peace : an analysis of the nutritional status of women and children in Germany, 1914-1924." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:4ee686ab-fc46-43ab-a3fa-ca8253ea1826.
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At the onset of the First World War, Germany was subject to a shipping embargo by the Allied forces. Ostensibly military in nature, the blockade prevented not only armaments but also food and fertilizers from entering Germany. The impact of this blockade on civilian populations has been debated ever since. Germans protested that the Allies had wielded hunger as a weapon against women and children with devastating results, a claim that was hotly denied by the Allies. The impact of what the Germans termed the 'Hungerblockade' on childhood nutrition can now be assessed using various anthropometric sources on school children, several of which are newly discovered. Statistical analysis reveals a grim truth: German children suffered severe malnutrition due to the blockade. Social class impacted risk of deprivation, with working-class children suffering the most. Surprisingly, they were the quickest to recover after the war. Their rescue was fuelled by massive food aid organized by the former enemies of Germany, and delivered cooperatively with both government and civil society. Children, and those who cared for them, responded to these acts of service with gratitude and joy. The ability of former belligerents to work together after an exceptionally bitter war to feed impoverished children may hold hope for the future.
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Aalders, Cynthia Yvonne. "Writing religious communities : the spiritual lives and manuscript cultures of English women, 1740-90." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:786913a8-64a6-48ef-bce4-266b6fa70ff3.
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This thesis examines the spiritual lives of eighteenth-century English women through an analysis of their personal writings. It explores the manuscripts of religious women who practised their faith by writing letters, diaries, poetry, and other highly personal texts—texts that give unique access to the interior, spiritual lives of their authors. Concerned not only with the individual meaning of those writings but with their communal meanings, it argues that women’s informal writing, written within personal relationships, acted to undergird, guide, and indeed shape religious communities in vital and unexplored ways. Through an exploration of various significant personal relationships, both intra- and inter-generationally, this thesis demonstrates the multiple ways in which women were active in ‘writing religious communities’. The women discussed here belonged to communities that habitually communicated through personal writing. At the same time, their acts of writing were creative acts, powerful to build and shape religious communities: these women wrote religious community. A series of interweaving case studies guide my analysis and discussion. The thesis focuses on Catherine Talbot (1721–70), Anne Steele (1717–78), and Ann Bolton (1743–1822), and on their literary interactions with friends and family. Considered together, these subjects and sources allow comparison across denomination, for Talbot was Anglican, Steele Baptist, and Bolton Methodist. After an introductory chapter, Chapter Two focuses on spiritual friendship, showing how women used personal writings within peer relationships to think through religious ideas and encourage faith commitments. Chapter Three considers older women as spiritual elders, arguing that elderly women sometimes achieved honoured status in religious communities and were turned to for spiritual direction. Chapter Four explores the ways in which women offered religious instruction to spiritual children through the creative use of informal writings, including diaries and poetry. And Chapter Five considers women’s personal writings as spiritual legacy, as they were preserved by family and friends and continued to function in religious communities after the death of their authors.
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Heaton, Pamela Jane. "A narrative study of teachers' life stories and their work identity." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002498.
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Media coverage of the poor state of this country's education system has described public images of the teaching profession which provide a context for the research described in this paper. The research is concerned with how and to what extent work identity is reflected in the life stories of five female teachers from a rural village in the Eastern Cape. A social constructionist approach is taken to the meaning and construction of identity, and the paper describes the process of a narrative method of analyzing and interpreting the stories. An initial analysis reveals that the participants had few career options and little choice of career. Further analysis is concerned with interpreting how the teachers create coherence in their stories around this lack of choice as well as within the larger social and historical context. Simultaneously there is an interpretation of the participants' work identity. The teachers create coherence in their narratives around their families and their socioeconomic or cultural circumstances, but make no explicit reference to the political context of their work choices, which were made in the context of the restraints of the Apartheid era. From each teacher's story an understanding of their unique work identity emerges. These alternative understandings provide a contrast to the images constructed by the media.
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Mauriello, Tani Ann. "Working-class women's diet and pregnancy in the long nineteenth century : what women ate, why, and its effect on their health and their offspring." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:8ffbfe3b-a7e6-4196-afb7-c39b1bde75cd.
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Food historians have revealed that what constituted a working-class British woman's diet in the nineteenth century was quite different in calorific and nutritional content from what her family consumed. This work explores the nineteenth-century maternal diet and the effect this nutritional inequality had on the health of women and their infants. Divided into three sections, this dissertation deals with different aspects of nineteenth-century maternal nutrition. Section one explores the nineteenth-century medical understanding of diet, as well as the influences of class and traditional beliefs on eating habits, and how these factors determined the diet prescribed to mothers during pregnancy. Section two investigates the factors that perpetuated the unequal distribution and consumption of food within households. Factors explored include regional variations in working-class diet; gender associations with foods; economic changes in material wealth and expectations, and the pressures of respectability on female food denial. This section concludes that food refusal and unequal distribution were reinforced throughout the long nineteenth century because these behaviours appeared to have value, real or imagined, as long-term economic strategies. Food refusal maintained respectability, and helped women secure an economic support network. Mothers' self-denial seems to have secured the economic loyalties of children, making her the recipient of their income. The final section addresses how deprivation and dietary changes affected infant and maternal health, specifically examining how insufficient vitamin D and rickets influenced birth outcomes, and how the switch from a rural diet to an urban diet contributed to a rise in neural tube disorders in Wales. The analysis of childbirth data revealed a significant correlation between rickets and childbirth complications. The findings of this section also suggest that the dietary changes that followed migration and the change from an agricultural lifestyle to a market-integrated, industrial lifestyle for a majority of the Welsh population reduced women's intake of folic acid leaving their children susceptible to neural tube disorders.
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Yildiz, Furkan. "Attempts to address the problem of trafficking in women at the bridge connecting Europe and Asia : the case of the former Soviet republics to Turkey from 1992 to 2016." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/67070/.
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This thesis focuses on trafficking in human beings, particularly in women, to Turkey after the dissolution of Soviet Union. The study analyses legal responses and their reflections on Turkey's policy making mechanism to find a comprehensive and victim-oriented anti-trafficking strategy at two levels, international and national. The research is structured into eight chapters, proceeding from the general background of human trafficking, particularly female trafficking, to the development of the framework of anti-trafficking measures in Turkey's domestic structure. From the literature review it is found that human trafficking is a multi-faceted problem, which needs a more comprehensive approach to tackle it. Despite the recognition of all forms of human trafficking, trafficking for sexual exploitation in Turkey of female victims from former Soviet republics is the focus of this study. While doing so, the study analyses and compares the legal, political, and administrative differences between two specific periods: from the dissolution of the Soviet Union to 2002; and from 2002 to 2016. In the first period, the study focuses on the political and sociological transformations' effects on trafficking in women as push factors in source countries, and the domestic responses of Turkey in prevention, prosecution, and protection. After these analyses, the study examines how the political, regional, and international aspirations of the AKP governments affect the transformation of legal measures on human trafficking in the Turkish legal system. In addition to these analyses and criticisms, the study utilizes the relevant parts of the US Department of State Trafficking Reports and EU Regular and Progress Reports to highlight the positive and negative sides of the domestic transformation of Turkey's anti-trafficking strategy. Concerning the development of Turkey's anti-trafficking measures, this study explores what could be changed for a comprehensive anti-trafficking model for Turkey as the future of their anti-trafficking strategy. The study critically analyses previous and current legal, political, and social mistakes against victims in the processes from identification to protection, to build up a preventative and victim-oriented strategy by means of legal instruments and their effects on political measures. The study highlights the weaknesses, problems, and deficiencies to demonstrate the current situation, and also evaluates the influences of international instruments on Turkey's domestic legal and political structures.
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Florin, Christina. "Kampen om katedern : feminiserings- och professionaliseringsprocessen inom den svenska folkskolans lärarkår 1860-1906." Doctoral thesis, Umeå universitet, Humanistiska fakulteten, 1987. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-79495.
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The thesis deals with the development of the secondary school teaching professionduring the second half of the 19th century and the early 20th century. The emphasisof the study is on the concurrence of three structural processes in this profession:feminization, professionalization and governmental bureaucratization.The "teachers of the people" found themselves deeply affected by radical economicand social structural changes during the transition from classical industrialcapitalism to organized capitalism at the end of the 19th century. These strucuralchanges aggravated the conflicts between the classes and the sexes in society, andthe elementary school became an important institution for social and ideologicalcontrol. But the teachers were not content to be the mindless instruments of thepredominant ideology. At an early stage the elementary school and the teachersthemselves began to live "a life of their own". Both male and female teachers beganto develop strategies in the struggle for power and control over their profession. Inother words, a process of professionalization began.At the same time as the teachers were organized collectively the women's share ofthe profession increased. The teaching of the lower classes was considered verysuitable for unmarried middle-class women, and the cheap female labour wasattractive to the politicians. There were risks of clashes between male and femaleinterests, since the profession also attracted young men from the farming andworking classes, who saw possibilities of social advancement in this sector of theschool system.The men developed different strategies against their female colleagues. Duringthe whole of the 19th century women were integrated into the professional project.At the turn of the century the men developed a strategy of social closure againstwomen, which meant that these were relegated to a lower level. At the same timethe government introduced regulations which were intended to impede women'sfast access to the profession. This triggered off an open conflict between the sexes inthe profession, since the changes were initiated by male elementary school teacherswho were leaders of the professional program as well as leading politicians in thegovernment and the Riksdag.Vissa bilder borttagna av upphovsrättskäl.
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Trimingham, Jack Christine. "Kerever Park : a history of the experience of teachers and children in a Catholic girls' preparatory boarding school 1944-1965." Phd thesis, School of Social and Policy Studies in Education, 1997. http://hdl.handle.net/2123/6641.
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Zumaglini, Carolina. "Cosmopolitan Imperialism: Mann, Sarmiento, and the Origins of Universal Education in Nineteenth-Century Boston and Buenos Aires." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1560.
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To reveal the theories and practices that linked education to the development within the cities of Boston and Buenos Aires, and in turn to the development of US and Argentina nationalism, “Cosmopolitan Imperialism” centers on two education reformers, Horace Mann (1776-1859) and Domingo Faustino Sarmiento (1811-1888). Mann and Sarmiento formed part of a supra-national community where liberal intellectual elites created a republic of letters, or perhaps better said, a republic of schools. As different versions of education branched out from a common Atlantic origin during the nineteenth century, Mann and Sarmiento searched for those ideas that better fit their national projects, a local project that started in the cities and moved to the interior parts of the country.
In Boston and Buenos Aires, modern nationalism intertwined with imperial projects. This dissertation thus analyzes nationalism and reform in the nineteenth-century as an imperial project led by cosmopolitan intellectual elites. While we might expect to find Mann and Sarmiento’s ideas on education to be centered on their national experiences, looking to Europe for inspiration, this dissertation shows that it was quite the opposite. Educational ideas developed within an interconnected network and traveled within the North-South axis connecting Boston with Buenos Aires. This framework moves the focus from the interchange of ideas between America and Europe and places it within the American continent. At the same time, it allows us to consider Latin American and the US as both creators and recipients of educational ideas.
There is a traditional way of talking about nationalism and reform in the nineteenth-century, especially in terms of education and educational policies. It is common to imagine that in the US, and even more certainly in Latin America, educated elites looked to the so-called West for inspiration. The argument is that they ended up adapting foreign models to their local and internal contexts. This dissertation challenges that idea and shows that different versions of education developed from a shared Atlantic milieu in which reformers in certain cities saw themselves as part of the same cosmopolitan empires.
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Hartveit, Marit. "The lesser names : the teachers of the Edinburgh Mathematical Society and other aspects of Scottish mathematics, 1867–1946." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1700.
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The Edinburgh Mathematical Society started out in 1883 as a society with a large proportion of teachers. Today, the member base is mainly academical and there are only a few teachers left. This thesis explores how and when this change came about, and discusses what this meant for the Society. It argues that the exit of the teachers is related to the rising standard of mathematics, but even more to a change in the Society’s printing policy in the 1920s, that turned the Society’s Proceedings into a pure research publication and led to the death of the ‘teacher journal’, the Mathematical Notes. The thesis also argues that this change, drastic as it may seem, does not represent a change in the Society’s nature. For this aim, the role of the teachers within the Society has been studied and compared to that of the academics, from 1883 to 1946. The mathematical contribution of the teachers to the Proceedings is studied in some detail, in particular the papers by John Watt Butters. A paper in the Mathematical Notes by A. C. Aitken on the Bell numbers is considered in connection with a series of letters on the same topic from 1938–39. These letters, written by Aitken, Sir D’Arcy Thompson, another EMS member, and the Cambridge mathematician G. T. Bennett, explores the relation between the three and gives valuable insight into the status of the Notes. Finally, the role of the first women in the Society is studied. The first woman joined without any official university education, but had received the necessary mathematical background from her studies under the Edinburgh Association for the University Education of Women. The final chapter is largely an assessment of this Association’s mathematical classes.
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Ternar, Yeshim 1956. "The book and the veil : a critique of orientalism from a feminist perspective." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74261.
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"The Book and the Veil" is an experimental ethnographic study that presents a feminist critique of Orientalist discourse as it relates to Istanbul at the turn of the twentieth century.The Preface reviews relevant anthropological literature in order to construct the theoretical context of the thesis. The Introduction then elaborates on the various voices embodied in the text, each of which expresses different types of cultural and critical information.
Part 1 (Chapters 1-4), comments on Grace Ellison's stay in Istanbul harems in 1914, as described in An Englishwoman in a Turkish Harem. Part 2 (Chapters 5-7), engages in a dialogue with Pierre Loti as a representative of Orientalist discourse and comments on Zeyneb Hanoum's A Turkish Woman's European Impressions. Zeyneb Hanoum's experiences in Europe are then compared with Grace Ellison's stay in Turkey.
The Conclusion offers a discussion and critique of feminism and representative writing.
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Jarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.
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Jarrett, Jennifer Ann. "Catholic bodies : a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930." Phd thesis, School of Policy and Curriculum Studies in Education, 2003. http://hdl.handle.net/2123/5673.
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Van, Zyl Leonie. "Sarah Goldblatt : letterkundige administratrise van C.J. Langenhoven." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53580.
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Thesis (MA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: In 1932 the well-known Afrikaans writer and politician, C.J. Langenhoven, died in Oudtshoorn in his home, Arbeidsgenot. In his testament he appointed Sarah Goldblatt as the person responsible for the administration of his literary works. Sarah, a Jewish woman, immigrated to the Cape together with her family in 1897. The aim of this research was to find the possible reasons why Langenhoven chose an English speaking Jewish woman as his administrator. Jews were not accepted with open arms into the South African community, especially not Jews from Eastern Europe, the area where Sarah and her family came from. Anti-semitic feelings amongst the Afriaans population were especially strong during the thirties and forties. It was during this time, in 1932, that Sarah received the job as administrator. The period of research stretches from 1889 to 1975, from Sarah's birth to her death. A look is taken at the changing South African attitude towards Jews during Sarah's life. The role and position of the Afrikanerwomen during this time is also investigated. Oudtshoorn, the town in which Langenhoven lived and where the friendship between him and Sarah started, will also be put under the spotlight. Many Jews settled in this town and played an active part in the Oudtshoorn community. Not only the South African attitude towards Jews and women will be discussed, but also Langenhoven's and Sarah's personal perspectives on these subjects. Both their friendship and work relationship will be discussed. Their philosophy of life and their relationship will cast light on the reasons why Langenhoven finally decided to appoint Sarah as the administrator of his literary works. Sarah's greatest achievements were directly involved with Langenhoven. Opinions differ about the influence Sarah had on the way the South African community saw Langenhoven. The work as administrator for the literary works was not all Sarah did. Therefore a review on Sarah's contribution to the Afrikaans language and culture is also provided.
AFRIKAANSE OPSOMMING: In 1932 is die bekende Afrikaanse skrywer en politikus, C.J. Langenhoven, op Oudtshoorn in sy huis Arbeidsgenot oorlewe. In sy testament het hy vir Sarah Goldblatt as administratrise van sy letterkundige nalatenskap aangewys. Sarah, 'n Joodse vrou, het in 1897 saam met haar gesin na die Kaap geïmmigreer en die in die studie word ondersoek ingestel na die redes waarom Langenhoven hierdie vrou as sy administratrise aangewys het. Suid-Afrika het nie altyd die Jode met ope arms ontvang nie, veral nie Jode vanuit Oos-Europa, die gebied waarvan Sarah en haar gesin afkomstig was, nie. Spesifiek gedurende die dertiger- en veertigerjare was daar 'n sterk antisemitiese gevoelonder Afrikanergeledere teenwoordig. Dit was juis in 1932 wat Sarah die taak as administratrise opgelê is. Die tydperk waarna daar gekyk word is breedweg vanaf 1889 tot 1975, Sarah se lewensjare. Op hierdie manier word daar na die veranderende Suid- Afrikaanse houding teenoor Jode gekyk gedurende Sarah se lewe. Daar word ook na die rol en posisie van die Afrikanervrou gekyk om dieselfde rede gekyk. Oudtshoorn, die dorp waarop Langenhoven homself gevestig het en waar sy en Sarah se vriendskap begin het word onder die soeklik geplaas. 'n Groot getal Jode het hulleself in die dorp gevestig en hulle het 'n daadwerklike impak op die Oudtshoornse gemeenskap uitgeoefen. Hierdie ondersoek is nodig om te sien waarom dit so vreemd was vir In Joodse vrou en In Afrikaner man, om so In spesiale vriendskap te kon deel. Nie alleen die Suid-Afrikaanse houding teenoor die Jood en die vrou word ondersoek nie, maar daar word ook na Langenhoven en Sarah se onderskeie houdings teenoor die sake gekyk. Beide hulle werks- en vriendskapsverhouding word ondersoek. Altwee se lewensuitkyk en hulle verhouding werp lig op die redes waarom Langenhoven uiteindelik sou besluit om Sarah as sy administratrise aan te stel. Sarah se grootste werk hou verband met Langenhoven. Opinies verskiloor die uitwerking wat sy op sy nagedagtenis gehad het. Haar werk as administratrise was egter nie al wat Sarah verrig het nie. 'n Oorsig oor Sarah se bydraes tot die Afrikaner taal en kultuur word dus ook blootgelê.
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Donnelly, Lisa Chere'. "Shaping the Future Past: Finding History, Creating Identity in the Kwan Hsu Papers." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/481.
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Dr. Kwan Hsu was neither a superstar nor a celebrity. Her name does not come up in conversations about important contributors to her field of biophysics nor is she instantly recognizable for her contributions to Portland State University's international program or the state of Oregon's business ties with China. Yet she was a contributor, a cog-in-the-wheel, at the very least, in all of these areas and more. She was a peripheral member of a well-known Chinese family, but few in the United States know of or perhaps have interest in, but otherwise, she had no great connections or family ties to generate interest in her story. How does one process a collection for a woman who does not meet the traditional criteria for excellence or success or public interest for an archive? Where is the value to the larger historical narrative of our time in preserving the memories of someone who was non-remarkable, or, conversely, someone who may be even too unique to contribute to that greater narrative? These are the questions I wrestled with when I first came to this collection. As my research progressed, I realized that I faced more questions, and that to come to any understanding that might answer them, I was going to have to research the history of archives and archival processes. Science, the Cold War, Communist China, women, the immigrant experience, all of these issues became part of my thesis, however shallowly I was able to investigate them. Questions of identity and historiography, of power and discourse were explored. In the end, what I found was that a collection that on the outside looked unimpressive and unenlightening, could indeed be very valuable, and provide insight into any number of areas of current interest in historical research. This is that story.
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Sheldon, Dania S. K. "'Unregarded age' : texts and contexts for elderly characters in English Renaissance drama, c.1480-1625." Thesis, University of Oxford, 2000. http://ora.ox.ac.uk/objects/uuid:20f5d513-2121-4cb6-afcb-de9846ab9a8e.
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This study seeks to provide historical and literary contexts for elderly characters from English play-texts c.1580 to 1625. Its primary aim, from a literary perspective, is to draw attention to the ways that a better understanding of elderly characterisation can enrich the appreciation of much-studied play-texts, and to indicate some interesting features of more obscure ones. Its secondary aim is to suggest the value, for social historians of old age in early modern England, of play-texts as social evidence. I have examined most of the published extant play-texts of the period, and have found approximately 150 of these to be relevant (the most important of these are listed in the Appendix). Because of the problems of handling all aspects of such a large amount of material, I have chosen to consider the plays chiefly as texts to be read, with little reference to their performative aspects. However, I analyse the dramas as literary as well as social documents. Specific plays provide illustrations for observations and support for various hypotheses about dramatic representations of the elderly. In some instances, I address plays which have received little critical attention. The thesis falls into two parts. In the first three chapters, I discuss the socio-historical, cultural and non-dramatic literary contexts for representations of elderly men and women in play-texts. In chapters four through seven, I examine elderly characters in specific role or relationship categories: as sovereigns and magistrates, in sexual and marital relationships, and as parents. In the final chapter, I offer a detailed analysis of The Old Law by Thomas Middleton and William Rowley.
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Hotton, Hélène. "L'autre féminin dans les traités de démonologie (1550-1620)." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79775.
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Between the end of the Middle Ages and the beginning of the 17th century, western Europe is the stage for one of history's demonological crisis. Many critics associated this witch hunt with an episode of collective delirium and perhaps also irrationality on the rise. Nevertheless, witchcraft is first and foremost an object of knowledge---demonology---, which many writers, jurists and theologians attempted to construct, define and constantly re-evaluate. Demonology was progressively elaborated in the midst of a culture where multiples beliefs and ideologies were interpreted to be the language, or the Christian testimony of a universe troubled by the signs of devil.As we progress towards the 17th century, the demonological discourse tends to distance itself from the traditional knowledge, searching for its truth in facts and experience. Shifting towards empiricism, the witch's body becomes the privileged stage for a confrontation between the devil and the judge. However, in order for this body to reveal its monstrosity, the demonologist must become both exegete and producer of words, which in turn, he finds in the witch as tangible signs of her otherness. Moreover, in his desire to interrogate the witch, the scholar wishes mostly to question the feminine nature, cloaking her with an otherness of problematic and dangerous attributes. Through scholarly language, Renaissance demonology wishes to significantly organize the divided world of witchcraft and in the process, a certain feminine identity, diabolically other.
Through the works of two demonologists having had a direct experience with trials, the Discours execrable des sorciers by Henri Boguet (1602) and the Tableau de l'inconstance des mauvais anges et demons (1612) by Pierre de Lancre, we explore the link between malefic femininity and witchcraft: the images they convey, the fascination they trigger and their mirroring through and in writing.
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Dutra, Maria da Concei??o Farias da Silva Gurgel. "O Curso Normal de 1? Ciclo em Assu/RN (1951-1971)." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14399.
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Previous issue date: 2011-03-31Universidade Estadual do Rio Grande do Norte
The aim of this research is the analysis of the history of the Normal Course in the 1st period in Assu, Rio Grande do Norte, since its foundation by the state law no. 621, de 06 December 1951 until its demise, with the implementation of the Course of the Magisterium, by Federal Law 5692 from August 11, 1971. The goal is to answer how it was constituted the operation and the educational practices of this institution, teacher trainers, throughout its existence. For this, we analyze the institution's documents in focus interviews, legislation, of the education, newspapers and books of the season, guiding itself by the studies of Chartier (1991), Elias (2001), Certeau (2001), Frago (1995), Magalh?es (2005) and Julia (2001). When dealing with an educational institution, the central category of analysis is the school culture, in which supported the cutting of specific categories of study: the entrance into the Normal Course, the conferring of a degree, the "Normalista Week‖ in Assu and formative elements. The Normal Course from 1st cycle formed teachers in a basic level, differing themselves from schools of teacher education of 2nd Cycle. It was founded in Assu as Regional Training Course and called Gin?sio Normal in 1961.In the temporal cut studied, 279 women and 07 men were graduated as Regents of Elementary School, demonstrating a school attended virtually by women. In the narrative, it is restored to the inclusion of female students in the Normal Course, focusing on the processes of registration and the admission exams, graduation events, imbued with discourses on the social role of the teacher and the Party Normalista Week, which valued the sense of belonging with of students to the profession. Through theater plays in the school, of practices forming behaviors and stages of female students in elementary school, training elements are reassembled, demonstrating the discourse of modern education intermingled with the Christian Catholic values of the culture for female education. The reconstruction of the historical identity of this institution sometimes close, sometimes unique, when confronted with other schools of teacher training brings a contribution to the setting of the history of schooling in the state of Rio Grande do Norte
A proposta deste estudo ? a an?lise da hist?ria do Curso Normal de 1? Ciclo em Assu, Rio Grande do Norte, desde a sua cria??o pela Lei Estadual n. 621, de 06 de dezembro de 1951, at? a sua extin??o, com a implementa??o do Curso de Magist?rio, pela Lei Federal n. 5.692 de 11 de agosto de 1971. O objetivo ? responder como se constitu?ram o funcionamento e as pr?ticas educativas de tal institui??o, formadora de professoras, ao longo de sua exist?ncia. Para tanto, s?o analisados documentos da institui??o em destaque, entrevistas, legisla??es da educa??o, jornais e livros da ?poca, norteando-se pelos estudos de Chartier (1991), Elias (2001), Certeau (2001), Frago (1995), Magalh?es (2005) e Julia (2001). Em se tratando de uma institui??o de ensino, a categoria de an?lise central ? a de cultura escolar, a qual subsidiou o recorte das categorias espec?ficas do estudo, a saber: o ingresso no Curso Normal, a cola??o de grau, a Semana da Normalista em Assu e elementos formativos. O Curso Normal de 1? Ciclo formava professores em n?vel ginasial, diferenciando-se das escolas de forma??o docente de 2? Ciclo. Foi fundado em Assu como Curso Normal Regional e denominado de Gin?sio Normal em 1961. No recorte temporal pesquisado, formaram-se 279 mulheres e 07 homens como Regentes de Ensino Prim?rio, evidenciando-se como uma escola frequentada, praticamente, pelo sexo feminino. Na narrativa, reconstitui-se a inser??o das alunas no Curso Normal, enfocando os processos de matr?cula e os Exames de Admiss?o; os eventos de formatura, permeados de discursos sobre a fun??o social da professora e a festa Semana da Normalista, que valorizava o sentimento de perten?a das estudantes em rela??o ? profiss?o. Por meio de pe?as de teatro escolar, de pr?ticas formadoras de comportamentos e dos est?gios das alunas na escola prim?ria, elementos de forma??o s?o recompostos, evidenciando-se o discurso da educa??o moderna, entremeado com valores da cultura crist? cat?lica para a educa??o feminina. A recomposi??o da identidade hist?rica dessa institui??o ora pr?xima, ora singular, quando confrontada com outras escolas de forma??o docente, traz uma contribui??o para a configura??o da hist?ria da educa??o escolar norte-rio-grandense
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Barefoot, Thomas B. "Pamphleteers and Promiscuity: Writing and Dissent between the English Exclusion Crisis and the Glorious Revolution." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1436714359.
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Cederwall, Anthon. "Att resa med känsla : En känslohistorisk undersökning av fyra resande kvinnor under 1800-talet." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53416.
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Denna uppsats syftar till att utforska den emotionella dimensionen av att resa genom fyra kvinnors ögon över hela världen under mitten av 1800-talet. De utvalda svenska kvinnorna var från medel- och överklassen. De frågor som ställdes var följande: Vilken känslomässig laddning har reseberättelserna om platser / kultur / människor? Med användning av William Reddy's Emotive och Barbra Rosenweins Emotional communities som en teoretisk ramverk visade resultaten att platser relaterade till naturen var extremt positiva. Stadsort var däremot inte lika positivt skildrade i Europa. Detta relaterade till den pågående industrialiseringen i Europa, vilket skapade tätbefolkade och orena miljöer som sågs med starkt missnöje och laddade med negativa känslor. Kultur var en kategori av emotionell konflikt för alla fyra resenärer. Det visade att den svenska och protestantiska bakgrunden var stark när det gällede värden och normer för dessa kvinnor och gjorde det möjligt för starka, negativa känslomässiga upplevelser av kultur. Kombinerat fanns en pågående utveckling av tankar med nationalistiska och eurocentriska element. Människor fick positiva attribut och känslor kopplade till dem på individuell basis och separerades från sin kultur i de fallen. Istället kopplades negativa känslor till grupper av människor som stred mot dessa kvinnors bakgrund och intressen. Sammantaget var den emotionella dimensionen en blandning av starka positiva och några starka negativa upplevelser. En avgörande faktor var bakgrunden och en övergripande komplexitet i den emotionella dimensionen var avgörande.This essay aims to explore the emotional dimension of travelling through the eyes of four women across the world during the middle of the 1800s. The chosen Swedish women were collectively of middle- and upper-class status. The questions asked were the following: What emotional charge do the travelogues have regarding locations/culture/people? With the use of William Reddy’s Emotive and Barbra Rosenwein’s Emotional communities as a theoretical framework, the results showed that locations related to nature were extremely positive. Urban locations, on the other hand, were not as positive to see in Europe. This related to the ongoing industrialization of Europe, creating densely populated and unclean environments that became was seen with strong displeasure and charged with negative emotions. Culture was a category of emotional conflict for all four travellers. It showed that the Swedish and protestant background was strong in determining values and norms for these women and made it possible for strong, negative emotional experiences. Combined there was an ongoing evolution of thoughts with nationalistic and Eurocentric elements. People had positive attributes and emotions connected to them on an individual basis and were separated from their culture. Instead, negative emotions were connected to groups of people that conflicted with these women’s ideas and interests. Overall, the emotional dimension was a mix of strong positives and some strong negatives. A determining factor was the background, and an overall complexity to the emotional dimension was conclusive.
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Gomez, Clemente Jr. "Manhood in Spain: Feminine Perspectives of Masculinity in the Seventeenth Century." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849616/.
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The question of decline in the historiography of seventeenth-century Spain originally included socio-economic analyses that determined the decline of Spain was an economic recession. Eventually, the historiographical debate shifted to include cultural elements of seventeenth-century Spanish society. Gender within the context of decline provides further insight into how the deterioration of the Spanish economy and the deterioration of Spanish political power in Europe affected Spanish self-perception. The prolific Spanish women writers, in addition, featured their points of view on manhood in their works and created a model of masculinity known as virtuous masculinity. They expected Spanish men to perform their masculine duties as protectors and providers both in public and in private. Seventeenth-century decline influenced how women viewed masculinity. Their new model of masculinity was based on ideas that male authors had developed, but went further by emphasizing men treating their wives well.
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Bonson, Anita M. J. "A tale of two Susans, the construction of gender identity on the British Columbia frontier." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25021.pdf.
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Butale, Chandapiwa. "The four shifts family, work, online learning and social participation for female in-service teachers at the University of Botswana /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218611614.
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Igayara-Souza, Susana Cecilia Almeida. "Entre palcos e páginas: a produção escrita por mulheres sobre música na história da educação musical no Brasil ( 1907-1958)." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04072011-145947/.
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Estudo histórico que tem por objetivo localizar e analisar a produção escrita por mulheres sobre música, relacionada a diversos contextos educacionais no Brasil, durante as primeiras cinco décadas do século XX. Como fontes, foram consultadas as publicações inventariadas na pesquisa, documentos manuscritos de arquivos históricos, documentos oficiais, periódicos, iconografia e arquivos pessoais de professoras. O 1º capítulo é dedicado a uma visão de conjunto sobre a produção escrita por mulheres sobre música. O capítulo 2 analisa as primeiras décadas e estabelece uma discussão sobre as representações de música brasileira e europeia na educação musical. O capítulo 3 trata da música na escola formal e da participação de mulheres no canto orfeônico, considerando o processo de institucionalização e escolarização da música e o papel da publicação de hinários, cancioneiros e livros didáticos nesse processo. O capítulo 4 aborda a formação de professores e a pedagogia da escola nova, destacando os conflitos na historiografia e na prática do canto orfeônico. O capítulo 5 concentra-se na formação artística, tendo por foco o ensino especializado de música, a presença de mulheres na atividade artística e as representações sobre o feminino. São analisados três exemplos da produção escrita, como dispositivos de inscrição no campo musical. Nas considerações finais, discute-se a função da memória (individual e coletiva) e sua relação com as práticas e as representações encontradas sobre a professora de música (em suas múltiplas atuações). Entre as principais noções e conceitos utilizados estão: campo (principalmente campo artístico), habitus, doxa e capital cultural, de Pierre Bourdieu; práticas, representações e apropriação, de Roger Chartier, bem como sua discussão metodológica (sobre a história do livro e da leitura) e teórica (sobre cultura escrita); estratégias e táticas, de Michel de Certeau, assim como sua análise da operação historiográfica. O conceito de gênero, presente em diversos autores, permitiu tratar a produção escrita por mulheres como conjunto, de forma relacional. Para a história das mulheres, tivemos como principal referência Michelle Perrot. A produção acadêmica em história da educação, sobretudo a brasileira, auxiliou a definição e exploração do tema, assim como as pesquisas musicológicas recentes. Um dos resultados da pesquisa foi um inventário de livros publicados (46 autoras e 100 obras), com a identificação de editoras, instituições, temáticas e modalidades de ensino musical praticadas na primeira metade do século XX no Brasil. Como parte das conclusões, a produção escrita sobre música é vista como intrínseca à profissão docente, utilizada como estratégia de valorização profissional e pessoal. As práticas de leitura e escrita (textual e musical) foram adquiridas no ambiente escolar, no espaço social da família e nas instituições de formação artística. Constata-se uma diversidade de processos de publicação, entre eles: iniciativas particulares das autoras; projetos editoriais, inclusive os patrocinados por governos estaduais ou pelo federal; programas institucionais para provimento de material didático adaptado às exigências legais; requisito formal para o ingresso no magistério superior.Historical study that aims to situate and analyze the written production of women about music, related to several educational contexts in Brazil, during the first five decades of the 20th century. The sources include the publications collected during this research, manuscript documents from historical archives, official documents, periodicals, iconography, and educators personal archives. The first chapter is devoted to an overview of the production about music written by women. Chapter 2 analyzes the first decades and establishes a discussion about the representations of Brazilian and European music in music education. Chapter 3 is about music in formal school and the participation of women in canto orfeônico (school choir singing), analyzing the process of institutionalization and schooling of music and the role of hymnal, songbook and didactic book publishing in the process. Chapter 4 focuses on teachers training and the escola nova (new school) pedagogy, emphasizing the conflicts in the historiography and in the practice of canto orfeônico (school choir singing). Chapter 5 concentrates on artistic training, with focus on specialized teaching, the presence of women in artistic activity and the representations about the feminine. Three examples of written production are analyzed, as devices of inscription in the musical field. In the final considerations, the function of memory (both individual and collective) is discussed, inasmuch as its relation to practices and representations of female music educators (in their multiple roles). The main notions and concepts used are: field (specially artistic field), habitus, doxa, and cultural capital by Pierre Bourdieu; practices, representations and appropriation by Roger Chartier, as well as his methodological discussion (on the history of the book and the history or reading) and theoretical (on written culture); strategies and tactics by Michel de Certeau, as well as his analysis of the historiographical operation. The concept of gender, employed by numerous authors, allowed for a discussion of womens written production as a whole, in a relational manner. For the history of women, our main reference was Michelle Perrot. Academic production on the history of education, mainly the Brazilian one, facilitated the definition and exploration of the subject, as well as recent musicological research. One of the results of this investigation was an inventory of published books (46 authors and 100 works), with the identification of publishers, educational institutions and of the themes and modalities of music teaching that were current at the first half of the 20th century in Brazil. As part of the conclusions, the written production about music is seen as intrinsic to the teaching profession, used as strategy of both professional and personal valorization. The practices of reading and writing (of text and music) were acquired in the school environment, in the social space of the family and in the artistic training institutions. Diverse processes of publishing are detectable, such as: individual initiative of the authors; editorial projects, including those sponsored by state or federal governments; institutional programs for the provision of didactic material adapted to legal obligations; formal requirements to start a university teaching career.
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Chance, Helena M. F. "'The Factory in a Garden' : corporate recreational landscapes in England and the United States, 1880-1939." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:98e6efda-ea51-4bbd-834d-a606fcd5eec7.
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From the 1880s, a new type of designed green space appeared in the industrial landscape in England and the USA - the factory pleasure garden or park. At the same time, industrialists began to enhance their office and factory buildings with landscaping and planting, and some opened allotment gardens for the children of factory workers. The making of gardens and parks around or near office and factory buildings, designed by professionals, was driven by belief in the value of gardens and parks to recruitment and retention of staff, to industrial welfare, and to advertising, corporate identity and public relations. The thesis will show how industrialists appropriated the historical, cultural and metaphorical meanings of gardens in a bid to redefine industry as progressive and responsible and to shift the image of factory labour from unhealthy and exploitative to healthy, caring, respectable and sociable. The thesis will argue that companies employed landscape professionals to contribute to a positive image of industry and industrial development in the suburban or rural landscape, and to harmonise industry and nature. It will show how the factory gardens and parks supported numerous and varied opportunities for outdoor recreation that in some districts would not have been so readily accessible to working people, particularly to women and young people. The thesis will show how companies exploited the social and cultural capital of gardens and recreation space through photography, illustration and film for promotional purposes. It will suggest that although the sporting and other outdoor recreational opportunities at factories were likely to be beneficial to many, the greater value to companies of factory pleasure gardens was in advertising and public relations. The thesis will build on existing research that highlights the valuable contribution of industry to sports and recreation provision in this period. It will also suggest that industry had more influence on gardens and gardening than is currently understood.
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Kelly, Jan (Janice Venetta). "Not merely minded : care and education for the young children of working women in Sydney : the Sydney Day Nursery and Nursery Schools Association, 1905-1945." Phd thesis, University of Sydney, 1988. http://hdl.handle.net/2123/4088.
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Newman, Sarah Louise. "The celebrity gossip column and newspaper journalism in Britain, 1918-1939." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:30cc8c66-d243-4134-b891-2eb84ce7de2b.
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This thesis analyses the content, tone, form and authorship of the national newspaper gossip column 1918-1939, as a new means through which the qualities of the popular press in this period can be more closely defined. Often dismissed as an example of the sensational, Americanization of early twentieth-century popular culture, the celebrity gossip column has been loosely grouped with the friendly, informal language and bolder formatting of the ‘New Journalism’ of the late nineteenth century and the development of the dramatic ‘human-interest’ stories of ‘everyday life’ in the interwar period (LeMahieu, 1988; Wiener, 1988). Through a comparative study of six newspapers including the Daily Express, Daily Mail and News of the World, I analyse the changing representation of the celebrity subject, and, originally, the shifting character and persona of the gossip columnist. Whereas some historians have analysed the content of newspapers without considering the questions of the newspaper’s production, I analyse newspaper employment records, gossip columnists’ memoirs and their unpublished letters and diaries to define the specific economic, social and cultural circumstances which, I argue, influenced their public portrayal. Also, in examining the unpublished correspondence between editors, proprietors and columnists and the burgeoning print culture of journalistic training manuals and professional memoirs, I provide a history of the press’s professionalization in this period. The national popular press has often been used as a historical source to define national character and national identity in the interwar period (Bland, 2008; Kohn, 1992). By scrutinizing the content and production of the gossip column and particularly the class, behaviour, interactions and subject matter of the columnist, I argue that the gossip column presented a version of ‘Britishness’ that was not so inward-looking and domesticated as so many accounts of interwar Britain suggest.
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Prudente, Maria das Graças Cunha. "O SILÊNCIO NO MAGISTÉRIO PROFESSORAS NA INSTRUÇÃO PÚBLICA NA PROVÍNCIA DE GOYAZ SÉCULO XIX." Pontifícia Universidade Católica de Goiás, 2009. http://localhost:8080/tede/handle/tede/2254.
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Previous issue date: 2009-02-11This Marter´s thesis reconstructs the history of the woman teachers of public instruction of the City of Goiás, from 1832 to 1887. It seeks to understand the moment and space in which those women were inserted, to be allowed to enter the public teaching. Representations that have been built over time on women will be analyzed and it will be showed how they acted and represented themselves in such a predominantly masculine space. This is a research on the first woman teachers of the City of Goiás who, in an attitude of courage, dared to open the doors of paid work for women. Using the handwritten documents of the Executive Power, referring to the Government and public instruction, of the printed, and of the newspapers A Matutina Meiapontense, O Correio Official de Goyaz, A Tribuna Livre, O Publicador Goiano, O Comércio, Goyaz, and of the Literature, this work aims to provide visibility to the first woman teachers and thus demonstrates that these woman have history.
A presente dissertação de mestrado reconstrói a história das professoras da instrução pública da Cidade de Goiás, do ano de 1832 ao ano de 1887. Buscar-se-á compreender o momento e o espaço em que estavam inseridas essas mulheres para adentrar no magistério público. Para tal, serão analisadas as representações que foram, ao longo do tempo, construídas sobre elas e mostrar-se-á como atuavam e se representavam neste espaço predominantemente masculino. Trata-se de uma pesquisa sobre as primeiras professoras públicas da Cidade de Goiás, as quais, numa atitude de coragem, ousaram abrir as portas do trabalho remunerado para as mulheres. Fazendo uso da documentação manuscrita do Poder Executivo, referentes ao Governo e a instrução pública, dos impressos, dos jornais A Matutina Meiapontense, O Correio Official de Goyaz, A Tribuna Livre, O Publicador Goiano, O Comércio, Goyaz e da Literatura objetiva-se dar visibilidade às primeiras professoras dessa cidade e demonstrar, desse modo, que estas mulheres possuem história.
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Moraes, Cineri Fachin. "Narrativas da formação acadêmica : quando as alunas são professoras." reponame:Repositório Institucional da UCS, 2009. https://repositorio.ucs.br/handle/11338/510.
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Esta dissertação tem como objeto de pesquisa representações da formação acadêmica de um grupo de professoras. Está vinculada à linha de pesquisa em História e Filosofia da Educação e examina memoriais descritivos que constituem narrativas autobiográficas de vida e formação, escritos por um grupo de dezenove professoras, ex-alunas do curso de Licenciatura em Pedagogia, na modalidade a distância, da Universidade de Caxias do Sul. O suporte teórico deste estudo está apoiado especialmente em Chartier, Pesavento, Nóvoa, Tardif e Mizukami, entre outros. A metodologia utilizada está ancorada em algumas ênfases da História Cultural, buscando produzir uma narrativa plausível a partir do exame dos dados, produzida com apoio na análise textual discursiva, tendo como base categorias emergentes do processo de impregnação, categorização e teorização do material empírico que compõe o corpus da pesquisa. As narrativas escritas pelas professoras foram tomadas como objeto privilegiado de análise com o intuito de perceber quais representações cada uma produziu sobre seu próprio processo de formação. A arquitetura do texto envolve quatro capítulos A formação acadêmica: um processo (re)vivido a partir da escrita reflexiva; Ser professora: representações de uma escolha; A gestão da formação acadêmica e De professora a pedagoga: marcas de uma trajetória. Os memoriais descritivos possibilitaram estudar a trajetória das professoras no que se refere à sua formação acadêmica, revelando representações sobre a escolha profissional, a identificação enquanto estudantes, o reencontro com o aprender e o encontro com os saberes docentes. As narrativas apresentaram sinais de avanço da postura reflexiva e fortalecimento da identidade profissional, além de indicar que a formação continua. As principais contribuições deste estudo situam-se na compreensão de que, a partir da formação acadêmica, as professoras foram se tecendo como profissionais em um processo de aprendizagem que aconteceu estabelecendo pontes com a prática e agregando novos saberes. Nas narrativas das professoras, ficaram palavras que possibilitam compreender a educação a partir de quem é personagem desta história.Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-02T16:54:49Z No. of bitstreams: 1 Dissertacao Cineri Fachin Moraes.pdf: 486727 bytes, checksum: 039501e2dad687ec5d69b9de73778de2 (MD5)
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The scope of this research study consists on the representations of academic education for a group of teachers. It is related to the line of research for Education History and Philosophy and examines descriptive memorials. These autobiographical narratives about their lives and education were written by a group of 19 teachers who used to be students at the distance learning program for Pedagogy held at the University of Caxias do Sul. Theoretical support is based especially on Chartier, Pesavento, Nóvoa, Tardif and Mizukami, among others. Methodology applied emphasizes a few aspects of Cultural History, in an attempt of producing plausible narrative from the data analyzed, and is supported by discourse textual analysis, based on categories emerging from the processes of impregnation, categorization, and theorization of the empiric material that makes up the corpus of the study. The narratives written by the teachers were taken as a privileged object of analysis with the purpose of perceiving what representations each one of them made about their own process of academic education. The architecture of the text is organized in four chapters Academic education: a process (re)lived through reflexive writing practice; Being a teacher: representations of a choice; Managing academic education for teachers, and "From teacher to pedagogue: marks in a trajectory". The descriptive memorials made it possible to study the path taken by the teachers in their trajectory for academic education, revealing representations about their professional choice, their identification as students, their reencounter with learning and their encounter with teaching knowledge. Narratives presented a few signs of growth for their reflexive posture and of strengthening for their professional identities, besides indicating that their education is ongoing. The main contributions coming from this study rely on the understanding that from academic education, these teachers started their weaving process as professionals in a learning process which took place by linking bridges with their experience and aggregating new knowledge. In the narrative of the teachers there are words that make it possible to understand education from a perspective of somebody that is a character in the story.
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Katz, Jordan Rebekah. "Jewish Midwives, Medicine and the Boundaries of Knowledge in Early Modern Europe, 1650-1800." Thesis, 2020. https://doi.org/10.7916/d8-s3vz-pk87.
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Employed as midwives, wise women, or healers, female medical practitioners of various faiths disseminated medical knowledge and supplied information pertinent to religious and legal rulings in early modern Europe. While scholars have noted this role for Christian women, they have not studied the unique position of female Jewish healers with regard to municipal regulations, communal politics, medical knowledge, and legal consultations. This dissertation examines the role and influence of Jewish midwives in early modern Western Europe, addressing their interactions with communal leaders, physicians, Christian medical practitioners, and bureaucrats. Exploring their medical influences, their engagement with administrative knowledge systems, and their intellectual status in the eyes of prominent male leaders, this dissertation demonstrates that attention to the roles of Jewish midwives yields new understandings of the structures of knowledge and authority that undergirded early modern European society.
Through archival and printed sources in Hebrew, Yiddish, Dutch, and German, the dissertation argues that Jewish midwives offer a crucial analytical lens for understanding many of the shifts in early modern Jewish communal life, medical culture, gender relations, and municipal bureaucracy. It tells the story of how a discrete body of knowledge crossed medical, legal, religious, and linguistic boundaries, allowing Jewish women to become guardians of sensitive information and powerful agents of communal authority. Drawing upon a diverse source base, ranging from notarial records and archives of medical colleges, to Jewish communal registers, personal records, midwifery handbooks, and printed rabbinic sources, I show how female Jewish medical practitioners fit into the larger landscape of medical practice in early modern Europe, as well as the ways that Jewish communal structures carved out unique roles for Jewish midwives during this period. Employing methods from the history of science, gender studies, and Jewish history, my study shows that Jewish midwives became part of an international system of scientific communication, whose content flowed between vernacular and elite practitioners. This dissertation thus sheds new light on the ways in which the inclusion of women as subjects, and gender as a lens, presents a landscape of knowledge-making and transmission whose boundaries are more expansive.