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Journal articles on the topic 'Women teachers – Europe – History'

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Published: 10 March 2023

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1

Morris Matthews, Kay, and Kay Whitehead. "Australian and New Zealand women teachers in the First World War." History of Education Review 48, no. 1 (June 3, 2019): 31–45. http://dx.doi.org/10.1108/her-05-2018-0012.

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Purpose The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918. Design/methodology/approach Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad. Findings Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service. Originality/value This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.

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2

MOHR, BARBARA A. R. "CLEMENTINE HELM BEYRICH (1825–1896), THE UNUSUAL CASE OF A WOMAN POPULARIZER OF THE GEOSCIENCES DURING THE NINETEENTH CENTURY IN CENTRAL EUROPE." Earth Sciences History 40, no. 1 (January 1, 2021): 84–101. http://dx.doi.org/10.17704/1944-6187-40.1.84.

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ABSTRACT During the nineteenth century the role of women was very much restricted. In the geosciences, women were not able to study and thus even less able to publish. Here the work of one female writer is presented who, due to her upbringing in an intellectual family with close connections to the most celebrated scientists in Prussia/Germany, such as Alexander von Humboldt, the mineralogist Christian Samuel Weiss, Ernst Haeckel and many others, was aware of scientific progress and the discussions of the times. Based on her unusual education by teachers and scientists and her intellectual abilities, and knowledge acquired through marriage to a well-established geoscientist, she wrote popular juvenile literature that included geological and palaeontological content. This scientific content was typically woven into fairy tales or novels for adolescent girls and served as a way to spread geoscientific knowledge to a large audience.

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3

McWebb, Christine. "University of Alberta." Florilegium 20, no. 1 (January 2003): 59–61. http://dx.doi.org/10.3138/flor.20.015.

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Apart from numerous survey courses such as the Histories of Medicine, of Technology, of Art, and the Literature of the European Tradition—all of which span several centuries including the Middle Ages, and are offered by various departments of the Faculty of Arts, there is a fairly strong contingent of special topics courses in medieval studies at the University of Alberta. For example, Martin Tweedale of the Department of Philosophy offers an undergraduate course on early medieval philosophy. There are currently three medievalists in the Department of History and Classics. Andrew Gow regularly teaches courses on late medieval and early modern Europe. John Kitchen is a specialist in medieval religion, medieval intellectual history, the history of Christian holy women and medieval Latin literature. Kitchen currently teaches an undergraduate course on early medieval Europe. Thirdly, J.L. Langdon, a specialist in British Medieval history, teaches a course on the formation of England in which he covers the political, social, economic and religious developments of England from the fifth to the twelfth century.

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4

Leibo, Steven A., Abraham D. Kriegel, Roger D. Tate, Raymond J. Jirran, Bullitt Lowry, Sanford Gutman, Thomas T. Lewis, et al. "Book Reviews." Teaching History: A Journal of Methods 12, no. 2 (May 5, 1987): 28–47. http://dx.doi.org/10.33043/th.12.2.28-47.

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David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press, 1985. Pp. 406. Paper, $12.95. Review by Michael T. Isenberg of the United States Naval Academy. Howard Budin, Diana S. Kendall and James Lengel. Using Computers in the Social Studies. New York and London: Teachers College Press, 1986. Pp. vii, 118. Paper, $11.95. Review by Francis P. Lynch of Central Connecticut State University. David F. Noble. Forces of Production: A Social History of Industrial Automation. New York and Oxford: Oxford University Press, 1984. Pp. xviii, 409. Paper, $8.95. Review by Donn C. Neal of the Society of American Archivists. Alan L. Lockwood and David E. Harris. Reasoning with Democratic Values: Ethical Problems in United States History. New York and London: Teachers College Press, 1985. Volume 1: Pp. vii, 206. Paper, $8.95. Volume 2: Pp. vii, 319. Paper, $11.95. Instructor's Manual: Pp. 167. Paper, $11.95. Review by Robert W. Sellen of Georgia State University. James Atkins Shackford. David Crocketts: The Man and the Legend. Chapel Hill: The University of North Carolina Press, 1986. Pp. xxv, 338. Paper, $10.95. Review by George W. Geib of Butler University. John R. Wunder, ed. At Home on the Range: Essays on the History of Western Social and Domestic Life. Westport, Connecticut: Greenwood Press, 1985. Pp. xiii, 213. Cloth, $29.95. Review by Richard N. Ellis of Fort Lewis College. Sylvia R. Frey and Marian J. Morton, eds. New World, New Roles: A Documentary History of Women in Pre-Industrial America. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. ix, 246. Cloth, $35.00. Review by Barbara J. Steinson of DePauw University. Elizabeth Roberts. A Woman's Place: An Oral History of Working-Class Women, 1890-1940. New York: Basil Blackwell, 1985. Pp. vii, 246. Paper, $12.95. Review by Thomas T. Lewis of Mount Senario College. Steven Ozment. When Fathers Ruled: Family Life in Reformation Europe. Cambridge, Massachusetts, and London: Harvard University Press, 1983. Pp. viii, 283. Cloth, $17.50; Paper, $7.50. Review by Sanford Gutman of State University of New York, College at Cortland. Geoffrey Best. War and Society in Revolutionary Europe, 1770-1870. New York: Oxford University Press, 1986. Pp. 336. Paper, $9.95; Brian Bond. War and Society in Europe, 1870-1970. New York: Oxford University Press, 1986. Pp. 256. Paper, $9.95. Review by Bullitt Lowry of North Texas State University. Edward Norman. Roman Catholicism in England: From the Elizabethan Settlement to the Second Vatican Council. Oxford and New York: Oxford University Press, 1986. Pp. 138. Paper, $8.95; Karl F. Morrison, ed. The Church in the Roman Empire. Chicago and London: University of Chicago Press, 1986. Pp. viii, 248. Cloth, $20.00; Paper, $7.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Keith Robbins. The First World War. New York and Oxford: Oxford University Press, 1984. Pp. 186. Paper, $6.95; J. M. Winter. The Great War and the British People. Cambridge: Harvard University Press, 1986. Pp. xiv, 360. Cloth, $25.00. Review by Roger D. Tate of Somerset Community College. Gerhardt Hoffmeister and Frederic C. Tubach. Germany: 2000 Years-- Volume III, From the Nazi Era to the Present. New York: The Ungar Publishing Co., 1986. Pp. ix, 279. Cloth, $24.50. Review by Abraham D. Kriegel of Memphis State University. Judith M. Brown. Modern India: The Origins of an Asian Democracy. Oxford and New York: Oxford University Press, 1985. Pp. xvi, 429. Cloth, $29.95; Paper, $12.95. Review by Steven A. Leibo of Russell Sage College.

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5

Eggert, Jennifer Philippa. "Researching Terrorism and Political Violence." Exchanges: The Interdisciplinary Research Journal 6, no. 1 (November 1, 2018): 11–16. http://dx.doi.org/10.31273/eirj.v6i1.266.

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Professor Louise Richardson is a political scientist focusing on terrorism and political violence. She became Vice-Chancellor of the University of Oxford in January 2016, having previously served at the Universities of St. Andrews and Harvard. She has written widely on international terrorism, British foreign and defence policy, security, and international relations. Professor Richardson holds a BA in History from Trinity College Dublin, an MA in Political Science from UCLA as well as an MA and PhD in Government from Harvard University. She visited the University of Warwick in November 2017 to deliver a talk on her career and being a female leader, as part of the University’s ‘Inspiring Women’ series. In this interview, she speaks about research on terrorism and political violence; how approaches to terrorism studies differ between the US and Europe; how the discipline has changed since the 1970s; the importance of interdisciplinary approaches to the study of terrorism and political violence; whether terrorism studies are a distinct discipline; differences between terrorism and conflict studies; and what makes a good university teacher. Photograph credit: OUImages/John Cairns

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6

Leyser, H. "Women in Medieval Europe." English Historical Review 119, no. 481 (April 1, 2004): 497–98. http://dx.doi.org/10.1093/ehr/119.481.497.

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7

Mykhailova, O. V. "Woman in art: a breath of beauty in the men’s world." Aspects of Historical Musicology 17, no. 17 (September 15, 2019): 163–80. http://dx.doi.org/10.34064/khnum2-17.11.

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Background. А history of the development of the human community is at the same time a history of the relationship between men and women, their role in society, in formation of mindset, development of science, technology and art. A woman’s path to the recognition of her merits is a struggle for equality and inclusion in all sectors of public life. Originated with particular urgency in the twentieth century, this set of problems gave impetus to the study of the female phenomenon in the sociocultural space. In this context, the disclosure of the direct contribution of talented women to art and their influence on its development has become of special relevance. The purpose of the article is to summarize segmental of information that highlights the contribution of women to the treasury of world art, their creative and inspiring power. Analytical, historical-biographical and comparative studying methods were applied to reveal the gender relationships in art and the role of woman in them as well as in the sociocultural space in general. The results from this study present a panorama of gifted women from the world of art and music who paved the way for future generations. Among them are: A. Gentileschi (1593–1653), who was the first woman admitted to The Florence Academy of Art; M. Vigee Le Brun (1755–1842), who painted portraits of the French aristocracy and later became a confidant of Marie-Antoinette; B. Morisot (1841–1895), who was accepted by the impressionists in their circle and repeatedly exhibited her works in the Paris Salon; F. Caccini (1587–1640), who went down in history as an Italian composer, teacher, harpsichordist, author of ballets and music for court theater performances; J. Kinkel (1810–1858) – the first female choral director in Germany, who published books about musical education, composed songs on poems of famous poets, as well as on her own texts; F. Mendelssohn (1805–1847) – German singer, pianist and composer, author of cantatas, vocal miniatures of organ preludes, piano pieces; R. Clark (1886–1979) – British viola player and composer who created trio, quartets, compositions for solo instruments, songs on poems of English poets; L. Boulanger (1893–1918) became the first woman to receive Grand Prix de Rome; R. Tsekhlin (1926–2007) – German harpsichordist, composer and teacher who successfully combined the composition of symphonies, concerts, choral and vocal opuses, operas, ballets, music for theatrical productions and cinema with active performing and teaching activities, and many others. The article emphasise the contribution of women-composers, writers, poetesses to the treasury of world literature and art. Among the composers in this row is S. Gubaidulina (1931), who has about 30 prizes and awards. She wrote music for 17 films and her works are being performed by famous musicians around the world. The glory of Ukrainian music is L. Dychko (1939) – the author of operas, oratorios, cantatas, symphonies, choral concertos, ballets, piano works, romances, film music. The broad famous are the French writers: S.-G. Colette (1873–1954), to which the films were devoted, the performances based on her novels are going all over the world, her lyrics are being studied in the literature departments. She was the President of the Goncourt Academy, Chevalier of the Legion of Honour, a square in the center of Paris is named after her. Also, creativity by her compatriot, L. de Vilmorin (1902–1969), on whose poems С. Arrieu, G. Auric, F. Poulenc wrote vocal miniatures, is beloved and recognized as in France as and widely abroad. The article denotes a circle of women who combined the position of a selfsufficient creator and a muse for their companion. M. Verevkina (1860–1938) – a Russian artist, a representative of expressionism in painting, not only helped shape the aesthetic views of her husband A. Yavlensky, contributing to his art education, but for a long time “left the stage” for to not compete with him and help him develop his talent fully. Furthermore, she managed to anticipate many of the discoveries as for the use of light that are associated with the names of H. Matisse, A. Derain and other French fauvist. F. Kahlo (1907–1954), a Mexican artist, was a strict critic and supporter for her husband D. Rivera, led his business, was frequently depicted in his frescoes. C. Schumann (1819–1896) was a committed promoter of R. Schumann’s creativity. She performed his music even when he was not yet recognized by public. She included his compositions in the repertoire of her students after the composer lost his ability to play due to the illness of the hands. She herself performed his works, making R. Schumann famous across Europe. In addition, Clara took care of the welfare of the family – the main source of finance was income from her concerts. The article indicates the growing interest of the twentieth century composers to the poems of female poets. Among them M. Debord-Valmore (1786–1859) – a French poetess, about whom S. Zweig, P. Verlaine and L. Aragon wrote their essays, and her poems were set to music by C. Franck, G. Bizet and R. Ahn; R. Auslender (1901–1988) is a German poetess, a native of Ukraine (Chernovtsy city), author of more than 20 collections, her lyrics were used by an American woman-composer E. Alexander to write “Three Songs” and by German composer G. Grosse-Schware who wrote four pieces for the choir; I. Bachmann (1926–1973) – the winner of three major Austrian awards, author of the libretto for the ballet “Idiot” and opera “The Prince of Hombur”. The composer H. W. Henze, in turn, created music for the play “Cicadas” by I. Bachmann. On this basis, we conclude that women not only successfully engaged in painting, wrote poems and novels, composed music, opened «locked doors», destroyed established stereotypes but were a powerful source of inspiration. Combining the roles of the creator and muse, they helped men reach the greatest heights. Toward the twentieth century, the role of the fair sex representatives in the world of art increased and strengthened significantly, which led Western European culture to a new round of its evolution.

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8

Weiler, Kathleen. "Women'S History and the History of Women Teachers." Journal of Education 171, no. 3 (October 1989): 9–30. http://dx.doi.org/10.1177/002205748917100303.

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9

Riley, Glenda, and Polly Welts Kaufman. "Women Teachers on the Frontier." Western Historical Quarterly 16, no. 1 (January 1985): 79. http://dx.doi.org/10.2307/968161.

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10

Labi, Kanni. "Muuseumikogudes ja suulises ajaloos säilib ajalik looming / Transient treasures are kept in museums and memories." Studia Vernacula 13 (November 18, 2021): 198–209. http://dx.doi.org/10.12697/sv.2021.13.198-209.

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Vanda Juhansoo. Artist or Eccentric Woman?Estonian Museum of Applied Art and Design18.01.–01.03.2020, Tartu City Museum 19.06.–26.09.2021.Exhibition curated by: Andreas Kalkun (Estonian Literary Museum)and Rebeka Põldsam, graphic design: Stuudio Stuudio. Vanda Juhansoo (1889–1966) was by education a porcelain painter and furniture designer; she was, however, known as a textile and craft artist, traveller, polyglot, notable art teacher, interior decorator, advocate of women’s craft, soroptimist and gardener. Sometimes she was also known as the ‘Witch of Valgemetsa’. She graduated from the Central School of Applied Arts Ateneum in Finland, which makes her one of the first Estonian women artists with a higher education at the beginning of the 20th century. Even though Vanda Juhansoo specialised in ceramics and furniture design, as a student she received the most recognition (as well as travel grants) for her embroidery. From then on, Vanda spent her next thirty summers travelling in Europe. Between 1912 and 1945, she exhibited her ceramics, embroidered doilies and curtains in various places, including the first ever Estonian women artists’ show in 1939. Vanda Juhansoo worked with the Kodukäsitöö limited company, that had been established in 1927 with the aim of reducing unemployment among women. Alongside craft and women’s magazines, the Kodukäsitöö was the most significant promoter of women’s craft in Estonia, regularly organising exhibition-sales and taking Estonian craft to international shows. Unfortunately, most of Vanda Juhansoo’s oeuvre was so ephemeral that there is very little trace of it now. The Karilatsi Open Air Museum near Vanda’s home in Valgemetsa and the collection of the Estonian National Museum hold items given to the museum by Vanda’s cousin’s family, which Vanda herself most likely wore – these are made to fit her petite size and there are photos of Vanda wearing these garments. Her signature style used floral motifs embroidered onto the thin textiles she wove herself. Like a painter, she spent hours embroidering, casting ethnographic patterns aside when creating her original designs. Even though the Estonian National Museum has exhibited Vanda Juhansoo’s embroidered cardigans as examples of Estonian folk art, these are, in fact, clearly original artistic designs. After World War II, Vanda stopped exhibiting and publishing her patterns in craft magazines. Instead, she committed herself to teaching drawing and supervised a number of children’s art classes in Tartu that produced many wellknown artists. The memory of Vanda has largely been kept alive by her students, who remember her as a particularly bright and optimistic person. In addition to her embroidery, Vanda’s original style remained visible as she expressed it in her memorable multicoloured hair nets and abundant jewellery, as well as in the striking Valgemetsa summer house and garden. The curators tried to trace back and recreate some of the wonderful world that Vanda created all around herself with her designs, handicraft, paintings, photos and memories from museums, archives, and from people who knew her. Looking at the life, work and legacy of Vanda Juhansoo, the exhibition asked: What were the choices for women artists in Estonia at the beginning of the 20th century? Why are Vanda’s works found mainly in the collections of ethnographic memory institutions rather than in art museums? Why did Vanda become the so-called ‘Witch of Valgemetsa’ and not a recognised applied artist? In the present review, the reception of the exhibition is summarised and juxtaposed with the few studies on Vanda Juhansoo’s textile work from the perspective of craft studies and the history of applied art.

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11

Labi, Kanni. "Muuseumikogudes ja suulises ajaloos säilib ajalik looming / Transient treasures are kept in museums and memories." Studia Vernacula 13 (November 18, 2021): 198–209. http://dx.doi.org/10.12697/sv.2021.13.198-209.

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Vanda Juhansoo. Artist or Eccentric Woman?Estonian Museum of Applied Art and Design18.01.–01.03.2020, Tartu City Museum 19.06.–26.09.2021.Exhibition curated by: Andreas Kalkun (Estonian Literary Museum)and Rebeka Põldsam, graphic design: Stuudio Stuudio. Vanda Juhansoo (1889–1966) was by education a porcelain painter and furniture designer; she was, however, known as a textile and craft artist, traveller, polyglot, notable art teacher, interior decorator, advocate of women’s craft, soroptimist and gardener. Sometimes she was also known as the ‘Witch of Valgemetsa’. She graduated from the Central School of Applied Arts Ateneum in Finland, which makes her one of the first Estonian women artists with a higher education at the beginning of the 20th century. Even though Vanda Juhansoo specialised in ceramics and furniture design, as a student she received the most recognition (as well as travel grants) for her embroidery. From then on, Vanda spent her next thirty summers travelling in Europe. Between 1912 and 1945, she exhibited her ceramics, embroidered doilies and curtains in various places, including the first ever Estonian women artists’ show in 1939. Vanda Juhansoo worked with the Kodukäsitöö limited company, that had been established in 1927 with the aim of reducing unemployment among women. Alongside craft and women’s magazines, the Kodukäsitöö was the most significant promoter of women’s craft in Estonia, regularly organising exhibition-sales and taking Estonian craft to international shows. Unfortunately, most of Vanda Juhansoo’s oeuvre was so ephemeral that there is very little trace of it now. The Karilatsi Open Air Museum near Vanda’s home in Valgemetsa and the collection of the Estonian National Museum hold items given to the museum by Vanda’s cousin’s family, which Vanda herself most likely wore – these are made to fit her petite size and there are photos of Vanda wearing these garments. Her signature style used floral motifs embroidered onto the thin textiles she wove herself. Like a painter, she spent hours embroidering, casting ethnographic patterns aside when creating her original designs. Even though the Estonian National Museum has exhibited Vanda Juhansoo’s embroidered cardigans as examples of Estonian folk art, these are, in fact, clearly original artistic designs. After World War II, Vanda stopped exhibiting and publishing her patterns in craft magazines. Instead, she committed herself to teaching drawing and supervised a number of children’s art classes in Tartu that produced many wellknown artists. The memory of Vanda has largely been kept alive by her students, who remember her as a particularly bright and optimistic person. In addition to her embroidery, Vanda’s original style remained visible as she expressed it in her memorable multicoloured hair nets and abundant jewellery, as well as in the striking Valgemetsa summer house and garden. The curators tried to trace back and recreate some of the wonderful world that Vanda created all around herself with her designs, handicraft, paintings, photos and memories from museums, archives, and from people who knew her. Looking at the life, work and legacy of Vanda Juhansoo, the exhibition asked: What were the choices for women artists in Estonia at the beginning of the 20th century? Why are Vanda’s works found mainly in the collections of ethnographic memory institutions rather than in art museums? Why did Vanda become the so-called ‘Witch of Valgemetsa’ and not a recognised applied artist? In the present review, the reception of the exhibition is summarised and juxtaposed with the few studies on Vanda Juhansoo’s textile work from the perspective of craft studies and the history of applied art.

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12

Kneeshaw, Stephen, Richard Harvey, D'Ann Campbell, Robert W. Dubay, John T. Reilly, James F. Marran, Ann W. Ellis, et al. "Book Reviews." Teaching History: A Journal of Methods 10, no. 2 (May 4, 2020): 82–96. http://dx.doi.org/10.33043/th.10.2.82-96.

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Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.

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13

Butler, Anne M., and Polly Welts Kaufman. "Women Teachers on the Frontier." Journal of American History 72, no. 2 (September 1985): 411. http://dx.doi.org/10.2307/1903416.

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14

Mosca, Manuela, Magdalena Małecka, and Astrid Agenjo Calderòn. "Women, Economics and History: Diversity within Europe." OEconomia, no. 12-3 (September 1, 2022): 371–78. http://dx.doi.org/10.4000/oeconomia.13620.

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15

Janick, Herbert, Stephen S. Gosch, Donn C. Neal, Donald J. Mabry, Arthur Q. Larson, Elizabeth J. Wilcoxson, Paul E. Fuller, et al. "Book Reviews." Teaching History: A Journal of Methods 14, no. 2 (May 5, 1989): 85–104. http://dx.doi.org/10.33043/th.14.2.85-104.

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Anthony Esler. The Human Venture. Englewood Cliffs, NJ: Prentice-Hall, 1986. Volume I: The Great Enterprise, a World History to 1500. Pp. xii, 340. Volume II: The Globe Encompassed, A World History since 1500. Pp. xii, 399. Paper, $20.95 each. Review by Teddy J. Uldricks of the University of North Carolina at Asheville. H. Stuart Hughes and James Wilkinson. Contemporary Europe: A History. Englewood Clifffs, NJ: Prentice-Hall, 1987. Sixth edition. Pp. xiii, 615. Cloth, $35.33. Review by Harry E. Wade of East Texas State University. Ellen K. Rothman. Hands and Hearts: A History of Courtship in America. Cambridge and London: Harvard University Press, 1987. Pp. xi, 370. Paper, $8.95. Review by Mary Jane Capozzoli of Warren County Community College. Bernard Lewis, ed. Islam: from the Prophet Muhammad to the Capture of Constantinople. Oxford and New York: Oxford University Press, 1987. Volume I: Politics and War. Pp.xxxvii, 226. Paper, $9.95. Volume II: Religion and Society. Pp. xxxix, 310. Paper, $10.95. Review by Calvin H. Allen, Jr. of The School of the Ozarks. Michael Stanford. The Nature of Historical Knowledge. New York: Basil Blackwell, 1986. Pp. vii, 196. Cloth, $45.00; paper, $14.95. Review by Michael J. Salevouris of Webster University. David Stricklin and Rebecca Sharpless, eds. The Past Meets The Present: Essays On Oral History. Lanham, MD: University Press of America, 1988. Pp. 151. Paper, $11.50. Review by Jacob L. Susskind of The Pennsylvania State University. Peter N. Stearns. World History: Patterns of Change and Continuity. New York: Harper and row, 1987. Pp. viii, 598. Paper, $27.00; Theodore H. Von Laue. The World Revolution of Westernization: The Twentieth Century in Global Perspective. New York: Oxford University Press, 1987. Pp. xx, 396. Cloth, $24.95. Review by Jayme A. Sokolow of the National Endowment for the Humanities. Marilyn J. Boxer and Jean R Quataert, eds. Connecting Spheres: Women in the Western World, 1500 to the Present. New York and Oxford: Oxford University Press, 1987. Pp. xvii, 281. Cloth, $29.95; Paper, $10.95. Review by Samuel E. Dicks of Emporia State University. Dietrich Orlow. A History of Modern Germany: 1870 to Present. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1987. Pp. xi, 371. Paper, $24.33. Review by Gordon R. Mork of Purdue University. Gail Braybon and Penny Summerfield. Out of the Cage: Women's Experiences in Two World Wars. Pandora: London and New York, 1987. Pp. xiii, 330. Paper, $14.95. Review by Paul E. Fuller of Transylvania University. Moshe Lewin. The Gorbachev Phenomenon: A Historical Interpretation. Berkeley and Los Angeles: University of California Press, 1988. Pp. xii, 176. Cloth, $16.95; David A. Dyker, ed. The Soviet Union Under Gorbachev: Prospects for Reform. London & New York: Croom Helm, 1987. Pp. 227. Cloth, $35.00. Review by Elizabeth J. Wilcoxson of Northern Essex Community College. Charles D. Smith, Palestine and the Arab-Israeli Conflict. New York: St. Martin's Press, 1988. Pp. viii, 308. Cloth, $35.00. Review by Arthur Q. Larson of Westmar College. Stephen G. Rabe. Eisenhower and Latin America: The Foreign Policy of Anticommunism. Chapel Hill & London: The University of North Carolina Press, 1988. Pp. 237. Cloth $29.95; paper, $9.95. Review by Donald J. Mabry of Mississippi State University. Earl Black and Merle Black. Politics and Society in the South. Cambridge and London: Harvard University Press, 1987. Pp. ix, 363. Cloth, $25.00. Review by Donn C. Neal of the Society of American Archivists. The Lessons of the Vietnam War: A Modular Textbook. Pittsburgh: Center for Social Studies Education, 1988. Teacher edition (includes 64-page Teacher's Manual and twelve curricular units of 31-32 pages each), $39.95; student edition, $34.95; individual units, $3.00 each. Order from Center for Social Studies Education, 115 Mayfair Drive, Pittsburgh, PA 15228. Review by Stephen S. Gosch of the University of Wisconsin-Eau Claire. Media Reviews Carol Kammen. On Doing Local History. Videotape (VIIS). 45 minutes. Presented at SUNY-Brockport's Institute of Local Studies First Annual Symposium, September 1987. $29.95 prepaid. (Order from: Dr. Ronald W. Herlan, Director, Institute of Local Studies, Room 180, Faculty Office Bldg., SUNY-Brockport. Brockport. NY 14420.) Review by Herbert Janick of Western Connecticut State University.

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Razi, Zvi, and Barbara A. Hanawalt. "Women and Work in Preindustrial Europe." American Historical Review 93, no. 2 (April 1988): 406. http://dx.doi.org/10.2307/1859949.

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Weiler, Kathleen. "Reflections on Writing a History of Women Teachers." Harvard Educational Review 67, no. 4 (December 1, 1997): 635–58. http://dx.doi.org/10.17763/haer.67.4.jr17u2244k168470.

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In this article, Kathleen Weiler reflects on the historiography of Country Schoolwomen, her recent study of women teachers in rural California. Using a broad definition of feminist research, Weiler summarizes some of the most salient issues currently under debate among feminist scholars. She raises questions about the nature of knowledge, the influence of language in the social construction of gender, and the importance of an awareness of subjectivity in the production of historical evidence. Using several cases from Country Schoolwomen, Weiler discusses the importance of considering the conditions under which testimony is given, both in terms of the dominant issues of the day — for example, the way womanliness or teaching is presented in the authoritative discourse — and the relationship between speaker and audience. She concludes that a feminist history that begins with a concern with the constructed quality of evidence moves uneasily between historical narrative and a self-conscious analysis of texts.

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Nightingale, Pamela, and Barbara A. Hanawalt. "Women and Work in Preindustrial Europe." Economic History Review 40, no. 3 (August 1987): 476. http://dx.doi.org/10.2307/2596272.

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PURVIS, J. "Women Teachers in Late Victorian and Edwardian Britain." Twentieth Century British History 8, no. 2 (January 1, 1997): 266–71. http://dx.doi.org/10.1093/tcbh/8.2.266.

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20

Wiesner-Hanks, Merry, and Christine Meek. "Women in Renaissance and Early Modern Europe." American Historical Review 106, no. 4 (October 2001): 1440. http://dx.doi.org/10.2307/2693090.

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21

Levy, Allison, and Christine Meek. "Women in Renaissance and Early Modern Europe." Sixteenth Century Journal 32, no. 3 (2001): 841. http://dx.doi.org/10.2307/2671554.

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22

Collette, Christine. "Women and political power: Europe since 1945." Women's History Review 11, no. 2 (June 1, 2002): 315–36. http://dx.doi.org/10.1080/09612020200200651.

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23

Theobald, Marjorie. "Women teachers and feminist politics, 1900-1939." Women's History Review 7, no. 2 (June 1, 1998): 261–85. http://dx.doi.org/10.1080/09612029800200357.

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24

Wood, Charles T., and David Herlihy. "Opera Muliebria: Women and Work in Medieval Europe." Journal of Interdisciplinary History 22, no. 1 (1991): 103. http://dx.doi.org/10.2307/204570.

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25

Houlbrooke, Margaret. "Women in Renaissance and Early Modern Europe, Christine Meek." English Historical Review 116, no. 465 (February 2001): 210–11. http://dx.doi.org/10.1093/enghis/116.465.210.

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Houlbrooke, M. "Women in Renaissance and Early Modern Europe, Christine Meek." English Historical Review 116, no. 465 (February 1, 2001): 210–11. http://dx.doi.org/10.1093/ehr/116.465.210.

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Bracke, Maud, Rebecca Clifford, Celia Donert, Ruth Glynn, Josie McLellan, and Selina Todd. "Women, Work and Value in Post-War Europe: Introduction." Contemporary European History 28, no. 4 (October 31, 2019): 449–53. http://dx.doi.org/10.1017/s0960777319000225.

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28

Jenner, Mark S. R. "Women, work, property and gender in early modern Europe." European Review of History: Revue europeenne d'histoire 1, no. 2 (September 1994): 239–43. http://dx.doi.org/10.1080/13507489508568102.

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Sowerwine, Charles, Helmut Gruber, and Pamela Graves. "Women and Socialism, Socialism and Women: Europe between the Two World Wars." American Historical Review 105, no. 3 (June 2000): 1002. http://dx.doi.org/10.2307/2651952.

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30

Fleming, Robin, and David Herlihy. "Opera Muliebria: Women and Work in Medieval Europe." Technology and Culture 33, no. 2 (April 1992): 350. http://dx.doi.org/10.2307/3105866.

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31

McLaughlin, Mary Martin, and David Herlihy. "Opera Muliebria: Women and Work in Medieval Europe." American Historical Review 96, no. 4 (October 1991): 1184. http://dx.doi.org/10.2307/2165062.

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32

Hanawalt, Barbara. "Women and Work in Preindustrial Europe." Labour / Le Travail 21 (1988): 333. http://dx.doi.org/10.2307/25143015.

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33

Whitehead, Kay. "Australian women educators’ internal exile and banishment in a centralised patriarchal state school system." Historia y Memoria de la Educación, no. 17 (December 18, 2022): 255–90. http://dx.doi.org/10.5944/hme.17.2023.33121.

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This article explores Australian women teachers’ struggles for equality with men from the late nineteenth to the mid-twentieth century. While Australia purported to be a progressive democratic nation, centralised patriarchal state school systems relied on women teachers to fulfil the requirements of free, compulsory and secular schooling. This study focuses on the state of South Australia where women were enfranchised in 1894, far ahead of European countries. However, women teachers were subjected to internal exile in the state school system, and banished by the marriage bar. The article begins with the construction of the South Australian state school system in the late nineteenth century. The enforcement of the marriage bar created a differentiated profession of many young single women who taught prior to marriage; a few married women who required an income; and a cohort of senior single women who made teaching a life-long career and contested other forms of subordination to which all women teachers were subject. Led by the latter group, South Australian women teachers pursued equality in early twentieth century mixed teachers unions and post-suffrage women’s organisations; and established the Women Teachers Guild in 1937 to secure more equal conditions of employment. The paper concludes with the situation after World War Two when married women were re admitted to the state school system to resolve teacher shortages; and campaigns for equal pay gathered momentum. In South Australia, the marriage bar was eventually removed in 1972.

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Scheck, R. "Book Review: Women, Gender and Fascism in Europe 1919-1945." German History 23, no. 3 (July 1, 2005): 421–22. http://dx.doi.org/10.1177/026635540502300318.

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Nicholas, David, and David Herlihy. "Opera muliebria: Women and Work in Medieval Europe." Economic History Review 44, no. 1 (February 1991): 188. http://dx.doi.org/10.2307/2597506.

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Margadant, Jo Burr, and Anne T. Quartararo. "Women Teachers and Popular Education in Nineteenth-Century France." History of Education Quarterly 36, no. 3 (1996): 321. http://dx.doi.org/10.2307/369398.

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37

Mulvihill, Thalia M., and Dina M. Copelman. "London's Women Teachers: Gender, Class, and Feminism, 1870-1930." History of Education Quarterly 37, no. 4 (1997): 461. http://dx.doi.org/10.2307/369889.

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38

Peyroux, Catherine. "Lands of women? Writing the history of early medieval women in Ireland and Europe." Early Medieval Europe 7, no. 2 (February 26, 2003): 217–27. http://dx.doi.org/10.1111/1468-0254.00026.

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39

Watt, D. Cameron. "Women in international history." Review of International Studies 22, no. 4 (October 1996): 431–37. http://dx.doi.org/10.1017/s0260210500118650.

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By now there is a very considerable volume of work on the general subject of women, women's rights, feminism and gender in international relations. This has both engendered and been engendered by the development of undergraduate and graduate courses and seminars on these themes. By contrast the allied discipline of international history has been slow to develop a parallel literature or courses. Courses in women's history per se have multiplied; there is a respectable literature and a number of equally respectable learned journals, not only in the Englishspeaking countries, but also in Western Europe. But their concern has been very much focused on the issues of women in each particular society; they have tended, that is, to develop the study of women within the study of the history of a particular country, political culture or linguistic region. Confronted with questions about the lack of similar courses in the history of international relations, historians drawn from both sexes have tended either to take them as a comic act or to indicate that in their view there is a lack of relevant material or issues adequate to justify any isolation of the topic from the more general themes of inter-state relations, with the great issues of peace and war with which as members of the discipline they are chiefly concerned.

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Coles, Kimberly Anne. "Women, Gender and Radical Religion in Early Modern Europe." Church History and Religious Culture 90, no. 2 (June 1, 2010): 462–64. http://dx.doi.org/10.1163/187124110x542824.

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41

Hertz, Deborah, Jane Arnold, and Julie H. Rubin. "Jewish women in Europe, 1750–1932: A bibliographic guide." Jewish History 7, no. 2 (September 1993): 127–53. http://dx.doi.org/10.1007/bf01844626.

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42

Goburdhun, S. "Teaching history in primary schools in Mauritius: Reflections on history teachers' pedagogical practices." Yesterday and Today 28 (December 2022): 82–96. http://dx.doi.org/10.17159/2223-0386/2022/n28a3.

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Although post-independent Mauritius has witnessed the evolution of the history curriculum, the discipline has still not been accorded the status as in some countries in Europe and Africa. The evolution also marks change and continuity in the content of the history curriculum and how the teaching is transacted in classrooms. This paper informs on the current state of teaching history in primary schools in Mauritius. An interpretivist qualitative methodological approach was adopted to understand the pedagogical choices made by teachers in the implementation of the history curriculum in primary classrooms. Data was generated through classroom observations and interviews with 15 primary school history teachers. Findings reveal the need to draw on a range of knowledge to engage learners successfully in history classes. This range of knowledge they need to draw is extensive and complex. The study shows that teachers' knowledge base is crucial for effective history teaching in classrooms.

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43

Howarth, Janet. "London's women teachers: gender, class and feminism, 1870–1930." Women's History Review 9, no. 1 (March 1, 2000): 161–84. http://dx.doi.org/10.1080/09612020000200486.

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44

Brown, Helen, and Alison Oram. "Women Teachers and Feminist Politics 1900-39." Labour / Le Travail 44 (1999): 289. http://dx.doi.org/10.2307/25149018.

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45

Matthews, Kay Morris. "'Imagining Home': women graduate teachers abroad 1880-1930." History of Education 32, no. 5 (September 2003): 529–45. http://dx.doi.org/10.1080/0046760032000118327.

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46

Tolley, Kim. "Music Teachers in the North Carolina Education Market, 1800-1840." Social Science History 32, no. 1 (2008): 75–106. http://dx.doi.org/10.1017/s0145553200013936.

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Social historians have demonstrated that although men comprised the majority of teachers in North Carolina schools and academies during the early national period, women predominated by the end of the nineteenth century. This study concludes that among the music teachers who taught in academies and venture schools, women gained a majority decades earlier. In an effort to understand some of the underlying social processes that contributed to this shift, the following discussion analyzes the changing proportion of men and women in a sample of 65 music teachers, tracks the tuition they charged in a free market, and compares this to the tuition charged by teachers of Latin and Greek. The shift to women among music teachers in North Carolina presents an intriguing case, because it does not fit well with some earlier theoretical models of feminization among nineteenth-century teachers. The data suggest that women came to predominate among music teachers because a changing market for music instruction in venture schools and academies triggered a process of occupational abandonment and succession.

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47

Brooks, Spirit. "Those good Gertrudes: a social history of women teachers in America." Gender and Education 28, no. 1 (October 29, 2015): 169–72. http://dx.doi.org/10.1080/09540253.2015.1102803.

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48

Fitzgerald, Tanya. "Those Good Gertrudes: A Social History of Women Teachers in America." History of Education Review 46, no. 1 (June 5, 2017): 107–8. http://dx.doi.org/10.1108/her-12-2015-0031.

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49

Bobrycki, Shane. "The Flailing Women of Dijon: Crowds in Ninth-Century Europe*." Past & Present 240, no. 1 (April 27, 2018): 3–46. http://dx.doi.org/10.1093/pastj/gty011.

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50

Bemporad, Elissa, and Glenn Dynner. "Introduction: Jewish Women in Modern Eastern and East Central Europe." Jewish History 33, no. 1-2 (January 22, 2020): 1–6. http://dx.doi.org/10.1007/s10835-019-09343-1.

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