Relevant bibliographies by topics / Women teachers Victoria History

Academic literature on the topic 'Women teachers Victoria History'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Women teachers Victoria History.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Women teachers Victoria History"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Anae, Nicole. "“Among the Boer Children”." History of Education Review 45, no. 1 (June 6, 2016): 28–53. http://dx.doi.org/10.1108/her-12-2014-0049.

Full text
Abstract:
Purpose – There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and Transvaal colonies during the Boer War. The purpose of this paper is to critically respond to this dearth in historiography. Design/methodology/approach – A large corpus of newspaper accounts represents the richest, most accessible and relatively idiosyncratic source of data concerning this contingent of women. The research paper therefore interprets concomitant print-based media reports of the period as a resource for educational and historiographical data. Findings – Towards the end of the Boer War in South Africa (1899-1902) a total of 40 Australian female teachers – four from Queensland, six from South Australia, 14 from Victoria and 16 from New South Wales – successfully answered the imperial call conscripting educators for schools within “concentration camps” established by British forces in the Orange River and Transvaal colonies. Women’s exclusive participation in this initiative, while ostensibly to teach the Boer children detained within these camps, also exerted an influential effect on the popular consciousness in reimagining cultural ideals about female teachers’ professionalism in ideological terms. Research limitations/implications – One limitation of the study relates to the dearth in official records about Australian women teachers in concentration camps given that; not only are Boer War-related records generally difficult to source; but also that even the existent data is incomplete with many chapters missing completely from record. Therefore, while the data about these women is far from complete, the account in terms of newspaper reports relies on the existent accounts of them typically in cases where their school and community observe their contributions to this military campaign and thus credit them with media publicity. Originality/value – The paper’s originality lies in recovering the involvement of a previously underrepresented contingent of Australian women teachers while simultaneously offering a primary reading of the ideological work this involvement played in influencing the political narrative of Australia’s educational involvement in the Boer War.
APA, Harvard, Vancouver, ISO, and other styles
3

Stjerna, Kirsi. "Finnish Sleep-Preachers: An Example of Women's Spiritual Power." Nova Religio 5, no. 1 (October 1, 2001): 102–20. http://dx.doi.org/10.1525/nr.2001.5.1.102.

Full text
Abstract:
ABSTRACT: A remarkable number of women leaders and teachers in the history of Christianity have relied on the ‘‘supernatural,’’ spiritual authority received through extraordinary religious experiences. Among them were the Finnish ‘‘sleep-preachers,’’ laywomen who felt called to preach and prophesy while asleep. This article introduces the most famous of these preachers, Helena Konttinen (1871-1916), and through her story discusses the phenomenon of sleep-preaching in turn-of-the-century Finland. Links are made to similar individuals earlier in Christianity, such as medieval mystics and Victorian Spiritualists, and to evidence from other women-led religions. Special attention is paid to the issues of gender and authority as related to religious experience and empowerment in explaining these pioneering women's rise, emancipation and contributions as lay theologians and unofficial ministers who significantly influenced grassroots religiosity in Finland.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rappaport, Erika. "New Visions of Class and Gender in the Victorian and Edwardian Metropolis - Walking the Victorian Streets: Women, Representation, and the City. By Deborah Epstein Nord. Ithaca, N.Y.: Cornell University Press, 1995. Pp. xvi + 270. $39.95 (cloth); $17.95 (paper). - London's Women Teachers: Gender, Class and Feminism, 1870–1930. By Dina M. Copelman. London and New York: Routledge, 1996. Pp. xix + 286. $59.95. - A Vision for London, 1889–1914: Labour, Everyday Life and the LCC Experiment. By Susan D. Pennybacker. London and New York: Routledge, 1995. Pp. xiv + 315. $74.95." Journal of British Studies 38, no. 3 (July 1999): 392–98. http://dx.doi.org/10.1086/386200.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lilly, Iwona. "Dear Mother Victoria." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 32 (March 15, 2021): 213–26. http://dx.doi.org/10.14746/ikps.2021.32.11.

Full text
Abstract:
Motherhood is by many, especially women, one of the greatest experiences in life. The ultimate goal that women, if not all than many, should achieve. Nowadays, we are flooded with help books, websites, guides that lead us through pregnancy and then assist us during the first months of our new born baby. This blessed state seems to be cherished now above all, however, this view was not always the same. Throughout history we can see many women for whom maternity was not meant to be and still they were able to fulfil their life-time goals devoting themselves to other areas of life. For some, maternity was rather a political aspect that would secure the future of the nation. In my article I will focus on the aspect of motherhood through the eyes of Queen Victoria for whom, indeed, maternity was rather an unwelcomed addition to her royal life. I will discuss her own rigid upbringing which can help to understand her later attitude towards her own children. The trend, where there were no proper roles ascribed to parents in terms of their influence on their children, was predominant in the 19th century and based on this we can see how important it was for character creation
APA, Harvard, Vancouver, ISO, and other styles
9

Rutherford, Emily. "Arthur Sidgwick'sGreek Prose Composition: Gender, Affect, and Sociability in the Late-Victorian University." Journal of British Studies 56, no. 1 (January 2017): 91–116. http://dx.doi.org/10.1017/jbr.2016.116.

Full text
Abstract:
AbstractThe diaries and other papers of the Oxford classics teacher Arthur Sidgwick (1840–1920) show how men like Sidgwick used ancient Greek to demarcate the boundaries of an elite male social, emotional, and educational sphere, and how that sphere became more porous at the turn of the twentieth century through processes such as university coeducation. Progressive dons like Sidgwick stood by women's equality in principle but were troubled by the potential loss of an exceptional environment of intense friendships forged within intellectually rigorous single-sex institutions. Several aspects of Sidgwick's life and his use of Greek exemplify these tensions: his marriage, his feelings about close male friends, his life as a college fellow, his work on behalf of the Oxford Association for the Education of Women, and his children's lives and careers. The article recovers a lost world in which Greek was an active conversational language, shows how the teaching of classics and the inclusion of women were intimately connected in late-nineteenth-century Oxford, and suggests some reasons why that world endured for a certain period of time but ultimately came to an end. It offers a new way of explaining late-nineteenth-century cultural changes surrounding gender by placing education and affect firmly at their center.
APA, Harvard, Vancouver, ISO, and other styles
10

Haveric, Dzavid. "Muslim Memories in Victoria." Australian Journal of Islamic Studies 2, no. 3 (October 18, 2017): 20–39. http://dx.doi.org/10.55831/ajis.v2i3.55.

Full text
Abstract:
There is no history of Islam in Australia without a history of Muslim communities; there is no history of these Muslim communities without the memories of Australian Muslims. Within Australia’s religiously pluralistic mosaic there is no history of the Muslim faith without sharing universal values with other faiths. This paper is primarily based on empirical research undertaken in Victoria. It is a pioneering exploration of the building of multiethnic Muslim communities and interfaith relations from the 1950s to the 1980s. It is part of much broader research on the history of Islam in Australia. It is kaleidoscopic in its gathering of individual and family migrant memories from Muslims in all walks of life. It includes an older Muslim generation as well as those who came later, in subsequent waves. Muslim interviewees in the research were migrants of various ethnicities from Albania, Bosnia, Cyprus, Egypt, India, Indonesia, Jordan, Kosovo, Lebanon, Pakistan, Palestine, Sri Lanka, Syria, Turkey, Tanzania and Kenya. Muslim men and women are represented, and also those born in Australia. This research was enhanced by consulting Islamic and Christian archival sources.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Women teachers Victoria History"

1

Riedi, Elizabeth L. "Imperialist women in Edwardian Britain : the Victoria League, 1899-1914." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/2820.

Full text
Abstract:
This thesis, based on private papers, society records, autobiographies and memoirs, newspapers and periodicals, examines one mainly female imperialist organisation - the Victoria League - and the women who ran it. It considers two related questions - what made Edwardian women imperialist, and how, within the limits of Edwardian society, could they express their imperialism? The thesis shows that several of the League's founders and executive had visited South Africa during or shortly before the Boer War, and that this experience, particularly for those who came into close contact with Milner, was pivotal in stimulating them to active imperialism. The Victoria League, founded April 1901, aimed to promote imperial unity and a British South Africa in a variety of suitably 'womanly' ways: Boer War charities, imperial education, exporting literature and art to the white dominions (particularly the Transvaal), welcoming colonial visitors to Britain, arranging for the welcome of British settlers in the colonies, and promoting social reform as an imperial issue. It worked overseas through a number of independent Victoria Leagues in Australasia, the Imperial Order, Daughters of the Empire in Canada, and the Guild of Loyal Women in South Africa; and at home with a number of similar (though largely male) imperial propaganda societies. The thesis also considers the Victoria League's attitude to race, particularly through its debate over entertaining Indian students. It ends with a discussion of the options available to imperialist women; and of the obstacles they faced in questions of authority (how far and in what ways a woman could pronounce on imperial subjects) and of ideology (as expressed through the anti-suffrage campaign). It concludes that the Victoria League, by transferring areas of activity long acknowledged as 'feminine' to the imperial stage, redefined areas of female competence and enlarged woman's 'separate sphere' to include the active propagation of imperialism.
APA, Harvard, Vancouver, ISO, and other styles
2

Gregory, Robyn V., and robyng@whest org au. "Corrupt cops, crooked docs, prevaricating pollies and 'mad radicals' : a history of abortion law reform in Victoria, 1959-1974." RMIT University. Social Science and Planning, 2004. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090925.104458.

Full text
Abstract:
This dissertation explores the history of abortion law reform in Victoria between 1959 and 1974, contextualised in a feminist politics of reproduction. The aim of the research is to investigate the extent to which the history of abortion law reform in this state can be understood as part of the struggle of women for sexual self-determination and hence for full citizenship. As a result, one of the principal objectives of the thesis is to analyse the basis on which abortion is available in Victoria. The research draws on historical data, using the records of relevant contemporary organisations, the press, and interviews with some of the key people involved in advocating abortion law reform. In particular, the dissertation documents the abortion law reform experiences and struggles of Victorian women, including the attempts they made to contest their historic exclusion from participation in policy formulation and legislation related to reproduction. It begins with t he consolidation of the Crimes Act in 1958 and ends in 1974'with the passing of the national health and associated bills, which ensured public funding for abortion procedures. Social, political and economic changes in the preceding century led to overwhelming public support for abortion law reform in line with changing social mores and advances in reproductive science. But this did not result in legislative change enacted by a responsive and democratic government. Rather, the history of abortion law reform in Victoria is shown to be a case study of conflict, co-operation, co-option and collusion in five main arenas of vested interest. The first of these was state interest in fertility control, and thus women's sexual behaviour, as a reflection of national concerns about the size and composition of the Australian population. The second was a struggle for industrial control of a lucrative abortion industry, supported by systemic police corruption, medical corruption and collusion by politicians and officers of the Crown Law Department. The third factor was the political manoeuvring of a government determined to retain power by framing abortion as a medical rather than a legislativ e problem. Conflict between community calls for abortion law reform to protect doctors from prosecution on the one hand, and a political requirement for preference votes from the Democratic Labor Party on the other, was resolved in favour of the latter. The fourth factor was the professional struggle for medical control over reproduction, supported by civil liberties activists and liberal feminists seeking access to abortion without engaging in questions of political control over decision-making. The struggle by an increasingly organised feminist movement to reframe abortion as a political issue related to women's sexual self-determination, expressed as control over reproductive decision-making, was the final factor. As such, the dissertation is as much a case study of the factors at play in attempting to effect change in a capitalist patriarchy, as it is about abortion law reform per se. The thesis is organised within a historical framework that provides both an overview of the time period under consideration and a detailed account of the various struggles that took place within that period. The chapters are set out around the key events that shaped and were shaped by the struggle for law reform. These include the Menhennitt Ruling in 1969, the Kaye Inquiry into police corruption in 1970, the Medical Practices Clarification Bill in federal parliament in 1973 and the Proposed Abortion Inquiry in state parliament in 1973. I focus on those groups that had control over abortion policy and practice, as well as the main groups that worked to influence those bodies. These include churches, the media, political parties, and social movements - in particular the actions and attitudes of civil liberties and feminist groups. The conclusion locates the history of abortion law reform within the current socio-political and economic context, encouraging an examination of contemporary questions regarding women's control over reproductive decision-making. This includes an exploration of whether sexual self-determination and the human rights necessary to achieve full citizenship are possible for women given the deleterious impact ofneo-liberal ideology on funding those programs and policies that work towards equality, rather than 'choice', and freedom from oppression, rather than individual 'rights'.
APA, Harvard, Vancouver, ISO, and other styles
3

Rakhit, Anuradha. "The career experiences of Asian women teachers : a life-history approach." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36350/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Miller, Deborah L. 1960. ""The big ladies' hotel" : gender, residence, and middle-class Montreal : a contextual analysis of the Royal Victoria College, 1899-1931." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20937.

Full text
Abstract:
This thesis analyses the architecture of the Royal Victoria College (Bruce Price, 1896--1899), a purpose-built women's residential college of McGill University, Montreal, and its first extension (Percy Nobbs, 1930--193 1), as material evidence of the rhetorical construction and negotiation of gender. A contextual analysis of the original RVC reveals the gender significance of the building's relationship to its affiliate institution (McGill), to an urban geography (Phillips Square), and to a commercial typology (the railway hotel), while a spatial analysis examines the significance of its women occupants as 'architects', and of changes to the building over time. The thesis concludes that the building served as an important site in turn-of-the-century gender negotiations---one that helped to contest "separate spheres" rhetoric and that stands as evidence of women's active participation in the shaping of spatial relations and social identities.
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles
8

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/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

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/.

Full text
Abstract:
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).
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Women teachers Victoria History"

1

Robert, Green. Queen Victoria. New York: F. Watts, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Queen Victoria. San Diego, CA: Lucent Books, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Notorious Victoria: the life of Victoria Woodhull, uncensored. Chapel Hill, N.C: Algonquin Books of Chapel Hill, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1952-, Homans Margaret, and Munich Adrienne, eds. Remaking Queen Victoria. Cambridge: Cambridge University Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Turner, Dorothy. Queen Victoria. New York: Bookwright Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Women teachers on the frontier. New Haven (Conn.): Yale University Press, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sheila, Ahern, ed. Redbrick and bluestockings: Women at Victoria, 1899-1993. Wellington: Victoria University Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Meyer, Carolyn. Victoria rebels. New York: Simon & Schuster Books for Young Readers, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Storey, Vernon James. Learning to teach: Teacher preparation in Victoria, BC, 1903-1963. Victoria, BC: Bradley Project at the Faculty of Education, University of Victoria, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dams, Jeanne M. The victim in Victoria Station: A Dorothy Martin mystery. Thorndike, Me: Thorndike Press, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Women teachers Victoria History"

1

Myers, William Andrew. "Victoria, Lady Welby (1837–1912)." In A History of Women Philosophers, 1–24. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-1114-0_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Petrilli, Susan. "On Sense, Meaning, and Responsibility. Victoria Welby’s Significs." In Women in the History of Philosophy and Sciences, 41–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-00921-1_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hurley, Zoe. "Feminist Pragmatist Salvaging of Victoria Welby’s Theory of ‘Ident’." In Women in the History of Philosophy and Sciences, 55–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-00921-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

McDermid, Jane. "The Role of Lay Women Teachers in Catholic Education Before the Education (Scotland) Act, 1918." In A History of Catholic Education and Schooling in Scotland, 103–24. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-51370-0_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ní Léime, Áine, and Debra Street. "Gender, Transitions and Turning Points: The Life Course and Older Workers’ Trajectories in Different US Occupations." In Older Workers and Labour Market Exclusion Processes, 19–44. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11272-0_2.

Full text
Abstract:
AbstractThis chapter interrogates the proposition that extending working life is an unproblematic policy measure introduced to address demographic ageing and increased pension costs. The implications of extending working life varies for workers in different occupations. The chapter draws on interview data from a qualitative study of 17 men and 20 women workers in the United States. Interviewees working either as teachers or in physically-demanding jobs such as care-giving for older people or cleaning narrated their work-life history and discussed their current work, future plans and their views on working longer.Analysis of different strands of their work-life trajectories – work, family, health – from a life course perspective reveals that workers may be channelled into particular kinds of employment and that advantage or disadvantage can accumulate across the life course. It supports previous research showing that physically-demanding work adversely affects workers’ health. Gendered expectations regarding the provision of care can result in disrupted careers for women, leading to lower pension provision and the need to continue working later. Such processes, combined with pension reforms and the increasingly precarious nature of employment can lead to poor economic and health outcomes for some workers. The implications of these findings for policy are discussed.
APA, Harvard, Vancouver, ISO, and other styles
6

Sarker, Sonita. "Victoria Ocampo." In Women Writing Race, Nation, and History, 139–65. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192849960.003.0006.

Full text
Abstract:
Ocampo has primarily been read as a modernist cosmopolitan (literally, a citizen of the world), and as quintessentially Argentinian at the same time; she claimed citizenship in “America” as a continent. This chapter explores how her lineage, relationship to land, learning, and labor form the foundation of her “native-ness.” With the advantage of an education in English and French provided to her at home, and with the cultural capital of being from a prominent family, Ocampo undertook a literary career that spanned continents and brought about an international meeting of the minds across the USA, France, Spain, Argentina, and India. Belonging, for Ocampo, was about thinking beyond national borders to a human solidarity against oppression and discrimination.
APA, Harvard, Vancouver, ISO, and other styles
7

"WHY DO PROGRESSIVE WOMEN ACTIVISTS LEAVE POLITICS IN LIFE-HISTORY RESEARCH." In Studying Teachers' Lives, 199–220. Routledge, 2013. http://dx.doi.org/10.4324/9780203415177-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Luhtala, Anneli. "Visible and invisible women in ancient linguistic culture." In Women in the History of Linguistics, 31–58. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0002.

Full text
Abstract:
In Classical Antiquity, the study of language and literature was a crucial part of education. Girls generally only took part of primary education, and women who progressed further did so by private tuition. Women were expected to be married and produce children and to practice their virtue in the traditional role of the wife and mother. Many women were well read in both Latin and Greek literature, and some twenty female poets are known from antiquity. However, women lacked training in formal rhetorical skills, because they were expected to speak and write in a different style. Nor were women supposed to enter into the places where public lectures took place. All the same, we know of women who received higher education and even taught philosophy (probably in private houses) or occupied themselves with philology. The women philosophers were normally born into philosophic households or married to philosophers. When grammar—a discipline dealing with language and literature—gradually became an independent subject in the first century BCE, it was taught in secondary schools. From the first century CE on we can get glimpses of female teachers of letters, but their achievements were not recorded. Thus, we have neither grammatical nor philosophical doctrine attributed to a female scholar, and this article deals with the general conditions of women scholars rather than their individual contributions to scholarship. Many prejudices prevailed concerning the inferiority of women. Aristotle thought that women were weaker than men not only physically but also intellectually. This remained common consensus, even if the Stoics and Platonists argued that women’s souls are not as such inferior to the souls of men. The Christians reinforced these prejudices, although they thought that men and women share a common human nature. Yet the Apostle Paul had said ‘I do not permit a woman to teach’ (I Tim. 2:12). However, Christian women could refuse marriage and follow an ascetic life, which brought about new opportunities for them as prophets, deaconesses, patrons, and occasionally even as teachers.
APA, Harvard, Vancouver, ISO, and other styles
9

McLelland, Nicola. "Women in the history of German language studies." In Women in the History of Linguistics, 193–218. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0008.

Full text
Abstract:
This chapter presents a history of women in the study of the German language, from sparse early evidence, to their first public forays as translators and poets, as learners and as teachers—successful and locally influential, perhaps, but still largely unknown. The chapter also shows how women were students and monitors of their own German language use out of necessity, navigating various strictures about how women could and should speak and write. It was within the emerging discipline of Modern Languages that some women established a reputation as language specialists in the nineteenth century, not least Mary Brebner, whose work was very influential in the language teaching Reform Movement. Finally, the chapter considers the lasting achievements of the first women to become professional German linguists, including Theresa Albertina Louise von Jacob- Robinson, Klara Hechtenberg Collitz (c.1865–1944), Agathe Lasch (1879–1942), and Luise Berthold (1891–1983).
APA, Harvard, Vancouver, ISO, and other styles
10

Shetler, Jan Bender. "Floating Reed Islands." In Oral History and the Environment, 88—C5.N64. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190684969.003.0006.

Full text
Abstract:
Abstract From the Mara Region of Tanzania, this chapter uses oral histories to reveal a long, generational history of the resilience of women amid the legacies of ecological disaster. This area, on the southeastern shore of Lake Victoria just south of the Kenyan border, is made up of some fifteen (or sixty depending on how you count) different small ethnic groups that never coalesced into larger pan-ethnic entities, including groups from three major language families. These interviews began with research in 1995 in the region’s interior. These stories of migration, hunger, and disaster reveal the ways that women experienced ecological collapse in these societies and reveal a distinct way of “knowing” and of passing on knowledge about communal environmental history.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Women teachers Victoria History"

1

Tanemura, Masako, Fumiko Okiharu, Kyoko Ishii, Haruka Onishi, Mika Yokoee, Hiroshi Kawakatsu, Beverly Karplus Hartline, Renee K. Horton, and Catherine M. Kaicher. "History and Objectives of LADY CATS (Women Physics Teachers in Japan) (abstract)." In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137887.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vasconcelos, Clara, and Tiago Ribeiro. "WHAT ABOUT “THE” SCIENTIFIC METHOD? A SURVEY APPLIED TO MIDDLE AND SECONDARY GEOSCIENCE TEACHERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end106.

Full text
Abstract:
"The debate over whether there is a single unifying scientific method or a variety of methods, each of which is applied to a different discipline of science, is still a difficult one. Popper idea of refutation was a criticism to the inductive method and claimed the need to submit theories to falsification. His thesis ended up being a demarcation of science and pseudoscience. But the question remains: do all sciences follow the same scientific method? Namely because discoveries in geology have to overcome time and space enormous scales, geologist have been called by Lord Kelvin as “stamp collectors”. Having started as a field science, and even having been denied by Hutton as an experimental science, modelling in geology only took place at the end of the 19th century by the hand of Sir James Hall. The need to mirror scientists’ methods is a demand of inquiry-based teaching, but few geology teachers have correct knowledge about the method used by geologists. In the present study, a survey was undertaken online with the main objective of investigating what is teachers’ knowledge about the (geo)scientific method. Participants were 108 geology middle and secondary teachers in Portugal. The majority of respondents were women (n=79; 73.1%) and the average age was 46 years old. All participants were graduated, but 51 (47.2%) had a master and 5 (4.6%) had a Ph.D. The results showed erroneous conceptions that are commonly reflected in inquiry-based teaching classrooms, namely regarding the scientific method but also about investigative competencies and geology as an experimental science. The majority of the teachers’ said that there only exists one scientific method for all sciences (n=49; 45.4%) and that it has a fundamentally linear nature from observation to conclusion (n=54; 50.0%). The scientific method was claimed as needed to allow the confirmation of hypothesis by many teachers (n=44; 40.7%). Some participants referred Uniformitarianism as a principle that justifies the historical and interpretive reasoning of geologist (n=48; 44.4%), but not so many referred the analogic reasoning (n=28; 25.9%). Teachers also referred to critical and systemic thinking as scientific competencies (n=72; 66.7%) and gave less importance to others like observation and argumentation (n=27; 25.0%). Results analysis corroborate that an inquiry-base teaching methodology requires history of geology and an epistemological reflection to be integrated in teachers’ initial training and professional development. The epistemology behind geology classes has to be taught to eradicate alternative conception about the scientific method."
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Women teachers Victoria History' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography