Dissertations / Theses on the topic 'Women teachers Victoria History'
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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.
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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.
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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.
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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'.
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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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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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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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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.
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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.
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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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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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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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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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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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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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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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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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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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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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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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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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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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O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.
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This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
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Strasdin, Sharon Lee. "Full-time conscripts : narratives of long-term, part-time female college instructors." 2005. http://hdl.handle.net/1828/741.
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Boyle, Emily Aislinn. "Courting respectability : women's basketball in Victoria, 1903-1965." 2004. http://hdl.handle.net/1828/708.
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Ulrich, Melanie Renee. "Victoria's feminist Legacy: how nineteenth-century women imagined the queen." Thesis, 2005. http://hdl.handle.net/2152/1745.
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Casey, Kathleen. "Teacher as author life history narratives of contemporary women teachers working for social change /." 1988. http://catalog.hathitrust.org/api/volumes/oclc/19318076.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1988.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 235-251).
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Hudson, Judith Collings. "Freedom teachers: Northern White women teaching in southern Black communities, 1860s and 1960s." 2001. https://scholarworks.umass.edu/dissertations/AAI3012138.
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In the 1860s in the aftermath of the Civil War and in the 1960s during the Civil Rights Movement, northern White teachers, mostly women, went South to teach in Black communities. This study examines the experiences of White teachers living and teaching in southern Black communities during these two historic periods. Their stories reveal their motivations to teach in the South as well as their reasons for becoming teachers. The teachers in the 1960s cohort also identify the impact of their experience on their teaching practice when they returned to the North. For the 1860s, five lengthy, first-person accounts provided the lens through which to view the experiences of White teachers in the South. Secondary sources supplemented first person accounts. For the 1960s, twelve teachers who taught in Mississippi Freedom Schools during the tumultuous summer of 1964, volunteered to be interviewed. A single template provided the framework to interrogate historical and living witnesses, though there are obvious limitations to interrogating historical texts. Library and archival resources provided the context for sponsoring organizations. In the 1860s, White educators were leaders in the missionary societies which sponsored the teachers. In the 1960s, Black leadership in the Student Non-Violent Coordinating Committee extended the invitation for northern Whites to go to Mississippi. The findings reveal that experiences of cultural immersion in the South challenged White teachers' stereotypes of Black people, exposed the nature of racial and economic oppression in the United States, and complicated the teachers' understanding of themselves as White people. Their experiences illustrate the importance of teachers' extending themselves beyond the classroom to meet students and families in their own communities. The Freedom School teachers returned to the North with new pedagogical strategies, an expanded knowledge base of Black history, and a deepened commitment to social justice in schools and in the nation. Their stories provide inspiration and insight into cross-cultural, interracial teaching that can inform today's White teachers striving to develop an anti-racist teaching practice.
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Sheard, Heather. "Victoria's baby health centres: a history 1917-1950: how did a statewide system of Baby Health Centres grow from the efforts of a small group of concerned women in 1917?" 2005. http://repository.unimelb.edu.au/10187/7168.
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Victoria’s first Baby Health Centre opened in June 1917 in the inner Melbourne suburb of Richmond. By 1950, 398 centres including fifteen mobile circuits, were available to mothers across Victoria. This study documents and analyses the combination of influences that underpinned the growth of Victoria’s Baby Health Centres.Firstly, concern about infant mortality rates encouraged the growth of the international welfare movement. The international movement provided legitimacy for local concerns and motivated and sustained the women who acted locally. In addition, the changing role of women following the achievement of suffrage and the rise of voluntarism combined to establish a combination of professionalism and voluntarism which was socially acceptable for the women involved. Baby Health Centres were instigated through municipal councils by local groups such as the Country Womens Association, and with the centralized support of the Victorian Baby Health Centres Association and the Society for the Health of the Women and Children of Victoria. The development of two dedicated voluntary associations caused both friction and competition and a dynamic which created a model of service provision still in existence today.
Secondly, the study looks at the role of several individual women in the growth of Victoria’s centres and circuits. Both voluntary and professional workers made significant contributions to the development of a model of universal service provision for mothers and babies.
Thirdly, the study records the voices of eight mothers and two Infant Welfare sisters of the 1940s. Their comments and stories illuminate the relationship between baby health centre sisters and mothers and the mother’s willingness to incorporate the advice into daily practice.
The history of Victoria’s Baby Health Centres is one of a unique combination of professional and voluntary activism. This recipe led to the development of a well utilized statewide service which has become part of Victoria’s societal and health framework.
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Pardhan, Almina. "Women Kindergarten Teachers in Pakistan: Their Lives, Their Classroom Practice." Thesis, 2009. http://hdl.handle.net/1807/17827.
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This dissertation explores how women kindergarten teachers in Pakistan understand the concept of gender as evident from their own reflections of their life experiences and from their interaction with their students. Early childhood education and gender equality in education are critical policy issues in Pakistan. Women pre-primary teachers have received little specific attention and little is known about their experiences.
Seven women kindergarten teachers from one co-educational, private, English-medium school in the urban city of Karachi, Pakistan were involved in this mixed-method study. Multiple methods were used, namely, life history interviews with the women teachers, classroom observations of their teaching practice and interactions with girls and boys, and document analysis. Data were qualitatively and quantitatively analyzed. The findings were presented and discussed through the five nested interrelated structures – microsystem, mesosystem, exosystem, macrosystem and chronosystem - of Bronfenbrenner’s bioecological model of human development.
Study findings reveal that the family and school are critical microsystems that have shaped the women kindergarten teachers’ understanding of gender in terms of possibilities and impossibilities for girls and boys, women and men within the norms of the broader patriarchal macrosystem. Throughout their lives across the chronosystem, they have had to negotiate multiple positions in their patriarchal extended families, schools, and, to some extent, the larger community in response to social change across diverse geographical spaces. Compromise and conformity have formed much of how they have understood their role and position as women in this patriarchal context. As women and as kindergarten teachers, they are doubly disadvantaged. They have been inadequately prepared to take up positions as pre-primary teachers. Nevertheless, their developing knowledge of teaching young children based on their practice and in-service training in a school with a positive outlook towards teaching has led to a more professional perspective of themselves and their careers. They are committed to teaching, but face the challenge of coping with their professional and familial demands. Often times, they draw upon their religion for strength and to make sense of their gendered experiences.
Tensions are evident in their understanding of gender, particularly in relation to their own children and their kindergarten students, about following ascribed gender norms or allowing for more change in tradition in a context being rapidly influenced by globalization and socio-economic change. For the most part, their interaction with their students reflected their internalization of dominant patriarchal values and their active role in perpetuating them. Nevertheless, their gendered teaching practice has also presented possibilities for change in their unconscious and, occasionally conscious, attempts to push gender boundaries towards more equitable gender relationships in this patriarchal context. This study is significant for bringing to the fore women kindergarten teachers’ lived experiences to provide a dimension of education which has gone largely unexamined locally and globally, and which, in the context of Pakistan, are critical to consider in light of issues related to quality, access, and gender equity in early childhood education.
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Kurzweilová, Jolana. "České ženské učitelské spolky v období první republiky 1918-1939." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-324224.
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(in English): This work deals with women teachers' unions in the period of 1918 - 1939. It monitors the development of women's education in connection with their employment assertion and with their participation in the union life. The first professional associations which were founded by women were teaching guilds. The paper presents an overview of women's associations and follows basic areas of their activities. It focused especially on putting women's equality given by the Constitution into the reality, improving social and economic status of female teachers and their participation in the reform movement. The Federation of teachers of vocational schools for women's occupations is introduced in detail to give the specific idea about the activities of women's teacher unions. These schools, so called family schools are also more closely characterised in their work. Follows a basic overview of the effects of the Union during this period and a description of its organization. The following chapters show in detail the activities of this association in areas which were the subject of the greatest interest. The union is shown as a feminist organization, fighting for the interests of teachers and women in general and women defending the interests of secondary education. The conclusion focuses on the...
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Cervini, Erica. "Reading the Silence of My Great-Grandmother: The Role of Life-Writing in Locating the Hidden Life of a Jewish Woman." Thesis, 2019. https://vuir.vu.edu.au/40049/.
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Family history has become a significant cultural, academic and economic pursuit giving rise to television shows, university degrees and DNA testing. Family historians grapple with epistemological questions about the extent to which a life can ever be known to someone else – limited resources exacerbate the problem. This thesis, by creative project and exegesis, focuses on Rose Pearlman, my Great-Grandmother
[1875 – 1956], and explores how the genre of life-writing contributes to our understanding of an ‘ordinary’ Jewish woman who migrated to Australia from England leaving no traditional sources such as diaries or memoirs. In so doing, this thesis makes contributions to academic and general scholarship about the extent to which knowledge resides in, and can be derived from the fragmentary, and how the researcher’s imagination - as distinct from the invention of episodes - illuminates the specificities of a Jewish woman’s life. Narrative threads in Rose Pearlman’s life are researched and developed using the genre of life-writing. This genre employs a ‘fossicking’ method which involves three actions: first, rummaging for wisps of information; second, selecting and curating an archive and third, threading together the fragments from the archive to produce narratives.
Further, this thesis argues that life-writing, which has been used by biographers and some historians to tell the stories of the maginalised, can usefully be applied to family storytelling to offer important insights into lives that have previously been hidden
from history. Holmes’ notion of ‘recreating the past’ has guided this approach. Within this context, this thesis contends that Rose Pearlman’s life provides important insights into the diversity of Jewish women’s lives generally, and challenges the trope
of the ‘rags to riches’ Jew. In addition, it makes original contributions to the history of Jewish women in Australia during the late nineteenth and early twentieth centuries. Finally, it adds to emerging and ongoing discussions in the academy about the
importance of family history in contributing evidence which may help to question and reshape established historical narratives. This thesis also has personal significance because Rose Pearlman is part of my family. Tanya Evans notes that each family’s history has the ‘potential to be part of local, national, global class and gender history’. Within this frame, Rose Pearlman’s life is afforded enduring meaning because it represents a moment in time that tells her descendants – and the wider public – about her connection to local communities and to national policies. Structurally, this thesis is divided into three parts. The first presents the preface and overall introduction to the creative project and exegesis. The second part, the creative component, is entitled ‘Yizkor for Rose: A Life Lost and Found’. The exegesis, ‘But She Didn’t Leave a Diary!’: Making Sense of Fragments of a life, forms the third and
final part of this work.
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Wade, Elizabeth Anne. "Clerks of Courts: Power and Change in the Victorian Magistrates' Courts, 1948 - 1989." Thesis, 2021. https://vuir.vu.edu.au/42547/.
Full textAbstract:
Clerks of Courts in Victoria (today’s Court Registrars) occupied a relatively subordinate position within the public sector hierarchy. Despite the limited role envisaged for them by the Law Department and the statutory and administrative guidelines that framed their work,
these court administrators exerted considerable influence within the busy summary jurisdiction.
This thesis explores the nature of clerks of courts’ formal and informal
discretionary power, and how such power evolved in the context of organisational, legal and social change culminating in the 1980s. Semi-structured interviews with registrars, former clerks, magistrates and judges were conducted to investigate the counter-intuitive concept of lower-level public servants exerting power and influence. Resulting data was analysed using primarily Michael Lipsky’s Street-level Bureaucrat framework.
Findings show that, although flying under the radar, clerks were foundational and forceful actors in the provision and ongoing development of the summary court jurisdiction in Victoria. Their influence derived from a striking combination of factors: their nexus with the judiciary, their court craft and detailed knowledge of statute law, their community connections and status, and their sustained endeavour to self-organise and maintain a strong culture in the face of challenges to their role. These elements also influenced how clerks as a group and as individuals chose to employ discretion in delivering justice to citizens. At their best, they humanised and made procedurally fairer what could have been experienced as an alienating and inequitably weighted justice system.