Journal articles: 'Women teachers Victoria History'

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

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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.

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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.

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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.

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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.

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

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

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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.

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

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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.

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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

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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.

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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.

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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.

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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.

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

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

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Greer, Shelley, and Peter Crocker. "Tech Voices: Recollections of the Technical Teachers Association of Victoria." Labour History, no. 92 (2007): 182. http://dx.doi.org/10.2307/27516211.

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

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Nagy, Victoria. "Homicide in Victoria: Female Perpetrators of Murder and Manslaughter, 1860 to 1920." Journal of Interdisciplinary History 51, no. 3 (December 2020): 405–28. http://dx.doi.org/10.1162/jinh_a_01592.

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Records from the Central Register of Female Prisoners permit a longitudinal analysis of ninety-five women convicted of murder and manslaughter in Victoria between 1860 and 1920. The data show the similarities and differences between the women convicted of these homicide offenses. An examination of the women’s socioeconomic profiles, occupations, ages, migrations, and victims reveals the links between their crimes and their punishment.

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

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

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

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

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Piper, Alana Jayne, and Victoria Nagy. "Versatile Offending: Criminal Careers of Female Prisoners in Australia, 1860–1920." Journal of Interdisciplinary History 48, no. 2 (August 2017): 187–210. http://dx.doi.org/10.1162/jinh_a_01125.

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The use of longitudinal data from the criminal records of a sample of 6,042 female prisoners in nineteenth- and twentieth-century Victoria reveals limitations in the traditional method of examining criminality within specific offense categories. Investigations devoted exclusively to particular categories of women’s offenses potentially obscures the extent to which women resorted to multiple forms of offending. Such versatile activity challenges conceptions of women as predominantly petty offenders by suggesting that some women were arrested for minor offenses because of their engagement in more serious crimes and their participation in criminal sub-cultures.

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

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

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

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Baskerville, Peter. "Women and Investment in Late-Nineteenth-Century Urban Canada: Victoria and Hamilton, 1880-1901." Canadian Historical Review 80, no. 2 (June 1999): 191–218. http://dx.doi.org/10.3138/chr.80.2.191.

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Lavrin, Asuncion. "Reviews of Books:Radical Women in Latin America: Left and Right Victoria Gonzalez, Karen Kampwirth." American Historical Review 109, no. 2 (April 2004): 571–72. http://dx.doi.org/10.1086/530448.

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

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

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

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

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

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

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Kuhlenbeck, Britta. "Cole, Anna; Haskins, Victoria; Paisley, Fiona, eds. (2005): Uncommon Ground. White Women in Aboriginal History." Zeitschrift für Australienstudien / Australian Studies Journal 20 (2006): 123–29. http://dx.doi.org/10.35515/zfa/asj.20/2006.18.

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Wahrman, Dror. "“Middle-Class” Domesticity Goes Public: Gender, Class, and Politics from Queen Caroline to Queen Victoria." Journal of British Studies 32, no. 4 (October 1993): 396–432. http://dx.doi.org/10.1086/386041.

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In early 1831, the novelist Edward Bulwer-Lytton contributed a comparative essay to the Edinburgh Review on “the spirit of society” in England and France. A key issue for discussion, of course, was that of fashion. “Our fashion,” stated Bulwer-Lytton, “may indeed be considered the aggregate of the opinions of our women.” The fundamental dichotomy which ran through these pages was that between public and private: “the proper sphere of woman,” Bulwer-Lytton continued, “is private life, and the proper limit to her virtues, the private affections.” And in antithesis to the aggregate opinions of “the domestic class of women”—in his view, the only virtuous kind of women—which constituted fashion, stood “public opinion”; that exclusive masculine realm, that should remain free of “feminine influence.”Some two years later, in his two-volume England and the English, Bulwer-Lytton restated the antithesis between fashion and public opinion, both repeating his earlier formulation and at the same time significantly modifying it. By 1833, his definitions of fashion and opinion ran as follows: “The middle classes interest themselves in grave matters: the aggregate of their sentiments is called OPINION. The great interest themselves in frivolities, and the aggregate of their sentiments is termed FASHION.” Here, Bulwer-Lytton no longer designated fashion as the aggregate of the opinions of women but, instead, as the aggregate of the opinions of the upper classes; and public opinion was no longer the domain of men but, instead, the aggregate of the opinions of the “middle class.”

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Woyshner, Christine, and Bonnie Hao Kuo Tai. "Symposium: The History of Women in Education." Harvard Educational Review 67, no. 4 (December 1, 1997): v—xiv. http://dx.doi.org/10.17763/haer.67.4.385197673w145773.

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The nineteenth century saw major advances in educational opportunities for women and girls, from the common school movement in the early part of the century to multiple opportunities in higher education at the century's close. In the 1800s, women began to play central roles in education — as teachers and as learners, in formal and informal education settings, on the frontier and in the cities. What did these advances mean for the education of women and girls in the twentieth century? This Symposium looks at developments in the education of women and girls over the course of the twentieth century, including research currently being conducted by and about women who historically have been excluded from mainstream academic discourse.

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MacDonald, Victoria-María, and Doris Hinson Pieroth. "Seattle's Women Teachers of the Interwar Years: Shapers of a Livable City." Western Historical Quarterly 37, no. 3 (October 1, 2006): 390. http://dx.doi.org/10.2307/25443402.

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Harrigan, Patrick. "Women Teachers and the Schooling of Girls in France: Recent Historiographical Trends." French Historical Studies 21, no. 4 (1998): 593. http://dx.doi.org/10.2307/286809.

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Hickey, M. G. "Reading, Writing, and Segregation: A Century of Black Women Teachers in Nashville." Oral History Review 36, no. 2 (June 1, 2009): 283–85. http://dx.doi.org/10.1093/ohr/ohp062.

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Scaia, Margaret R., and Lynne Young. "Writing History: Case Study of the University of Victoria School of Nursing." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 19–26. http://dx.doi.org/10.1515/ijnes-2012-0015.

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AbstractA historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.

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Chirhart, Ann Short. ":Reading, Writing, and Segregation: A Century of Black Women Teachers in Nashville.(Women in American History.)." American Historical Review 113, no. 5 (December 2008): 1555. http://dx.doi.org/10.1086/ahr.113.5.1555.

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Christensen, Maria Munkholt, and Peter Gemeinhardt. "Holy Women and Men as Teachers in Late Antique Christianity." Zeitschrift für Antikes Christentum / Journal of Ancient Christianity 23, no. 2 (July 15, 2019): 288–328. http://dx.doi.org/10.1515/zac-2019-0015.

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Abstract This article shows how the theme of education was treated in late antique hagiographical discourse. Brief references are made to two ascetic archetypes, Antony and Macrina, who are both styled in their vitae in relation to education, either by rejecting classical education or appropriating philosophy and substituting classical literature with biblical literature. On this basis the article focuses in more detail on six hagiographical texts and their protagonists, i. e. three texts primarily on men (the Life of Hypatius of Rufiniane, the saints of Theodoret of Cyrus’ Religious History and Cyril of Scythopolis’ Lives of the Monks in Palestine) and three texts on women (the Lives of Marcella, Melania the Younger, and Syncletica). Although classical education is evaluated differently in these texts, and ascetic formation takes various shapes, it is obvious that both male and female saints played a role in the discussion about the Christian appropriation of classical education as well as in the development of particular Christian ideas of formation. A correct use of education was not a hindrance for holiness, but rather a sign of ascetic wisdom. That both men and women, on a literary level, incarnated Christian teachings in their Lives, and that they were able to live and teach Christian ideals, tells us much about the ambitious transformation of education that was visualized in the ascetic literature. The hagiographical texts themselves both reflect the discussion of education and are didactic texts with the aim of establishing new norms.

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Bonner, Claudine. "Schooling The System: A History of Black Women Teachers by Funké Aladejebi." Ontario History 114, no. 1 (2022): 109. http://dx.doi.org/10.7202/1088107ar.

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Grimshaw, Patricia. "Colonising motherhood: evangelical social reformers and Koorie women in Victoria, Australia, 1880s to the early 1900s." Women's History Review 8, no. 2 (June 1999): 329–46. http://dx.doi.org/10.1080/09612029900200203.

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Whitehead, Kay. "Kindergarten teachers as leaders of children, makers of society." History of Education Review 43, no. 1 (May 27, 2014): 2–18. http://dx.doi.org/10.1108/her-09-2012-0030.

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Purpose – In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach – The paper is a feminist analysis and uses conventional archival sources. Findings – The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value – The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.

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Ewing, E. Thomas. "Maternity and Modernity: Soviet women teachers and the contradictions of Stalinism." Women's History Review 19, no. 3 (July 2010): 451–77. http://dx.doi.org/10.1080/09612025.2010.489355.

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Hill-Jackson, Valerie. "Funké Aladejebi, Schooling the System: A History of Black Women Teachers." Canadian Journal of History 57, no. 1 (March 1, 2022): 141–43. http://dx.doi.org/10.3138/cjh-57-1-2021-0035.

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Zhen, Yuan, and Dorothy Ko. "Teachers of the Inner Chambers: Women and Culture in Seventeenth-Century China." History of Education Quarterly 37, no. 3 (1997): 323. http://dx.doi.org/10.2307/369456.

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Trethewey, Lynne. "Girls Becoming Teachers: An Historical Analysis of Western Australian Women Teachers, 1911–1940, by Janina Trotman." History of Education 40, no. 1 (January 2011): 125–27. http://dx.doi.org/10.1080/0046760x.2010.529083.

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Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, no. 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.

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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.

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Donahue, David M. "Rhode Island's Last Holdout: Tenure and Married Women Teachers at the Brink of the Women's Movement." History of Education Quarterly 42, no. 1 (2002): 50–74. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00100.x.

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On 24 April 1946, Rhode Island Governor John O. Pastore signed “An Act to Guarantee and to Improve the Education of Children and Youth in This State by Providing Continuing Teaching Service.” The law stated that “three successive annual contracts shall be considered evidence of satisfactory teaching and shall constitute a probationary period” after which teachers would be granted tenure. Teachers could be dismissed only “for good and just cause” after they received tenure. However, the law contained one big loophole: it did not “prevent the retirement of any teacher under a rule of the school committee affecting marriage,” in effect leaving local school committees with the authority to fire women teachers as soon as they got married.

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Phelps, Christopher. "Why Did Teachers Organize? Feminism and Socialism in the Making of New York City Teacher Unionism." Modern American History 4, no. 2 (July 2021): 131–58. http://dx.doi.org/10.1017/mah.2021.11.

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What prompted New York City teachers to form a union in the Progressive Era? The founding of the journal American Teacher in 1912 led to creation of the Teachers’ League in 1913 and then the Teachers Union in 1916, facilitating formation of the American Federation of Teachers (AFT). Despite historiographical claims that teacher union drives needed a focus on bread-and-butter issues to succeed, ideals of educational democracy and opposition to managerial autocracy motivated the Teachers’ League. Contrary to claims that early New York City teacher unionism was unrepresentative because dominated by radical male Jewish high-school instructors, heterogeneous majorities of women and elementary school teachers formed the Teachers’ League and Teachers Union leaderships. Board of Education representation, maternity leave, free speech, and pensions were aims of this radically democratic movement led by socialists and feminists, which received demonstrably greater mass teacher support than the conservative feminism of a rival association.

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Wood, D. "Book Review: The Sex Factor: How Women Made the West Rich by Victoria Bateman." Capital & Class 44, no. 1 (March 2020): 121–23. http://dx.doi.org/10.1177/0309816820910010f.

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Pierre, Yvette. "Rooted Pedagogies: Black Women Activist Teachers Planting Seeds." European Scientific Journal, ESJ 14, no. 19 (July 31, 2018): 36. http://dx.doi.org/10.19044/esj.2018.v14n19p36.

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The history of activism on the part of African American women has laid the foundation on which contemporary African American women activists and scholars have developed theories, critiques, and cultural frameworks that challenges pre- established paradigms and epistemologies. This paper focuses on extending the research that begun on African American teacher activists to gain sufficient insight into their political perspectives and how their perspectives were manifested in their personal and professional lives to influence their role as a teacher. This study was informed by black feminist epistemology and it employs portraiture as its research methodology. Data analysis yielded significant findings. The subjects of the study considered those life experiences to be most significant that contributed in developing their critical consciousness as children through the influence of their family, school, and community. Each teacher pointed to the need to teach critical thinking skills so that students of color will be able to establish their places in the world as productive citizens. The pedagogical approaches of the black women activist teachers were theorized and it emerged as a model of Rooted Pedagogies grounded in the historical tradition of black women’s activism. Furthermore, the implications for teacher education and practice were discussed, alongside with the recommendations for future research.

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Hickey, M. Gail. "Reviews of Seattle's Women Teachers of the Interwar Years: Shapers of a Livable City." Oral History Review 32, no. 2 (January 1, 2005): 129–31. http://dx.doi.org/10.1525/ohr.2005.32.2.129.

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Widmer, Ellen, and Dorothy Ko. "Teachers of the Inner Chambers: Women and Culture in Seventeenth-Century China." American Historical Review 101, no. 3 (June 1996): 892. http://dx.doi.org/10.2307/2169541.

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Journal articles on the topic 'Women teachers Victoria History'

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