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Littérature scientifique sur le sujet « Women teachers – Europe – History »

Auteur : Grafiati
Publié le 10 mars 2023

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Articles de revues sur le sujet "Women teachers – Europe – History"

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Morris Matthews, Kay, et Kay Whitehead. « Australian and New Zealand women teachers in the First World War ». History of Education Review 48, no 1 (3 juin 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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MOHR, BARBARA A. R. « CLEMENTINE HELM BEYRICH (1825–1896), THE UNUSUAL CASE OF A WOMAN POPULARIZER OF THE GEOSCIENCES DURING THE NINETEENTH CENTURY IN CENTRAL EUROPE ». Earth Sciences History 40, no 1 (1 janvier 2021) : 84–101. http://dx.doi.org/10.17704/1944-6187-40.1.84.

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ABSTRACT During the nineteenth century the role of women was very much restricted. In the geosciences, women were not able to study and thus even less able to publish. Here the work of one female writer is presented who, due to her upbringing in an intellectual family with close connections to the most celebrated scientists in Prussia/Germany, such as Alexander von Humboldt, the mineralogist Christian Samuel Weiss, Ernst Haeckel and many others, was aware of scientific progress and the discussions of the times. Based on her unusual education by teachers and scientists and her intellectual abilities, and knowledge acquired through marriage to a well-established geoscientist, she wrote popular juvenile literature that included geological and palaeontological content. This scientific content was typically woven into fairy tales or novels for adolescent girls and served as a way to spread geoscientific knowledge to a large audience.
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McWebb, Christine. « University of Alberta ». Florilegium 20, no 1 (janvier 2003) : 59–61. http://dx.doi.org/10.3138/flor.20.015.

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Apart from numerous survey courses such as the Histories of Medicine, of Technology, of Art, and the Literature of the European Tradition—all of which span several centuries including the Middle Ages, and are offered by various departments of the Faculty of Arts, there is a fairly strong contingent of special topics courses in medieval studies at the University of Alberta. For example, Martin Tweedale of the Department of Philosophy offers an undergraduate course on early medieval philosophy. There are currently three medievalists in the Department of History and Classics. Andrew Gow regularly teaches courses on late medieval and early modern Europe. John Kitchen is a specialist in medieval religion, medieval intellectual history, the history of Christian holy women and medieval Latin literature. Kitchen currently teaches an undergraduate course on early medieval Europe. Thirdly, J.L. Langdon, a specialist in British Medieval history, teaches a course on the formation of England in which he covers the political, social, economic and religious developments of England from the fifth to the twelfth century.
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Leibo, Steven A., Abraham D. Kriegel, Roger D. Tate, Raymond J. Jirran, Bullitt Lowry, Sanford Gutman, Thomas T. Lewis et al. « Book Reviews ». Teaching History : A Journal of Methods 12, no 2 (5 mai 1987) : 28–47. http://dx.doi.org/10.33043/th.12.2.28-47.

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David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press, 1985. Pp. 406. Paper, $12.95. Review by Michael T. Isenberg of the United States Naval Academy. Howard Budin, Diana S. Kendall and James Lengel. Using Computers in the Social Studies. New York and London: Teachers College Press, 1986. Pp. vii, 118. Paper, $11.95. Review by Francis P. Lynch of Central Connecticut State University. David F. Noble. Forces of Production: A Social History of Industrial Automation. New York and Oxford: Oxford University Press, 1984. Pp. xviii, 409. Paper, $8.95. Review by Donn C. Neal of the Society of American Archivists. Alan L. Lockwood and David E. Harris. Reasoning with Democratic Values: Ethical Problems in United States History. New York and London: Teachers College Press, 1985. Volume 1: Pp. vii, 206. Paper, $8.95. Volume 2: Pp. vii, 319. Paper, $11.95. Instructor's Manual: Pp. 167. Paper, $11.95. Review by Robert W. Sellen of Georgia State University. James Atkins Shackford. David Crocketts: The Man and the Legend. Chapel Hill: The University of North Carolina Press, 1986. Pp. xxv, 338. Paper, $10.95. Review by George W. Geib of Butler University. John R. Wunder, ed. At Home on the Range: Essays on the History of Western Social and Domestic Life. Westport, Connecticut: Greenwood Press, 1985. Pp. xiii, 213. Cloth, $29.95. Review by Richard N. Ellis of Fort Lewis College. Sylvia R. Frey and Marian J. Morton, eds. New World, New Roles: A Documentary History of Women in Pre-Industrial America. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. ix, 246. Cloth, $35.00. Review by Barbara J. Steinson of DePauw University. Elizabeth Roberts. A Woman's Place: An Oral History of Working-Class Women, 1890-1940. New York: Basil Blackwell, 1985. Pp. vii, 246. Paper, $12.95. Review by Thomas T. Lewis of Mount Senario College. Steven Ozment. When Fathers Ruled: Family Life in Reformation Europe. Cambridge, Massachusetts, and London: Harvard University Press, 1983. Pp. viii, 283. Cloth, $17.50; Paper, $7.50. Review by Sanford Gutman of State University of New York, College at Cortland. Geoffrey Best. War and Society in Revolutionary Europe, 1770-1870. New York: Oxford University Press, 1986. Pp. 336. Paper, $9.95; Brian Bond. War and Society in Europe, 1870-1970. New York: Oxford University Press, 1986. Pp. 256. Paper, $9.95. Review by Bullitt Lowry of North Texas State University. Edward Norman. Roman Catholicism in England: From the Elizabethan Settlement to the Second Vatican Council. Oxford and New York: Oxford University Press, 1986. Pp. 138. Paper, $8.95; Karl F. Morrison, ed. The Church in the Roman Empire. Chicago and London: University of Chicago Press, 1986. Pp. viii, 248. Cloth, $20.00; Paper, $7.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Keith Robbins. The First World War. New York and Oxford: Oxford University Press, 1984. Pp. 186. Paper, $6.95; J. M. Winter. The Great War and the British People. Cambridge: Harvard University Press, 1986. Pp. xiv, 360. Cloth, $25.00. Review by Roger D. Tate of Somerset Community College. Gerhardt Hoffmeister and Frederic C. Tubach. Germany: 2000 Years-- Volume III, From the Nazi Era to the Present. New York: The Ungar Publishing Co., 1986. Pp. ix, 279. Cloth, $24.50. Review by Abraham D. Kriegel of Memphis State University. Judith M. Brown. Modern India: The Origins of an Asian Democracy. Oxford and New York: Oxford University Press, 1985. Pp. xvi, 429. Cloth, $29.95; Paper, $12.95. Review by Steven A. Leibo of Russell Sage College.
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Eggert, Jennifer Philippa. « Researching Terrorism and Political Violence ». Exchanges : The Interdisciplinary Research Journal 6, no 1 (1 novembre 2018) : 11–16. http://dx.doi.org/10.31273/eirj.v6i1.266.

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Professor Louise Richardson is a political scientist focusing on terrorism and political violence. She became Vice-Chancellor of the University of Oxford in January 2016, having previously served at the Universities of St. Andrews and Harvard. She has written widely on international terrorism, British foreign and defence policy, security, and international relations. Professor Richardson holds a BA in History from Trinity College Dublin, an MA in Political Science from UCLA as well as an MA and PhD in Government from Harvard University. She visited the University of Warwick in November 2017 to deliver a talk on her career and being a female leader, as part of the University’s ‘Inspiring Women’ series. In this interview, she speaks about research on terrorism and political violence; how approaches to terrorism studies differ between the US and Europe; how the discipline has changed since the 1970s; the importance of interdisciplinary approaches to the study of terrorism and political violence; whether terrorism studies are a distinct discipline; differences between terrorism and conflict studies; and what makes a good university teacher. Photograph credit: OUImages/John Cairns
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Leyser, H. « Women in Medieval Europe ». English Historical Review 119, no 481 (1 avril 2004) : 497–98. http://dx.doi.org/10.1093/ehr/119.481.497.

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

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Background. А history of the development of the human community is at the same time a history of the relationship between men and women, their role in society, in formation of mindset, development of science, technology and art. A woman’s path to the recognition of her merits is a struggle for equality and inclusion in all sectors of public life. Originated with particular urgency in the twentieth century, this set of problems gave impetus to the study of the female phenomenon in the sociocultural space. In this context, the disclosure of the direct contribution of talented women to art and their influence on its development has become of special relevance. The purpose of the article is to summarize segmental of information that highlights the contribution of women to the treasury of world art, their creative and inspiring power. Analytical, historical-biographical and comparative studying methods were applied to reveal the gender relationships in art and the role of woman in them as well as in the sociocultural space in general. The results from this study present a panorama of gifted women from the world of art and music who paved the way for future generations. Among them are: A. Gentileschi (1593–1653), who was the first woman admitted to The Florence Academy of Art; M. Vigee Le Brun (1755–1842), who painted portraits of the French aristocracy and later became a confidant of Marie-Antoinette; B. Morisot (1841–1895), who was accepted by the impressionists in their circle and repeatedly exhibited her works in the Paris Salon; F. Caccini (1587–1640), who went down in history as an Italian composer, teacher, harpsichordist, author of ballets and music for court theater performances; J. Kinkel (1810–1858) – the first female choral director in Germany, who published books about musical education, composed songs on poems of famous poets, as well as on her own texts; F. Mendelssohn (1805–1847) – German singer, pianist and composer, author of cantatas, vocal miniatures of organ preludes, piano pieces; R. Clark (1886–1979) – British viola player and composer who created trio, quartets, compositions for solo instruments, songs on poems of English poets; L. Boulanger (1893–1918) became the first woman to receive Grand Prix de Rome; R. Tsekhlin (1926–2007) – German harpsichordist, composer and teacher who successfully combined the composition of symphonies, concerts, choral and vocal opuses, operas, ballets, music for theatrical productions and cinema with active performing and teaching activities, and many others. The article emphasise the contribution of women-composers, writers, poetesses to the treasury of world literature and art. Among the composers in this row is S. Gubaidulina (1931), who has about 30 prizes and awards. She wrote music for 17 films and her works are being performed by famous musicians around the world. The glory of Ukrainian music is L. Dychko (1939) – the author of operas, oratorios, cantatas, symphonies, choral concertos, ballets, piano works, romances, film music. The broad famous are the French writers: S.-G. Colette (1873–1954), to which the films were devoted, the performances based on her novels are going all over the world, her lyrics are being studied in the literature departments. She was the President of the Goncourt Academy, Chevalier of the Legion of Honour, a square in the center of Paris is named after her. Also, creativity by her compatriot, L. de Vilmorin (1902–1969), on whose poems С. Arrieu, G. Auric, F. Poulenc wrote vocal miniatures, is beloved and recognized as in France as and widely abroad. The article denotes a circle of women who combined the position of a selfsufficient creator and a muse for their companion. M. Verevkina (1860–1938) – a Russian artist, a representative of expressionism in painting, not only helped shape the aesthetic views of her husband A. Yavlensky, contributing to his art education, but for a long time “left the stage” for to not compete with him and help him develop his talent fully. Furthermore, she managed to anticipate many of the discoveries as for the use of light that are associated with the names of H. Matisse, A. Derain and other French fauvist. F. Kahlo (1907–1954), a Mexican artist, was a strict critic and supporter for her husband D. Rivera, led his business, was frequently depicted in his frescoes. C. Schumann (1819–1896) was a committed promoter of R. Schumann’s creativity. She performed his music even when he was not yet recognized by public. She included his compositions in the repertoire of her students after the composer lost his ability to play due to the illness of the hands. She herself performed his works, making R. Schumann famous across Europe. In addition, Clara took care of the welfare of the family – the main source of finance was income from her concerts. The article indicates the growing interest of the twentieth century composers to the poems of female poets. Among them M. Debord-Valmore (1786–1859) – a French poetess, about whom S. Zweig, P. Verlaine and L. Aragon wrote their essays, and her poems were set to music by C. Franck, G. Bizet and R. Ahn; R. Auslender (1901–1988) is a German poetess, a native of Ukraine (Chernovtsy city), author of more than 20 collections, her lyrics were used by an American woman-composer E. Alexander to write “Three Songs” and by German composer G. Grosse-Schware who wrote four pieces for the choir; I. Bachmann (1926–1973) – the winner of three major Austrian awards, author of the libretto for the ballet “Idiot” and opera “The Prince of Hombur”. The composer H. W. Henze, in turn, created music for the play “Cicadas” by I. Bachmann. On this basis, we conclude that women not only successfully engaged in painting, wrote poems and novels, composed music, opened «locked doors», destroyed established stereotypes but were a powerful source of inspiration. Combining the roles of the creator and muse, they helped men reach the greatest heights. Toward the twentieth century, the role of the fair sex representatives in the world of art increased and strengthened significantly, which led Western European culture to a new round of its evolution.
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Weiler, Kathleen. « Women'S History and the History of Women Teachers ». Journal of Education 171, no 3 (octobre 1989) : 9–30. http://dx.doi.org/10.1177/002205748917100303.

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

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

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

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BOZINIS, ANDIÑACH Maria. « Balancing family and work in Greece, Italy and Spain : a study of the experiences in teachers and doctors careers ». Doctoral thesis, European University Institute, 2007. http://hdl.handle.net/1814/6993.

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Defence date: 2 February 2007
Examining Board: Professor Jaime Reis; Professor Michael Anderson; Professor Maria Karamessini; Professor Martin Kohli
PDF of thesis uploaded from the Library digital archive of EUI PhD theses
In this study I explore the low participation rates of southern women in paid work during the 1970s, 1980s, 1990s through the phenomenon of work-family conflict in an 'unconventional' way.
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Dunn, Kimberlee Harper. « Germanic Women : Mundium and Property, 400-1000 ». Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5378/.

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Abstract Many historians would like to discover a time of relative freedom, security and independence for women of the past. The Germanic era, from 400-1000 AD, was a time of stability, and security due to limitations the law placed upon the mundwald and the legal ability of women to possess property. The system of compensations that the Germans initiated in an effort to stop the blood feuds between Germanic families, served as a deterrent to men that might physically or sexually abuse women. The majority of the sources used in this work were the Germanic Codes generally dated from 498-1024 AD. Ancient Roman and Germanic sources provide background information about the individual tribes. Secondary sources provide a contrast to the ideas of this thesis, and information.
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Rakhit, Anuradha. « The career experiences of Asian women teachers : a life-history approach ». Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36350/.

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This thesis explores the career perceptions and experiences of 20 experienced Asian women teachers who had commenced their careers in the last 25 years. By focusing on the accounts / stories of those Asian women teachers, I have attempted to answer the question: What is it like to be a black teacher in British schools? The stories were collected through a series of life-history interviews. Early research on the educational experience of black people in Britain focused more or less exclusively on schooling and 'black underachievement'. All tended to locate the problem and its solutions, within black children, their families and cultures, hence isolating 'race' issues from those of gender and social class. The research also have tended to continue to focus on pupils in schools and on those who are seen to have failed within the system. Instead, this study examines the experiences of Asian women teachers who had largely succeeded in their education. Despite the fact that my interviewees did not comprise a homogeneous group, there was uniformity regarding their perceptions of their career experiences and the way they related to their social environment. The Asian women teachers in this study encountered barriers at all stages in their careers and faced racism, albeit in different forms and guises. These teachers were perceived by white colleagues, parents and pupils as being the inferior 'Other'. In addition, apart from the overt, wounding type of racism, they were subjected to institutionalized racism, which denied them their dignity and made professional advancement very difficult. Many of these teachers often had to find alternative routes to promotion, in multicultural areas of teaching and not in mainstream section. They, sometimes, had to survive in hostile environments. But they all succeeded despite the system, rather than because of it. Success was often made at considerable personal cost, and with great determination and commitment. The study concludes that the experiences of these teachers were racially affected. A number of generalised patterns regarding their career developments and on the articulations of racism in their working lives emerge from these biographies and are discussed in this thesis. However, despite the existence of structural racism in society, the Asian teachers in this study found different ways of managing and responding to it.
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McCune, Mary. « Charity work as nation-building : American Jewish Women and the crises in Europe and Palestine, 1914-1930 / ». The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488194825666022.

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McCrum, Elizabeth M. « Teaching history in postmodern times : history teachers' thinking about the nature and purposes of their subject ». Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6266/.

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This thesis investigates how secondary school history teachers at the start of their teaching careers view the nature and purposes of their subject and how they think these views impact on their practice. Data were collected through in depth individual qualitative interviews with eleven teachers completing their initial training. These focused on: how these beginning teachers conceived of the nature of their discipline; the rationale they presented for the purposes of their subject in the school curriculum; the origins of their views on the nature and purposes of history; and how they are manifest in what and how they teach. In order to maintain coherence and to represent the richness and complexity of each teacher's own story these were written, analysed and presented as narrative accounts. A summary is given of each the accounts with three presented in full. The accounts show these beginning history teachers' views on the nature of history as reflecting the dominant discourse that characterises history as an academic subject, being largely Constructionist and emphasising the objective analysis of historical evidence. The teachers' rationales for the purpose of history emphasised broader educational, social and moral purposes. More postmodern perspectives are apparent in the emphasis given to the importance of historical interpretations. Family background, lived experiences, literature and the media are significant influences on the teachers' beliefs about the nature and purposes of history. These beliefs seem to impact on classroom practice and pupil learning in the subject. They influence teaching style, choice of learning activities and the areas of historical understanding emphasised, with, for example, views of the past as an uncontested body of knowledge leading to a pedagogy dominated by the transmission of substantive knowledge; and views which emphasise the more constructed nature of history leading to more pupil centred skills based approaches. Teachers' views on the nature and purpose of the subject are a significant influence on their mediation of the National Curriculum. The National Curriculum for History has increasingly provided opportunities for interpretations more sympathetic to the postmodern orientation but research and inspection evidence suggest that these opportunities are often poorly realised in schools. One reason for this is proposed as history teachers' lack of engagement with postmodern perspectives on history. It is important for teachers to engage with such approaches as without further consideration of their implications history teachers are unable to teach aspects of secondary History. Teachers also need to recognise and make explicit different orientations towards history in order to facilitate pupil learning, to engage pupils and to provide them with the skills necessary to be critical consumers of the range of histories presented to them in society. The research has implications for history teaching, pupil learning and the initial training and professional development of teachers. The case is made for further consideration being given to postmodern perspectives on the nature of history in initial and continuing teacher education in order to improve teaching and learning. The initial teacher education of history teachers needs to ensure that those on programmes have the syntactical knowledge necessary to develop effective teaching strategies and approaches, to enable pupil learning, and to develop their own subject knowledge and ability to reflect on their own practice and development. This research also emphasises the need for all those involved in training to critically engage with subject orientations as where beginning teachers' beliefs conflict with the dominant discourse of history teaching this can lead to problematic experiences of teaching and of teacher training.
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Fischer-Kamel, Doris Sofie 1934. « THE MIDWIFE IN HISTORY WITH SPECIAL EMPHASIS ON PRACTICE IN MEDIEVAL EUROPE AND IN THE ISLAMIC WORLD ». Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276411.

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Cheng, Huei-Chun. « A life history study of Taiwanese female teachers' identities from a poststructural feminist perspective ». Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610081.

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Polzella, Annie Kristina. « Self-Representation of Women in Eighteenth-Century Europe : Lady Anna Miller and the Grand Tour ». Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6746.

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The Grand Tour is known to scholars as a significant period of travel in which members of English society could immerse themselves in the foreign, while also adhering to established social customs. Scholarship previously regarded the Grand Tour as an intellectual journey for aristocratic Englishmen; however, an incorporation of women into this narrative has introduced many new and important themes that merit further study. Women’s increasing participation in the Grand Tour, which gained in popularity in the eighteenth century, reveals many unique aspects of British society in the period. The integration of women into the Tour is also an indication of increased mobility for an emerging class of Britons who sought amusement and distinction abroad. Cultural identity played an active role in not only shaping the traveler’s experience but also in dictating how travelers represented themselves on their journey. Traveler’s served as cultural intermediaries that represented their country while abroad and transported aspects of the foreign societies they encountered home with them. While cultural identity certainly shaped perceptions of travelers, this work endeavors to bring into focus additional points of analysis and emphasize emerging areas of study. The appropriation of foreign objects and the significance of their integration into domestic life and social practices, the pursuit of amusement and that pursuit’s influence on the Tour experience, and the essential role played by the body as another category of experience in travel are all areas of interest and focus in this additional interpretation of the Grand Tour.
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Pass, Andrea Rose. « British women missionaries in India, c.1917-1950 ». Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:4777425f-65ef-4515-8bfe-979bf7400c08.

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Although by 1900, over 60% of the British missionary workforce in South Asia was female, women’s role in mission has often been overlooked. This thesis focuses upon women of the two leading Anglican societies – the high-Church Society for the Propagation of the Gospel (SPG) and the evangelical Church Missionary Society (CMS) – during a particularly underexplored and eventful period in mission history. It uses primary material from the archives of SPG at Rhodes House, Oxford, CMS at the University of Birmingham, St Stephen’s Community, Delhi, and the United Theological College, Bangalore, to extend previous research on the beginnings of women’s service in the late-nineteenth century, exploring the ways in which women missionaries responded to unprecedented upheaval in Britain, India, and the worldwide Anglican Communion in the 1920s, 1930s, and 1940s. In so doing, it contributes to multiple overlapping historiographies: not simply to the history of Church and mission, but also to that of gender, the British Empire, Indian nationalism, and decolonisation. Women missionaries were products of the expansion of female education, professional opportunities, and philanthropic activity in late-nineteenth and early-twentieth century Britain. Their vocation was tested by living conditions in India, as well as by contradictory calls to marriage, career advancement, familial duties, or the Religious Life. Their educational, medical, and evangelistic work altered considerably between 1917 and 1950 owing to ‘Indianisation’ and ‘Diocesanisation,’ which sought to establish a self-governing ‘native’ Church. Women’s absorption in local affairs meant they were usually uninterested in imperial, nationalist, and Anglican politics, and sometimes became estranged from the home Church. Their service was far more than an attempt to ‘colonise’ Indian hearts and minds and propagate Western ideology. In reality, women missionaries’ engagement with India and Indians had a far more profound impact upon them than upon the Indians they came to serve.
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Short, R. M. « Female criminality 1780-1830 ». Thesis, University of Oxford, 1989. http://ora.ox.ac.uk/objects/uuid:6e575ce9-f164-48c9-9955-3cf5eab4808b.

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This thesis studies aspects of women's criminal behaviour during the period from 1780-1830, using the criminal court records from two juridical areas: the City of London and the county of Berkshire. It considers all types of indictable crime, that tried in the local quarter session court and in the assize (high) court. It first establishes the numerical significance of female crime, which accounted for as little as one tenth of all indictments, with some variation between different courts and urban and rural areas. It also establishes some characteristics of female criminals, their age, marital status and place of birth. Compared to men, women's crime was less concentrated in the years of early adulthood, though the ill-defined nature of marriage among the lower orders at this period makes it difficult to establish any firm conclusions about the influence of marriage on a woman's criminal career. To attempt to explain these patterns, this work studies the social context of women's criminal activity, for this purpose separating property and violent crime. In the former case, a stress upon the practical, organizational aspects of crime suggests correlations between criminal potential and wider social freedoms. In the field of violent crime, women's involvement was more prevalent than might have been expected, challenging the notion that women's experience of violence is predominantly as a victim. Finally, the idea that women's lenient treatment by prosecutors accounts for their absence from the criminal records is addressed. From media accounts of women's crime there is evidence of a general disinclination to invest women with any criminal potential. A study of sentencing patterns reveals that women were less likely to be harshly treated that their male counterparts, though with some variation between crime types. It is argued however tha it is women's lesser criminal capacity, pre-determined by her social position, which creates these patterns, rather than the "chivalry" of male prosecutors.
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Livres sur le sujet "Women teachers – Europe – History"

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Crotti, Claudia. Lehrerinnen--frühe Professionalisierung : Professionsgeschichte der Volksschullehrerinnen in der Schweiz im 19. Jahrhundert. Bern : Lang, 2005.

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Serra, Josep Varela i. Maria Rúbies o el repte constant : Política, religió, i pedagogia a la Catalunya del segle XX. Lleida : Pagès Editors, 2008.

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Serra, Josep Varela i. Maria Rúbies o el repte constant : Política, religió, i pedagogia a la Catalunya del segle XX. Lleida : Pagès Editors, 2008.

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Women teachers and popular education in nineteenth-century France : Social values and corporate identity at the normal school institution. Newark : University of Delaware Press, 1995.

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Giulia, la prima donna : Sulle protoelettrici italiane ed europee. Venezia : Marsilio, 2017.

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Elizabeth, Thompson Victoria, dir. Women in nineteenth-century Europe. Houndmills, Basingstoke, Hampshire : Palgrave Macmillan, 2005.

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Renate, Bridenthal, Stuard Susan Mosher et Wiesner Merry E. 1952-, dir. Becoming visible : Women in European history. 3e éd. Boston : Houghton Mifflin, 1998.

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Macdonald, Fiona. Women in 19th-century Europe. New York : Peter Bedrick Books, 1999.

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Women in eighteenth-century Europe. Harlow, England : Pearson Longman, 2009.

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Professional knowledge and educational restructuring in europe. Rotterdam : Sense Publishers, 2011.

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Chapitres de livres sur le sujet "Women teachers – Europe – History"

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Keep, J. L. H. « Eastern Europe ». Dans Handbook for History Teachers, 926–27. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-148.

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Bradbury, J. « Medieval Europe ». Dans Handbook for History Teachers, 579–81. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-81.

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Hay, Denys. « Europe : General ». Dans Handbook for History Teachers, 866–68. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-140.

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Kenningham, Ishbel M. « Europe : to 1500 ». Dans Handbook for History Teachers, 364–69. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-44.

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Kekewich, Margaret. « Europe : 1500-1789 ». Dans Handbook for History Teachers, 370–79. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-45.

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Kekewich, Margaret. « Europe : 1610-1815 ». Dans Handbook for History Teachers, 588–92. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-83.

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Dorothy, G. Ρask. « Europe : 1815-1914 ». Dans Handbook for History Teachers, 593–97. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-84.

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Bearman, G. W. L. « Europe : 1914-68 ». Dans Handbook for History Teachers, 598–601. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-85.

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Lee, Hilda I. « Europe : 1815-1914 ». Dans Handbook for History Teachers, 900–911. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-145.

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Ramsey, Peter. « Europe : 1494-1610 ». Dans Handbook for History Teachers, 878–82. London : Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-142.

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Actes de conférences sur le sujet "Women teachers – Europe – History"

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

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Lagno, Anna. « Polish Women Adaptation Strategies During World War II ». Dans Woman in the heart of Europe : non-obvious aspects of gender in the history and culture of Central Europe and adjacent regions. Institute of Slavic Studies, Russian Academy of Sciences, 2022. http://dx.doi.org/10.31168/0475-6.17.

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Poluboyarinova, Larisa. « Austrian Spa Texts and the Problem of Women ». Dans Woman in the heart of Europe : non-obvious aspects of gender in the history and culture of Central Europe and adjacent regions. Institute of Slavic Studies, Russian Academy of Sciences, 2022. http://dx.doi.org/10.31168/0475-6.25.

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Rokina, Galina. « The path of women in Slovakia : from "Živena" to Zuzana Czaputova ». Dans Woman in the heart of Europe : non-obvious aspects of gender in the history and culture of Central Europe and adjacent regions. Institute of Slavic Studies, Russian Academy of Sciences, 2022. http://dx.doi.org/10.31168/0475-6.27.

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Saprikina, Olga. « Women on the Habsburg Throne : Historiographical and Artistic Images of the Austrian Rulers ». Dans Woman in the heart of Europe : non-obvious aspects of gender in the history and culture of Central Europe and adjacent regions. Institute of Slavic Studies, Russian Academy of Sciences, 2022. http://dx.doi.org/10.31168/0475-6.28.

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Ragozin, German. « Women Rulers and Members of Ruling Dynasties in Josef von Hormair's Austrian Plutarch (1807–1812) ». Dans Woman in the heart of Europe : non-obvious aspects of gender in the history and culture of Central Europe and adjacent regions. Institute of Slavic Studies, Russian Academy of Sciences, 2022. http://dx.doi.org/10.31168/0475-6.26.

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Čović, Branimir, et Larisa Čović. « On the Position of Women From the Domostroy to the Present in Proverbs and Sayings of the Russian and Serbian Languages (in Search of the Closest Functional and Semantic Equivalents of Proverbs About Women When Translated From Russian Into a Closely Related Serbian Language) ». Dans Woman in the heart of Europe : non-obvious aspects of gender in the history and culture of Central Europe and adjacent regions. Institute of Slavic Studies, Russian Academy of Sciences, 2022. http://dx.doi.org/10.31168/0475-6.33.

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Francesco Cherchi, Pier, Marco Lecis et Marco Moro. « Research and Teaching as Actions Supporting the Specificity of a Territory : Developing a Design and Pedagogic Strategy for the Abandoned Mining Landscapes of Sardinia ». Dans 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.38.

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This paper illustrates a case study of teaching and research applied to the abandoned mining landscapes of the Sulcis area, located in the south-east side of Sardinia, one of the poorest in Europe. Although the region’s critical condition in the present, the area is nevertheless extremely rich in fascination and history. It offers unique natural landscapes, mostly pristine, a variety of archeological sites and, as mentioned, the ruins of the mining installations. All of this makes fore-seeable a concrete possibility of regeneration for the area, based on tourism, one of the island primary resources. The local institutions of Sulcis started a partnership with the University of Cagliari aiming to pursuit not just a practical and economical outcome in the immediate present, more a cultural and deeper rescue with a wider perspective. In the following pages, we present our academic activities in this mark and how we managed to guarantee fruitful superpositions of pedagogy, design, and research in our work within this kind of cooperation.Our focus is, therefore, the relationship between researching and teaching activities and the actions in support of the territory, pursued in a joint venture with the political institution. During these experiences, we defined a strategy to intercross these different layers, bringing the real and concrete dimension into our classroom, sharing our work with the students, and, at the same time, transferring the fruits of the teaching experiences to the territory. The correspondence between these two levels is not free of ambiguity and contradictions, however, we are convinced that it might show very important and fruitful outcomes.
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Pillay, Nischolan, et Yashaen Luckan. « The Practicing Academic : Insights of South African Architectural Education ». Dans 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.

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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?
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Craciun, Dana, et Nicolae Hurduzeu. « BRINGING HISTORY TO LIFE THROUGH ICT RESOURCES AND AUGMENTED REALITY ». Dans eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-180.

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The internet represents an exceptional support for history teaching activities as it provides access to information from all fields of knowledge and activity, huge research and documenting possibilities, real time information updates, large grounds for imagination, creativity and resolute anticipation all while developing communicational informational processing competencies. According to the Horizon Report Europe 2014 - Schools Edition, the current tendencies in integrating ICT in education target open educational resource (OER) usage, the development of hybrid learning designs and a re-evaluation of the role of the teacher as a mentor and facilitator of the learning process. The access to OERs and various online applications can be a real support for history teachers by helping them improve the design of their lessons so that can engage and motivate students more efficiently. However, it also represents an opportunity for students to learn in a new, exciting way which can lead to the development of the necessary 21st century skills (learning, life and carrier skills). Students can use ICT to search and select information and data sources during their history studies. This information can then be further refined and presented in class. Hence, ICT extends the range of tools and techniques which students can utilize when sharing their understanding of history, knowing that solid sources, a good, arguments-based presentation of the findings and a strong conclusion are of outmost importance. The way students interact with this information is shaped by the visualization technologies employed. Through the use of advanced visualization technologies such as augmented reality (AR), students can interact with and manipulate the information more easily by involving more than just their visual senses. Augmented reality has already been successfully used in archeology (for the digital reconstruction of ancient constructions), architecture (for the digital display of future buildings and projects) or in large museums to facilitate the access of visitors to additional information about the works of interest. Starting from the above mentioned ideas, the present study offers several possibilities in which ICT and AR can be used in order to create authentic learning experiences within history classes, while also presenting and analyzing several free visualization applications such as ZooBurst and Wikitude.
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