This book tackles the theoretical debates on gender, class, etc. It is a multi-level, nuanced analysis which takes into account the complexity of women's lives between 1870, when state education began, and 1930.
Originally published in 1993. This book shows, through the oral histories of ordinary women teachers, that effective prescriptions for change do not come simply from policy-makers. The author focuses on the narratives of three groups of teachers in the USA: Catholic nuns; secular Jewish women; and Black women. For each of these the individual teachers’ narratives have been examined for constructions common to the group and these patterns are assembled into a discourse. Teachers’ self-identities are considered, as are their assessments of the institutions in which they have worked, and their relationships with the pupils. The text examines how the social role of the teacher is constructed by the lives of these women. Incorporating this perspective of diversity into the educational debate, this book argues that these less dominant but important voices shouldn’t be ignored.
Women teachers were key players in twentieth century feminism. They fought for women's suffrage before the First World War and continued their vigorous campaigns for equal pay, equal promotion opportunities and abolition of the marriage bar into the less promising political environment of the 1920s and 1930s. This book is the first to offer a detailed assessment of why women teachers were so politically active, and makes an important contribution to the literature on women's politicisation. Drawing on interviews with women teachers (in state elementary and secondary schools) as well as the records of teachers' associations and central and local government, it explores the tensions in the relationship between their position at the workplace and their family lives and unravels the connections and dissonances between how they saw themselves as both women and professional teachers.
With the onset of a more conservative political climate in the 1980s, social and especially labour history saw a decline in the popularity that they had enjoyed throughout the 1960s and 1970s. This led to much debate on its future and function within the historical discipline as a whole. Some critics declared it dead altogether. Others have proposed a change of direction and a more or less exclusive focus on images and texts. The most constructive proposals have suggested that labour history in the past concentrated too much on class and that other identities of working people should be taken into account to a larger extent than they had been previously, such as gender, religion, and ethnicity. Although class as a social category is still as valid as it has been before, the questions now to be asked are to what extent non-class identities shape working people's lives and mentalities and how these are linked with the class system. In this volume some of the leading European historians of labour and the working classes address these questions. Two non-European scholars comment on their findings from an Indian, resp. American, point of view. The volume is rounded off by a most useful bibliography of recent studies in European labour history, class, gender, religion, and ethnicity.
Las tediosas vacaciones de verano en la casa de los tâios de Harry todavâia no han acabado cuando Harry presiente que algo extraäno estâa sucediento en academia Hogwarts. Cuando por fin comienza otro curso en el famoso colegio de magia y hechicerâia, sus temores vuelven realidad.