British Froebelian Women from the Mid-Nineteenth to the Twenty-First Century presents a series of critical case studies of individual women who worked and advocated for the cause of Froebelian and progressive pedagogy in Britain from the mid-nineteenth century until the present day. The book presents a compelling picture of how women have contributed in powerful ways to educational life and child-centred practices.
The book examines the beliefs and values of its subjects, offering crucial insights into how these women forged their professional identities and practice as new thinking about education and childhood emerged and considers the differing forms of inspiration they drew from their connections with the Froebelian community.
This book will be of great interest for postgraduate students and academics in the fields of Women's Studies, History of Education/Early Childhood Education and Early Childhood Studies.
List of figures
Series Editor Introduction. Catherine Burke and Jane Martin
Notes on editors and contributors
Foreword. Amy Palmer and Jane Read
Introduction. Identity and Community, Revision and Dissemination: The Evolving Froebel Community in Britain. Amy Palmer and Jane Read
Chapter One. Esther E. Lawrence (1862-1944). Defining and Redefining Froebelian Pedagogy at the Froebel Educational Institute, London. Jane Read
Chapter Two. Clara Grant (1867-1949). Implementing Froebelian Pedagogy in an East London Slum. Amy Palmer
Chapter Three. Grace Owen (1873-1965). Sharing and Fostering Froebelian Principles within the Nursery School Movement. Michelle Palser
Chapter Four. Jeanie P. Slight (1890–1973). Disseminating Revisionist Froebelian Pedagogy. Jane Read
Chapter Five. Enid Blyton (1897-1968). Articulating Froebelian Pedagogy through Literature for Children and Teachers. Amy Palmer
Chapter Six. Molly Brearley (1905-1994). Educating Teachers and Popularising Developmental Approaches in the Post-War Era. Peter Cunningham
Chapter Seven. Elinor Goldschmied (1910-2009). Pioneering Practice for People Under Three and Those Who Care for Them. Peter Elfer and Dorothy Selleck
Chapter Eight. Chris Athey (1924 - 2011). Integrating Piagetian Principles into Froebelian Pedagogy. David Gledhill
Chapter Nine. Tina Bruce (b.1947). Advocating and Practising Froebelian Principles. Kate Hoskins and Sue Smedley
Conclusion. Amy Palmer and Jane Read
This series produces authored and edited collections addressing the meaning and expanding understanding of progressive education, past and present. It includes case studies and explorations of schools, individuals, and networks of influence, considering the meaning of progressivism in education from a variety of standpoints. The series focuses upon experience, aspiration, hope and struggle in this consistently contested area of educational ideology, with a purpose to foreground examples of practice, debate and policy in a global context, drawing from the past to inform the future.