1st Edition
Education, Identity and Women Religious, 1800-1950 Convents, classrooms and colleges
Foreword Carmen Mangion. Introduction Deirdre Raftery and Elizabeth Smyth 1. Coming to an Edge in History: Writing the History of Women Religious and the Critique of Feminism Phil Kilroy 2. From Kerry to Katong: Transnational Influences in Convent and Novitiate Life for the Sisters of the Infant Jesus, c. 1908-1950 Deirdre Raftery 3. Continuity and Change within the Toronto Convent Academies of the Sisters of St Joseph and the Loretto Sisters, 1847-1950 Elizabeth Smyth 4. Sister Physicians, Education, and Mission in the Mid-twentieth Century Barbra Mann Wall 5. Sisters as Teachers in Nineteenth Century Ireland: The Presentation Sisters Catherine Nowlan Roebuck 6. Sisters and the Creation of American Catholic Identities Margaret Susan Thompson 7. ‘Have Your Children Got Leave to Speak?’: The Teacher Training of New Zealand Dominican Sisters, 1871-1965 Jenny Collins 8. Great Changes, Increased Demands: Education, Teacher Training and the Irish Presentation Sisters Louise O'Reilly 9. The Situational Dimension of the Educational Apostolate and the Configuration of the Learner as a Cultural and Political Subject: The Case of the Sisters of Our Lady of the Missions in the Canadian Prairies Rosa Bruno-Jofre 10. A Path to Perfection: Translations from French by Catholic Women Religious in Nineteenth-century Ireland Michele Milan 11. Mother Gonzaga Barry and Loreto Education in Australia Jane Kelly
Biography
Deirdre Raftery is Chair of Research in the School of Education, University College Dublin, Ireland, and a Fellow of the Royal Historical Society, UK.
Elizabeth M. Smyth is Professor and Vice Dean in the School of Graduate Studies, University of Toronto, Canada.
At the point when the number of women entering religious life continues to di-minish, the editors and authors are to be congratulated on an important addition to the growing research on women religious’ historical experience. As Raftery and Smyth note, the book “represents the energies of scholars who recognise that there is much more work to be done”
Joyce Goodman, Spring 2017 issue (vol.29, no.1) of Historical Studies in Education / Revue d'histoire de l'éducation
