1792 Pages
    by Routledge

    If a primary objective of feminism is to expose and challenge the social relations of power embedded in all spheres of life, then an exploration of the issues attached to female education is a vital aspect of such a project. Indeed, ‘women and education’ is now an established—and flourishing—domain of study. And as academic thinking continues to develop, this new title in Routledge’s acclaimed series, Major Themes in Education, meets the need for an authoritative reference work to make sense of the subject’s vast literature and the continuing explosion in research output.

    Edited by two leading scholars in the field, Women and Education is a four-volume collection of foundational and cutting-edge contributions. Issues affecting women and education cannot be analysed in territorial isolation; while it is possible in many parts of the Western world to cite evidence of widening opportunities, choices, and potential in women’s lives, the gendered nature of educational provision, practice, and thought is often more starkly apparent in less developed parts of the world. Consequently, the collection adopts an explicitly international approach to explore fully the complexities of the educational experience, its gendered history, and its particular implications and interpretations in specific societies and locations. The collection’s temporal scope is similarly ambitious. Moreover, Women and Education is further distinguished by the inclusion of autobiographical works to capture the experience of education as a broad societal process, and not simply as formal schooling.

    Volume one Space, Place, and Time is a theoretical and historical framework for the collection. Taken together, the materials gathered here constitute a sophisticated and versatile toolbox of ideas for theory-building and research. This volume, in particular, will be an invaluable tool for researchers and students of feminist theory and research methods, and for users across the social sciences concerned with issues of gender. Volume two Pupils, Students, and Learning brings together key studies in gender and education. In particular, this volume explores past experiences through autobiography and life history, and investigates gender dynamics within schools. Volume three Teachers and Teaching, meanwhile, focuses on the culture and politics of work. It presents essential findings into processes and pedagogy and gathers critical research on women teachers’ expectations, their struggles to achieve equality, and attempts to change practice. The last volume in the collection Politics and Policies contains a selection of materials that discuss the history and gendered nature of education policies. Presenting a range of views, the work gathered in Volume IV illuminates women’s place in the development of educational traditions, reforms, and theories, and examines their role as educational policy-makers.

    With a full index, together with a comprehensive introduction, newly written by the editors, which places the collected material in its historical and intellectual context, Women and Education is an indispensable work of reference. It will be welcomed as a crucial database permitting rapid access to less familiar—and sometimes overlooked—texts. It will also be valued as a vital one-stop research and pedagogic resource for researchers and students of education, women’s studies, and social history, as well as for practising teachers and policy-makers.

    Volume I: Space, Place, and Time

    1. L. Eisenmann, ‘Creating a Framework for Interpreting US Women’s Educational History: Lessons from Historical Lexicography’, History of Education, 2001, 30, 5, 453–70.

    2. T. Fitzgerald, ‘Archives of Memory and Memories of Archive: CMS Women’s Letters and Diaries 1823–35’, History of Education, 2005, 34, 6, 657–74.

    3. J. Goodman, ‘Languages of Female Colonial Authority: The Educational Networks of the Ladies Committee of the British and Foreign School Society, 1813–1837’, Compare, 2000, 30, 7–19.

    4. J. Harford, ‘An Experiment in the Development of Social Networks for Women: Women’s Colleges in Ireland in the Nineteenth Century’, Paedagogica Historica, 2007, 43, 3, 365–81.

    5. M. Hilton, ‘Revisioning Romanticism: Towards a Women’s History of Progressive Thought, 1780–1850’, History of Education, 2001, 30, 5, 471–87.

    6. K. Maloney, ‘A Feminist Looks at Education: The Educational Philosophy of Charlotte Perkins Gilman’, Teachers College Record, 1998, 99, 3, 514–36.

    7. J. R. Martin, ‘Excluding Women from the Educational Realm’, Harvard Educational Review, 1982, 52, 2, 133–48.

    8. A. Mackinnon, ‘Shaking the Foundations: On the (Im)possibility of Writing a History of Women in Higher Education’, History of Education Review, 1999, 28, 1, 1–16.

    9. J. McLeod, ‘The Promise of Freedom and the Regulation of Gender: Feminist Pedagogy in the 1970s’, Gender and Education, 1998, 10, 4, 431–45.

    10. R. Rogers, ‘Schools, Discipline and Community: Diary-Writing and Schoolgirl Culture in Late Nineteenth-Century France’, Women’s History Review, 1995, 4, 4, 525–55.

    11. K. Rousmaniere, ‘Being Margaret Haley, Chicago, 1903’, Paedagogica Historica, 1999, 39, 1–2, 5–18.

    12. J. W. Scott, ‘Women’s History’, in P. Burke (ed.), New Perspectives in Historical Writing (Polity Press, 2001), pp. 43–70.

    13. D. Smith, ‘A Peculiar Eclipsing: Women’s Exclusion from Man’s Culture’, Women’s Studies International Quarterly, 1978, 1, 281–95.

    14. L. T. Smith, ‘Connecting Pieces: Finding the Indigenous Presence in the History of Women’s Education’, in K. Weiler and S. Middleton (eds.), Telling Women’s Lives: Narrative Inquiries in the History of Women’s Education (Open University Press, 1999), pp. 60–72.

    15. S. Spencer, ‘Schoolgirl to Career Girl: The City as Educative Space’, Paedagogica Historica, 2003, 39, 1–2, 121–33.

    16. D. Stratigakos, ‘"I Myself Want to Build": Women, Architectural Education and the Integration of Germany’s Technical Colleges’, Paedagogica Historica, 2007, 43, 6, 727–56.

    17. M. Tamboukou, ‘Spacing Herself: Women in Education’, Gender and Education, 1999, 11, 2, 125–39.

    18. V. Walkerdine, ‘Some Day My Prince Will Come: Young Girls and the Preparation for Adolescent Sexuality’, Schoolgirl Fictions (Verso, 1990), pp. 87–106.

    19. R. Watts, ‘"Suggestive Books": The Role of the Writings of Mary Somerville in Science and Gender History’, Paedagogica Historica, 2002, 38, 1, 162–86.

    Volume II: Pupils, Students, and Learning

    20. D. A. Almeida, ‘The Hidden Half: A History of Native American Women’s Education’, Harvard Educational Review, 1997, 67, 4, 757–71.

    21. S. Baker and B. Brown, ‘Harbingers of Feminism? Gender, Cultural Capital and Education in Mid-Twentieth-Century Rural Wales’, Gender and Education, 2009, 21, 1, 63–79.

    22. M. Cohen, ‘Familiar Conversation: The Role of the "Familiar Format" in Eighteenth- and Nineteenth-Century Britain’, in M. Hilton and J. Shefrin (eds.), Educating the Child in Enlightenment Britain (Ashgate, 2009), pp. 99–116.

    23. E. Greenberg, ‘Educating Muslim Girls in Mandatory Jerusalem’, International Journal of Middle Eastern Studies, 2004, 36, 1–19.

    24. J. Harvey, ‘Domestic Queens and Warrior Wives: Imperial Role-Models for Spanish Schoolgirls During the Early Francoist Regime (1940s–50s)’, History of Education, 2008, 37, 2, 277–93.

    25. A. Jacobs, ‘Examinations as Cultural Capital for the Victorian Schoolgirl: "Thinking with Bourdieu"’, Women’s History Review, 2001, 16, 2, 245–61.

    26. L. M. Perkins, ‘The African American Female Elite: The Early History of African American Women in the Seven Sister Colleges, 1880–1960’, Harvard Educational Review, 1987, 67, 4, 718–56.

    27. L. Perriton, ‘The Education of Women for Citizenship: The National Federation of Women’s Institutes and the British Federation of Business and Professional Women 1930–1959’, Gender and Education, 2009, 21, 1, 81–95.

    28. K. Pickles, ‘Exhibiting Canada: Empire, Migration and the 1928 English Schoolgirl Tour’, Female Imperialism and National Identity: Imperial Order Daughters of the Empire (Manchester University Press, 2002), pp. 75–90.

    29. J. Purvis, ‘Working-Class Women and Adult Education in Nineteenth-Century Britain’, History of Education, 1980, 9, 3, 193–212.

    30. S. N. Robinson, ‘Old World Influences on the Attitudes Towards Schooling in the New World’, History of Immigrant Female Students in Chicago Public Schools, 1900–1950 (Peter Lang, 2004), pp. 54–66.

    31. B. Schwarz, ‘Claudia Jones and the West Indian Gazette: Reflections on the Emergence of Post-Colonial Britain’, Twentieth-Century British History, 2003, 14, 3, 264–85.

    32. J. L. Rury, ‘Participation and Purpose in Women’s Education: Who Went to School, and Why’, Education and Women’s Work: Female Schooling and the Division of Labor in Urban America, 1870–1930 (State University of New York Press, 1991), pp. 49–90).

    33. M. V. Schertz, ‘The Mother’s Magazine: Moral Media for an Emergent Domestic Pedagogy, 1833–1848’, Gender and Education, 2009, 21, 1, 309–20.

    34. P. Summerfield, ‘Cultural Reproduction in the Education of Girls: A Study of Girls’ Secondary Schooling in Two Lancashire Towns, 1900–1950’, in F. Hunt (ed.), Lessons for Life: The Schooling of Girls and Women, 1850–1950 (Basil Blackwell, 1987), pp. 149–70.

    35. P. Tinkler, ‘English Girls and the International Dimensions of British Citizenship in the 1940s’, European Journal of Women’s Studies, 2001, 8, 1, 103–26.

    36. F. Vavrus, ‘Uncoupling the Articulation Between Girls’ Education and Tradition in Tanzania’, Gender and Education, 2002, 14, 4, 367–89.

    37. K. Vehkalahti, ‘The Urge to See Inside and Cure: Letter-Writing as an Educational Tool in Finnish Reform School Education’, Paedagogica Historica, 2008, 44, 1&2, 193–205.

    Volume III: Teachers and Teaching

    38. J. C. Albisetti, ‘American Women’s College’s through European Eyes, 1865–1914’, History of Education Quarterly, 1992, 32, 439–58.

    39. C. de Bellaigue, ‘The Development of Teaching as a Profession for Women Before 1870’, Historical Journal, 2001, 44, 4, 963–88.

    40. S. Cavanagah, ‘Female Teacher Sexuality in Twentieth-Century Ontario’, History of Education Quarterly, 2005, 45, 2, 247–73.

    41. C. Heward, ‘Men and Women and the Rise of Professional Society: The Intriguing History of Teacher Educators’, History of Education, 1993, 22, 1, 11–32.

    42. H. Kean, ‘Men Must Be Educated and Women Must Do It’, In Deeds Not Words (Pluto Press, 1990), pp. 46–62.

    43. C. Leach, ‘Religion and Rationality: Quaker Women and Science Education, 1790–1850’, History of Education, 2006, 35, 1, 69–90.

    44. J. Miller, ‘The Feminisation of Schooling in Two Countries’, School for Women (Virago, 1996), pp. 27–63.

    45. K. Morris Matthews, ‘Degrees of Separation? Early Women Principals in New Zealand State Schools, 1876–1926’, Journal of Educational Administration and History, 2009, 41, 3, 239–52.

    46. A. Oram, ‘Fighting for Equality, 1900–1920’, Women Teachers and Feminist Politics (Manchester University Press, 1996), pp. 101–42.

    47. E. Reidi, ‘Teaching Empire: British and Dominions Women Teachers in the South African War Concentration Camps’, English Historical Review, 2005, 120, 1316–47.

    48. W. Robinson, ‘Women and Teacher Training: Women and Pupil-Teacher Centres, 1880–1914’, in J. Goodman and S. Harrop (eds.), Women, Educational Policy-Making and Administration in England: Authoritative Women Since 1800 (Routledge, 2000), pp. 99–115.49. C. Steedman, ‘Prisonhouses’, Feminist Review, 1985, 20, 7–21.

    50. M. Theobald, ‘Women, Leadership and Gender Politics in the Interwar Years: The Case of Julia Flynn’, History of Education, 2000, 29, 1, 63–77.

    51. C. Trimingham Jack, ‘The Lay Sister in Educational History and Memory’, History of Education, 2000, 29, 3, 181–94.

    52. M. van Essen, ‘Strategies of Women Teachers, 1860–1920’, History of Education, 1999, 28, 4, 413–33.

    53. K. Whitehead, ‘Vocation, Career and Character in Early Twentieth-Century Women Teachers’ Work in City Schools’, History of Education, 2005, 34, 6, 579–97.

    Volume IV: Politics and Policies

    54. T. Allender, ‘Imagining Innovation: State Agendas for Women’s Education in Colonial India’, History of Education Researcher, 2007, 80, 100–12.

    55. H. C. Araújo, ‘Mothering and Citizenship. Educational Conflicts in Portugal’, in M. Arnot and J.-A. Dillabough (eds.), Challenging Democracy: International Perspectives on Gender and Citizenship (Falmer Press, 2000), pp. 105–21.

    56. J. Blackmore, ‘The Gendering of Educational Work’, in Troubling Women: Feminism, Leadership and Educational Change (Open University Press, 1999), pp. 23–42.

    57. K. J. Brehony, ‘Lady Astor’s Campaign for Nursery Schools in Britain: Attempting to Valorize Cultural Capital in a Male-Dominated Political Field’, History of Education Quarterly, 2009, 49, 2, 196–210.

    58. E. M. Byrne, ‘Gender in Education: Educational Policy in Australia and Europe, 1975–1985’, Comparative Education, 1987, 23, 1, 11–22.

    59. P. P.-K. Chiu, ‘"A Position of Usefulness": Gendering the History of Girls’ Education in Colonial Hong Kong 1850s–1990s’, History of Education, 2008, 37, 6, 789–806.

    60. M. S. Crocco, ‘Shaping Inclusive Education: Mary Ritter Beard and Marion Thompson Wright’, in M. S. Crocco and O. L. Davis Jr. (eds.), Bending the Future to Their Will: Civic Women, Social Education and Democracy (Rowman and Littlefield, 1999), pp. 93–123.

    61. M. E. David, ‘Motherhood and Social Policy: A Matter of Education?’, Critical Social Policy, 1985, 12, 28–44.

    62. R. Deem, ‘State Policy and Ideology in the Education of Women, 1944–1980’, British Journal of Sociology of Education, 1981, 2, 2, 131–44.

    63. C. Dyhouse, ‘Good Wives and Little Mothers: Social Anxieties and the Schoolgirl’s Curriculum’, Oxford Review of Education, 1977, 3, 1, 21–35.

    64. J. Howarth, ‘Women’s Higher Education c. 1840–1914’, in P. Ghosh and L. Goldman (eds.), Politics and Culture in Victorian Britain: Essays in Memory of Colin Matthew (Oxford University Press, 2006), pp. 153–71.

    65. M. Kosambi, ‘A Window in the Prison-House: Women’s Education and the Politics of Social Reform in Nineteenth-Century Western India’, History of Education, 2000, 29, 5, 429–42.

    66. D. Leonard, ‘Teachers, Femocrats and Academics: Activism in London in the 1980s’, in K. Myers (ed.), Whatever Happened to Equal Opportunities? (Open University Press, 2000), pp. 166–86.

    67. J. Martin, ‘To "Blaise the Trail for Women to Follow Along": Sex, Gender and the Politics of Education on the London School Board (1870–1904)’, Gender and Education, 2000, 12, 2, 165–81.

    68. G. Mianda, ‘Colonialism, Education and Gender Relations in the Belgian Congo: the Evolue Case’, in J. Allman, S. Geiger, and N. Musisi (eds.), Women in African Colonial Histories (Indiana University Press, 2002), pp. 144–63.

    69. P. Munro, ‘Political Activism as Teaching: Jane Addams and Ida B. Wells’, in M. S. Crocco, P. Munro and K. Weiler, Pedagogies of Resistance: Women Educator Activists, 1880–1960 (Teachers College Press, 1999), pp. 19–45.

    70. G. Nazarska, ‘The Bulgarian Association of University Women, 1924–50’, Aspasia, 2007, 1, 153–75.

    71. S. Pedersen, ‘Metaphors of the Schoolroom: Women Working the Mandates System of the League of Nations’, History Workshop Journal, 2008, 66, 188–207.

    72. E. Unterhalter, ‘Cosmopolitanism, Global Social Justice and Gender Equality in Education’, Compare, 2008, 38, 5, 539–54.

    73. K. Weiler, ‘The Historiography of Gender and Progressive Education in the United States’, Paedagogica Historica, 2006, 42, 1–2, 161–76.

    74. G. Weiner and M. Arnot, ‘Teachers and Gender Politics’, in M. Arnot and G. Weiner (eds.), Gender and the Politics of Schooling (Hutchinson, 1987), pp. 354–70.


    Jane Martin is the editor of our History of Education journal. Joyce Goodman is President of the UK’s History of Education Society.