Joyce Goodman – författare

Women and Education, 1800-1980 examines and celebrates the lives, aims, and achievements of six British women educational activists within nineteenth- and twentieth-century history: Elizabeth Hamilton, Sarah Austin, Jane Chessar, Mary Dendy, Shena Simon and Margaret Cole.Employing a biographical approach, Jane Martin and Joyce Goodman adopt existing feminist and historical models to explore how these women resisted gender roles and combined their public lives with private commitments. As individuals, these women were very different personalities: as a group they show how organised women made a substantial contribution to public life and changed philosophy, policy and practice.Women and Education is situated within the tradition of feminist engagements with recovering and reclaiming 'forgotten' female figures in history. By bringing the lives and actions of these female reformers to the forefront, Martin and Goodman not only offer fresh perspectives on the relation between theory and practice in education, but also give a critical new insight into the accomplishments of women in the past.

Women and Education, 1800-1980 examines and celebrates the lives, aims, and achievements of six British women educational activists within nineteenth- and twentieth-century history: Elizabeth Hamilton, Sarah Austin, Jane Chessar, Mary Dendy, Shena Simon and Margaret Cole.Employing a biographical approach, Jane Martin and Joyce Goodman adopt existing feminist and historical models to explore how these women resisted gender roles and combined their public lives with private commitments. As individuals, these women were very different personalities: as a group they show how organised women made a substantial contribution to public life and changed philosophy, policy and practice.Women and Education is situated within the tradition of feminist engagements with recovering and reclaiming 'forgotten' female figures in history. By bringing the lives and actions of these female reformers to the forefront, Martin and Goodman not only offer fresh perspectives on the relation between theory and practice in education, but also give a critical new insight into the accomplishments of women in the past.

The role of women in policy-making has been largely neglected in conventional social and political histories. This book opens up this field of study, taking the example of women in education as its focus. It examines the work, attitudes, actions and philosophies of women who played a part in policy-making and administration in education in England over two centuries, looking at women engaged at every level from the local school to the state. Women, Educational Policy-Making and Administration in England traces women's involvement in the establishment and management of schools and teacher training; the foundation of the school boards; women's representation on educational commissions, and their rising professional profile in such roles as school inspector or minister of education. These activities highlight vital questions of gender, class, power and authority, and illuminate the increasingly diverse and prominent spectrum of political activity in which women have participated. Offering a new perspective on the professional and political role of women, this book represents essential reading for anybody with an interest in gender studies or the social and political history of England in the nineteenth and twentieth centuries.

This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the past forty years, ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain.

This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the past forty years, ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain.

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.

An examination of the ways in which gender intersects with informal and formal education in England, Germany, Indonesia, South Africa, USA and the Netherlands. The book looks at various issues including: citizenship; authority; colonialism and education; and the construction of national identities.

This unique collection provides critical analyses of Japanese educational history by bringing together gender, transnational, and transcultural perspectives.It illustrates how Japanese, European, and American women educators transcended national borders in seeking to reform and re-shape Japanese education and society in the midst of social and political change from the Meiji era (1868-1912) to 1948 and beyond, including during the American Occupation of Japan. It demonstrates how educational practice from Europe and the United States not only flowed into Japan before and after the First and Second World Wars but also became entangled with Japanese perspectives, as well as with nationalism, colonialism, imperialism, and regionalism, as some Japanese educators sought to reform education for Asian women beyond Japan’s borders. In an increasingly connected world, where, at the same time, opportunities for women’s education in some countries are declining, the volume provides insights for readers into how women educators have co-operated historically across national borders in pursuit of reform in education and society in periods of immense social and political change, including at moments when nationalism and imperialism were in the ascendancy.This volume will be of interest to academics, researchers, and post graduate students in the fields of Japanese history, history of Japanese education, Japanese women’s history, gender perspectives, and transnational and transcultural research. It will also be of interest to readers curious about the history of Asia more broadly.

An examination of the ways in which gender intersects with informal and formal education in England, Germany, Indonesia, South Africa, USA and the Netherlands. The book looks at various issues including: citizenship; authority; colonialism and education; and the construction of national identities.