Pam Hirsch – författare

An examination of women educationists in nineteenth and early twentieth century Britain. Working with new paradigms opened up by feminist scholarship, it reveals how women leaders were determined to transform education in the quest for a better society. Previous scholarship has either neglected the contributions of these women or has misplaced them. Consequently intellectual histories of education have come to seem almost exclusively masculine. This collection shows the important role which figures such as Mary Carpenter, Barbara Leigh Smith Bodichon, Elizabeth Edwards and Maria Montessori played in the struggle to provide greater educational opportunities for women. The contributors are: Anne Bloomfield, Kevin J. Brehony, Norma Clarke, Peter Cunningham, Mary Jane Drummond, Elizabeth Edwards, Mary Hilton, Pam Hirsch, Jane Miller, Hilary Minns, Wendy Robinson, Gillian Sutherland and Ruth Watts.

This book focuses on two educationalists, Oscar Browning (1837-1923) and Elizabeth Hughes (1852-1925) who were the principals of the two separate day training colleges for men and women at Cambridge. The early initiatives of these two leaders began the development of education studies at Cambridge University and, therefore, serve as test cases to examine the relationship between teacher training and the university. As their early programmes foreshadowed the work of the present-day Faculty of Education, a historical review of these Victorian educational experiments uncovers how the unstable relationship between teacher trainers, the university and the government of the day has affected the status of the Education Department within the university.Oscar Browning and Elizabeth Hughes were extraordinary, larger-than-life characters, who have not yet been well-served in the historical accounts. Their ideals about what teaching should be about is one well worthy of re-visiting. The colleges they set up at Cambridge acted as models for training colleges all over the country so they were an influence on the national scene. In so far as they visited and lectured in Europe, America and Japan, they also had international influence.

This book focuses on two educationalists, Oscar Browning (1837-1923) and Elizabeth Hughes (1852-1925) who were the principals of the two separate day training colleges for men and women at Cambridge. The early initiatives of these two leaders began the development of education studies at Cambridge University and, therefore, serve as test cases to examine the relationship between teacher training and the university. As their early programmes foreshadowed the work of the present-day Faculty of Education, a historical review of these Victorian educational experiments uncovers how the unstable relationship between teacher trainers, the university and the government of the day has affected the status of the Education Department within the university.Oscar Browning and Elizabeth Hughes were extraordinary, larger-than-life characters, who have not yet been well-served in the historical accounts. Their ideals about what teaching should be about is one well worthy of re-visiting. The colleges they set up at Cambridge acted as models for training colleges all over the country so they were an influence on the national scene. In so far as they visited and lectured in Europe, America and Japan, they also had international influence.

An examination of women educationists in nineteenth and early twentieth century Britain. Working with new paradigms opened up by feminist scholarship, it reveals how women leaders were determined to transform education in the quest for a better society. Previous scholarship has either neglected the contributions of these women or has misplaced them. Consequently intellectual histories of education have come to seem almost exclusively masculine. This collection shows the important role which figures such as Mary Carpenter, Barbara Leigh Smith Bodichon, Elizabeth Edwards and Maria Montessori played in the struggle to provide greater educational opportunities for women. The contributors are: Anne Bloomfield, Kevin J. Brehony, Norma Clarke, Peter Cunningham, Mary Jane Drummond, Elizabeth Edwards, Mary Hilton, Pam Hirsch, Jane Miller, Hilary Minns, Wendy Robinson, Gillian Sutherland and Ruth Watts.

The swimming pool frequently appears in film not merely as a setting but as a dynamic site where social, political, cultural and aesthetic forces converge. What is it about this space that has so fascinated filmmakers and what kinds of cinematic investigations does it encourage? This collection features essays by an eclectic, international range of film researchers. Amongst the works analysed are classics such as The Cameraman (1928), The Philadelphia Story (1940) and La Piscine (1969); cult hits such as The Swimmer (1968) and Deep End (1970); and more recent representations of the pool in Water Lilies (2007), Sea Point Days (2009) and Ausente (2011). The pool is considered as a realm where artifice meets nature, where public meets private, where sexualities morph and blend; and as a space that reconfigures the relationship between architecture and narrative, in which themes of pollution, spectacle and reflexivity find unique expression. Approaching the swimming pool from a wide range of methodological perspectives, the essays in this collection stake a claim for the enduring significance of this exciting cinematic space.

This book, a collection of essays by expert film researchers and lecturers, contributes to the growing body of scholarship on cinematic cities by looking at how one city—London—has been represented on film.