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Article
Publication date: 14 October 2005

Lynne Trethewey

Case study builds upon Kay Whitehead’s detailed empirical work with respect to South Australia. Equally pertinent is Whitehead’s and Thorpe’s analysis of historical discourses of…

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Abstract

Case study builds upon Kay Whitehead’s detailed empirical work with respect to South Australia. Equally pertinent is Whitehead’s and Thorpe’s analysis of historical discourses of ‘vocation, career and character’ as constituting a ?matrix of subjectivity’ against which individuals construct their teacher‐selves. My methodological and conceptual approach is also informed by those historically‐situated ‘narrative inquiries’ collected in Weiler and Middleton’s book, Telling Women’s Lives, and Cunningham and Gardner’s ‘life histories’ of UK teachers in the years 1907‐1950.The authors use personal accounts (oral and written) as a major source for examining the ways in which twentieth‐century teachers constructed their own subjectivities within the context of dominant practices, institutions and discourses. Such studies give voice to women in education whose lives historians in the past have deemed insignificant ‐ none more so than the vast majority of ‘ordinary’ female classroom teachers with whom this article is centrally concerned. Thus I similarly use the privately‐printed teaching memoirs of Gladys E. Ward (Present, Miss: the story of a teacher’s life in the outback and in the city), reading the representations of herself as a ‘career teacher’ in the Primary Branch of the South Australian Education Department against the contemporary local discourses of women in teaching which framed her narrative.

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History of Education Review, vol. 34 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 14 October 2008

Lynne Trethewey

Existing histories of the free kindergarten movement in South Australia scantily acknowledge the key role of Lucy Spence Morice in helping to found the Kindergarten Union (KUSA…

282

Abstract

Existing histories of the free kindergarten movement in South Australia scantily acknowledge the key role of Lucy Spence Morice in helping to found the Kindergarten Union (KUSA) in 1905 and subsequently guiding the organisation through financially troubled times, internal conflict with respect to the independence of the Training College (Adelaide KTC) from Education Department control, changes of directorship, and in accordance with its original mission. This article seeks to restore Lucy Spence Morice to a place in South Australian annals alongside that of her distinguished aunt Catherine Helen Spence: teacher, journalist, author, Unitarian Church preacher, philanthropist, political and social reformer, self‐styled ‘new woman’ of the late nineteenth century, and to niece Lucy a dear friend, mentor and inspirational role model. In the light of fresh evidence contained in the papers of Mrs Marjorie Caw (an early KTC graduate), and informed by the work of Caine, Lewis, Ryan, and Goodman and Harrop most especially, it re‐assesses Mrs Morice’s contribution to kindergarten reform from a feminist revisionist historical perspective. I utilise biographical methods and network analysis in order to point up the genesis of Lucy’s zeal for the cause of kindergarten education; also to argue that her informal but expansive social ties, plus her links to professional women and other activists in the fields of child health, welfare and education were central to her work for the Kindergarten Union.

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History of Education Review, vol. 37 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 14 October 2010

Kay Whitehead and Kay Morris Matthews

In this article we focus on two women, Catherine Francis (1836‐1916) and Dorothy Dolling (1897‐ 1967), whose lives traversed England, New Zealand and South Australia. At the…

330

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In this article we focus on two women, Catherine Francis (1836‐1916) and Dorothy Dolling (1897‐ 1967), whose lives traversed England, New Zealand and South Australia. At the beginning of this period the British Empire was expanding and New Zealand and South Australia had much in common. They were white settler societies, that is ‘forms of colonial society which had displaced indigenous peoples from their land’. We have organised the article chronologically so the first section commences with Catherine’s birth in England and early life in South Australia, where she mostly inhabited the world of the young ladies school, a transnational phenomenon. The next section investigates her career in New Zealand from 1878 where she led the Mount Cook Infant’s School in Wellington and became one of the colony’s first renowned women principals. We turn to Dorothy Dolling in the third section, describing her childhood and work as a university student and tutor in New Zealand and England. The final section of our article focuses on the ways in which both women have been represented in the national memories of Australia and New Zealand. In so doing, we show that understandings about nationhood are also transnational, and that writing about Francis and Dolling reflects the shifting relationships between the three countries in the twentieth century.

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History of Education Review, vol. 39 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 14 October 2010

Geoffrey Sherington and Julia Horne

From the mid‐nineteenth to the early twentieth century universities and colleges were founded throughout Australia and New Zealand in the context of the expanding British Empire…

382

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From the mid‐nineteenth to the early twentieth century universities and colleges were founded throughout Australia and New Zealand in the context of the expanding British Empire. This article provides an analytical framework to understand the engagement between changing ideas of higher education at the centre of Empire and within the settler societies in the Antipodes. Imperial influences remained significant, but so was locality in association with the role of the emerging state, while the idea of the public purpose of higher education helped to widen social access forming and sustaining the basis of middle class professions.

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History of Education Review, vol. 39 no. 2
Type: Research Article
ISSN: 0819-8691

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Book part
Publication date: 16 October 2018

Mohammad Yaghi

Frame resonance and innovative tactics can substitute for a movement’s lack of important resources to sustain protests. This chapter shows how the insurgent groups in the 2011…

Abstract

Frame resonance and innovative tactics can substitute for a movement’s lack of important resources to sustain protests. This chapter shows how the insurgent groups in the 2011 Tunisian uprising that lacked mass-based organizations and national leaders maintained and spread the protests using frame resonance and innovative tactics. It argues that the activists’ strategy of frame resonance drew on the collective identity of the poor people in the interior regions, mainly their collective feeling of social marginalization. Activist organizers also relied on a motivational campaign aimed at converting the feelings of injustice held by those in the interior regions into anger against the regime. The innovative tactics of the activists included locating protests inside poor people’s neighborhoods, especially in coastal regions. The engagement of poor people in the protests sustained them in two ways: by spreading and intensifying protests through individual initiatives, and by weakening the Tunisian police in sustained disruptive actions and spontaneous riots. These findings are based on the narratives of 81 activists, insurgent groups’ documents, chanted slogans, and official state documents. The fieldwork research was conducted in Tunisia during the months of April and May 2012, and June 2013.

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Research in Social Movements, Conflicts and Change
Type: Book
ISBN: 978-1-78756-895-2

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