Publications – Joyce Goodman – Histories of Women's Education

Concentric Circles and Magnetic Currents: Moral Disarmament at the League of Nations International Institute of Educational Cinematography, 1931-34, in Folds of Past, Present and Future: Reconfiguring Contemporary Histories of Education, edited by Frederik Herman, Geert Thyssen, Angelo van Gorp, Sarah van Ruyskensvelde and Pieter Verstraete (Berlin: De Gruyter Oldenberg), 34-81

joyce — Tue, 09 Nov 2021 16:32:19 +0000

This chapter explores spatial and temporal elements in configurations that entangle education, internationalism and empire in three articles published in the International Review of Educational Cinematography (IREC) – one by Evelyn Wrench and two by Germaine Dulac.

The post Concentric Circles and Magnetic Currents: Moral Disarmament at the League of Nations International Institute of Educational Cinematography, 1931-34, in Folds of Past, Present and Future: Reconfiguring Contemporary Histories of Education, edited by Frederik Herman, Geert Thyssen, Angelo van Gorp, Sarah van Ruyskensvelde and Pieter Verstraete (Berlin: De Gruyter Oldenberg), 34-81 appeared first on Joyce Goodman - Histories of Women's Education.

Afterword: histories of women’s higher education, time and temporalities

joyce — Sun, 23 May 2021 18:15:04 +0000

The Afterword to this special issue of Paedagogica Historica entitled Breaking Boundaries: Women in Higher Educationfocuses on the question of time and the temporalities, rhythms and tempos that thread through the special issue and and shed light on change, contingency and continuity as women sought to become and to be academics and to belong in the academy. I deploy a notion of multiple temporalities in which time comprises both a singular whole and specific fragments that flow with varying speeds and intensities to constitute what Suzanne Langer terms the volume of time. The discussion attends to two aspects of temporality that Elizabeth Grosz argues are important for understanding the production of conceivable futures: (i) inventing new ways of addressing and opening up new types of subjectivity and new relations between subjects and objects; and (ii) understanding and addressing the force of the past and the present in attempting to pre-apprehend and control the new.

Goodman, Joyce. “Afterword: Histories of Women’s Higher Education, Time and Temporalities.” Paedagogica Historica, Special Issue, Breaking Boundaries: Women in Higher Education 56, no. 6 (2020): 847-56.

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Willystine Goodsell (1870-1962) and John Dewey (1859-1952): History, Philosophy, and Women’s Education

joyce — Sun, 23 May 2021 18:05:11 +0000

This article explores the work of history and philosophy in publications by Willystine Goodsell, professor of history and philosophy at Teachers College, Columbia University, and the entanglement of Goodsell’s approach to scholarship with that of her doctoral supervisor John Dewey. The article experiments with diffractive reading to examine Dewey’s and Goodsell’s approach to history, as well as Goodsell’s configuration of women’s historical and contemporary participation in education. It looks at Dewey’s comment that women’s ‘philosophising’ would not be the same ‘in viewpoint or tenor’ as that composed from the ‘different masculine experience of things’ and investigates the principles that order liberal and vocational education in Goodsell’s view of a reformed education for women. The conclusion asks whether diffractive reading is an enhanced form of intertextuality.

Goodman, Joyce. “Wlllystine Goodsell (1870-1962) and John Dewey (1859-1952): History, Philosophy, and Women’s Education.” History of Education 48, no. 6 (2019): 837-54.

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Turns and Twists in Histories of Women’s Education

joyce — Sun, 23 May 2021 17:57:14 +0000

Turns and Twists in the History of Women’s Education, the special issue of Women’s HIstory Review that Sue Anderson Faithful and I co-edited takes its starting point from the approach to intellectual developments that Kathryn Gleadle highlights in the Women’s History Review article, ‘The Imagined Communities of Women’s History: Current Debates and Emerging Themes: A Rhizomatic Approach’. The special issue illustrates some of the dynamic and heterogeneousmethodological developments and manifold tracks that characterise the history of girls’ and women’s education that Gilles Deleuze and Felix Guattari’s rhizomatic metaphor suggests. Contributions to the special issue illustrate what Gleadle terms ‘fresh nodes of departure’—the emerging methodological approaches in histories of women’s education that run alongside ‘more prolonged conduits of inquiry’. As Gleadle’s essay on women’s history illustrates, when taken together ‘fresh nodes of departure’ and ‘more prolonged conduits of inquiry’ produce ‘modulated and complicated intellectual chronologies’ in histories of education.

Anderson-Faithful, Sue, and Joyce Goodman, eds. Women’s History Review: Special Issue Turns and Twists in Histories of Women’s Education, 2020.

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Introduction: Turns and Twists in Histories of Women’s Education

joyce — Sun, 23 May 2021 17:41:15 +0000

The ‘turns and twists’ of the title of the special issue of Women’s History Review concerned with new readings in histories of women’s education that Sue Anderson Faithful and I co-edited in 2020 takes its starting point from the approach to intellectual developments that Kathryn Gleadle highlights in the Women’s History Review article, ‘The Imagined Communities of Women’s History: Current Debates and Emerging Themes: A Rhizomatic Approach’. The special issue illustrates some of the dynamic and heterogeneousmethodological developments and manifold tracks that characterise the history of girls’ and women’s education that Gilles Deleuze and Felix Guattari’s rhizomatic metaphor suggests. Contributions to the special issue have been sought in order to illustrate what Gleadle terms ‘fresh nodes of departure’—the emerging methodological approaches in histories of women’s education that run alongside ‘more prolonged conduits of inquiry’. As Gleadle’s essay on women’s history illustrates, when taken together ‘fresh nodes of departure’ and ‘more prolonged conduits of inquiry’ produce ‘modulated and complicated intellectual chronologies’ in histories of education. The editorial introduction illustrates the ambiguous nature of women’s education as a means through which women have sought to challenge orthodoxy witin prevailing gendered constructions and intellectual traditions.

Anderson-Faithful, Sue, and Joyce Goodman. “Introduction: Turns and Twists in Histories of Women’s Education.” Women’s History Review 29, no. 3 (2019): 363-76.

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Turning and Twisting Histories of Women’s Education: Matters of Strategy

joyce — Sun, 23 May 2021 17:26:56 +0000

Written with Sue Anderson-Faithful, Turning and Twisting Histories of Women’s Education: Matters of Strategy discusses established and more recent methodological and theoretical strategies in histories of women’s education. The established approaches to histories of women’s education with which the article begins include networks, sites, technologies of the self and Bourdieusian notions of reproduction. To explore recent approaches that foreground processes and practices, the article then focuses on accounts that trace how gender has been made visible and audible in and through education, and how affect may become durable and thread across a scene, a site or an institution. This is followed by discussion of posthumanist strategies that orient the researcher to how human beings come into relation with one another and with non-human life with consequences for notions of temporality and context. The article ends by calling for dialogue to open up pathways framing the geopolitics of histories of women?s education.

Goodman, Joyce, and Sue Anderson-Faithful. “Turning and Twisting Histories of Women’s Education: Matters of Strategy.” Women’s History Review 29, no. 3 (2019): 377-95.

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Afterword: Turning and Twisting Histories of Women’s Education: Reading Reflexively and Diffractively

joyce — Sat, 22 May 2021 17:55:37 +0000

The Afterword to the special issue of Women’s History Review, entitled, Turns and Twists in Histories of Women’s Education, which I co-edited with Sue Anderson-Faithful discusses continuities and differences in how researchers are positioned in feminist themes and emerging feminist perspectives as they play out in debates around researcher reflexivity and diffraction as methodological strategies. The first section of the Afterword highlights the ongoing commitment to reflexivity when generating knowledge in women?s and gender history. The second part focuses on the challenge to reflexivity posed by diffractive methodologies that argue that knowledge is created from being entangled in the world, rather than reflecting on or during the production of historical work. This section discusses two examples of diffractive practice in archival research taken from the special issue. The third section outlines diffractive reading in more detail and provides two examples of diffractive reading of texts. Finally, the Afterword invites readers to undertake a diffractive reading of the articles in the special issue and provides some questions about diffraction for consideration.

Anderson-Faithful, Sue, and Joyce Goodman. “Afterword: Turning and Twisting Histories of Women’s Education: Reading Reflexively and Diffractively.” Women’s History Review 29, no. 3 (2019): 480-94.

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Suzanne Karpelès’ 1931 Encounters in Indochina and Europe: Multiple Femininities, Colonial Relations and Educative Sites

joyce — Sat, 22 May 2021 17:26:19 +0000

Suzanne Karpelès’ 1931 Encounters in Indochina and Europe: Multiple Femininities, Colonial Relations and Educative Sites explores articulations and ascriptions of femininities in Suzanne Karpelès’ encounters in Cambodia and Europe in 1931. The chapter highlights the fluidity of femininities in Karpelès’ 1931 encounters in spaces of circulation variously configured through the intimacies of empire, inter-imperial relations, internationalism, supra-internationalism and the internationalisation of fascism. It focusses on “portraits of moments” drawn from letters, reports, photographs, journal and newspaper articles that circulated between Karpelès, her mother Sophie (b.1858), and Laura Dreyfus-Barney (1897-1974), a wealthy American domiciled in Paris, which are brought together with material from the Conseil National des Femmes Françaises (The French National Council of Women – CNFF), the International Congress of Orientalists, the League of Nations, and the International Council of Women ICW).

Joyce Goodman, Suzanne Karpelès’ 1931 Encounters in Indochina and Europe: Multiple Femininities, Colonial Relations and Educative Sites, in ‘Femininity’ and the History of Women’s Education, edited by Tim Allender and Stephanie Spencer (Springer 2021), 63-87

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Life Histories

joyce — Sat, 22 May 2021 17:20:50 +0000

Written with my colleagues Sue Anderson-Faithful, Alys Blakeway and Stephanie Spencer the chapter on Life Histories in volume 5 of A Cultural History of Education in the Age of Empire explores educational life history through Cremin’s view of educational biography as a “life history prepared with educational matters uppermost in mind” (1980: 588). It uses Cremin’s view of life history to examine aspects of the educational lives of three women whose educational activism during the nineteenth and early twentieth centuries spanned homes, schools and voluntary organisations: Charlotte Yonge (1823–1901), Mary Sumner (1828-1921) and Charlotte Mason (1842-1923). Cremin maintains that individuals bring their histories to their interactions with “configurations” of educational institutions, which he describes as “the multiplicity of individuals and institutions that educate” and which include parents, peers, siblings, friends, families, churches, synagogues, libraries, museums, settlement houses etc. “Each configuration”, writes Cremin, “interacts with the others and within the larger society that sustains it and that is in turn affected by it” (Cremin 1976: 30-36). As a result, argues Cremin, life histories demonstrate commonalities but also “variegations” and variegations as they play out in the women’s lives in different ways with different outcomes. It argues that Cremin’s notion of configurations resonates with Goodson’s (1995: 12) attention to “genealogies of context”. Following Tamboukou (2008) it concludes that the meaning that life histories generate is only accessible to the tellers and listeners of the stories, not to their protagonists, at least in the moment of action

Sue Anderson Faithful, Alys Blakeway and Stephanie Spencer, Life Histories, in A Cultural History of Education in the Age of Empire, edited by Heather Ellis (Bloomsbury, 2020), 155-175.

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Internationalism religious et activism éducatif: les femmes du Bureau International Baha’i, à Genéve et ailleurs

joyce — Sat, 22 May 2021 17:13:08 +0000

This chapter (in French) in L’internationalismes éducatif entre débats et combats (fin du 19e – premier 20e siècle) explores the entanglement of Bahá’í belief, internationalism and educational activism in the pursuit of peace. It focuses on the activities of a number of women who were associated with the Geneva Bahá’í’ Bureau from its establishment in 1925 to its closure in 1957. It situates Bahá’í belief within religious internationalisms and outlines the Bahá’í approach to the creation of universal peace and a world society. It highlights the importance Bahá’ís attributed to education if individuals and society were to be transformed in the pursuit of peace. It discusses the Bahá’í view that the League of Nations was a progressive but insufficient mechanism to bring about world peace. It uses pen portraits of women associated with the Bahá’í International Bureau at Geneva to relate the mobility associated with their internationalism and educational activism to Bahá’í beliefs about the earth as one land. It ends by arguing that a comparative and transnational focus on relations between religious internationalisms and education would prove a fruitful approach for future historical studies of educational internationalism

Joyce Goodman, Internationalisme Religieux Et Activisme Éducatif: Les Femmes Du Bureau International Bahá’í, À Genève Et Ailleurs (Religious Internationalism and Educational Activism: Women at the Geneva Bahá’í International Bureau and Beyond), in L’internationalismes Éducatif Entre Débats Et Combats (Fin Du 19e – Premier 20e Siècle), edited by Joëlle Droux and Rita Hofstetter (Peter Lang, 2020), 95-114.

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