This chapter in Women, Power Relations and Education in a Transnational World examines comparison and abstraction as systems of reason in stadial accounts that facilitated the transnational circulation of the ‘idea’ of women’s education. It discusses the transnational circulation of texts in which stadial approaches were developed, the processes of abstraction that facilitated transnational transfer across national
International Women’s Organisations and Education
International Women’s Organisations and Education in The Handbook of Historical Studies in Education: Debates, Tensions and Directions uses spatial analysis to discuss the engagement of international women’s organisations in educational policy-making and educational policy-networks around the League of Nations and the United Nations (UN). It considers power relations of gender and East/West framings in historiography that have
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Governance, Policy and Management
The introduction to the section on governance, policy and management in the Handbook of Historical Studies in Education: Debates, Tensions and Directions uses contributions from section authors to map the contested terrain of governance, policy and management and to discuss scholarly approaches to circulation(s) through which notions of governance, policy-making and management have been and continue to
Temporalities and the Transnational: Yoshi Kasuya’s Consideration of Secondary Education for Girls in Japan (1933)
This chapter in The Transnational in the History of Education: Concepts and Perspectives explores temporalities in the historical and comparative approaches underpinning the 1933 comparative account of girls’ education in England, Germany, France, America, and Japan that Yoshi Kasuya, a teacher from Tsuda College, Japan, produced for her doctorate at Teachers College Columbia, where she was supervised
Shaping the Mentality of Races & Especially Young People
In her report to the League of Nations’ Liaison Committee of Major International Associations (which reported to the League’s International Committee of Intellectual Co-operation), Laura Dreyfus-Barney, a wealthy American domiciled in Paris and an important figure in the International Council of Women, quoted Mussolini’s opening words to the major congress organised in 1934 by League’s Rome Institute of
International Women’s Organisations, Peace and Peacebuilding
This chapter in The Palgrave Handbook of Global Approaches to Peace uses the published records of the International Federation of University Women (IFUW now Graduate Women International GWI) and of the Women’s International Democratic Federation (WIDF) to analyze how the positioning of international women’s organizations around neutrality played out in organizational configurations of peace and peacebuilding. The
Suzanne Karpelès: The Width and Thickness of Time
“Suzanne Karpelès: Thinking Through The Width and Thickness of Time” explores questions of temporality using letters written between 1930 and 1935 by Suzanne Karpelès (1890-1968), director of the Royal Library at Phomn Penh (1925-41), chief publications officer for the École Supérieure de Pāli (1925-41) and director of the Institute of Buddhist Studies (1930-41) (which became a centre for resistance
Exploring the Sybil Campbell Collection
Vivyenne Rubinstein’s lecture about the establishment of the Sybil Campbell Library at Crosby Hall, the British Federation of University Women’s Hall of Residence, highlights Alys Russell’s important role in the acquisition of books for the Library. Alys Russell’s activities appear regularly in the annual reports of the British Federation of University Women and of the
Special Issue: Empires at Home and Empires Overseas
Empires at Home and Empires Overseas is the special issue of Paedagogica Historica with articles from the international seminar funded by the History of Education Society UK and held in Hamburg to augment the seminar series entitled Education and Social Change that was funded by the ESRC. This symposium aimed to contribute to understandings of
Review: Education, Identity and Women Religious, 1800-1950
Education, Identity and Women Religious, 1800-1950: Convents, Classrooms and Colleges edited by Deirdre Raftery and Elizabeth Smyth is an excellent addition to the history of women religious, gender, religion, and social and cultural change. It looks at the work of women religious in missions and in founding schools, colleges and teaching hospitals and in the wider
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