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Record Nr. |
UNINA9910410012203321 |
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Titolo |
Women, Power Relations, and Education in a Transnational World / / edited by Christine Mayer, Adelina Arredondo |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2020 |
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ISBN |
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Edizione |
[1st ed. 2020.] |
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Descrizione fisica |
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1 online resource (xii, 260 pages) : illustrations |
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Collana |
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Global Histories of Education |
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Disciplina |
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Soggetti |
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Education—History |
Gender identity in education |
International education |
Comparative education |
History of Education |
Gender and Education |
International and Comparative Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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1. Introduction -- 2. "The Measure to Rank the Nations in Terms of Wealth and Power?" Transnationalism and the Circulation of the "Idea" of Women's Education -- 3. The Differentials of Gendered Social Capital in Indian Literacy-Educational Activism, 1880-1930: Renewing Transnational Approaches -- 4. French Catholic Teaching Sisters Go International: Rereading Histories of Girls' Education Through a Political and Transnational Lens -- 5. Writing Home to the American Board of Commissioners for Foreign Missions: Missionary Women Abroad Narrate Their Precarious Worlds, 1869-1915 -- 6. Julia Lloyd and the Kindergarten: A Local Case Study in a Transnational Setting -- 7. The Transnational Roots of the Froebel Educational Institute, London -- 8. The Greeks Girls' School Arsakeion as a Case Study in its National Role during the Balkan Wars (1912-1914) -- 9. Suffragist Mother-Teachers: Familial and Professional Identity Through the Entangled Historical Lens of Mandatory Palestine, 1918-1926 -- 10. Women Educators' Sojourns |
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Around the British Empire from the Interwar Years to the Mid-Twentieth Century -- . |
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Sommario/riassunto |
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This edited collection addresses the nexus of gender, power relations, and education from various angles while covering a broad spectrum of the history of education in both time and geographic space. Taking the position that historians of gender and education find the concept of transnationalism very useful for a deeper understanding of historical change and situations, the editors and their contributors employ a transnational perspective to explore the complex and entangled dimensions of a history of education that transcends regional and national boundaries through a variety of approaches (e.g. through exploring new fields of research, sources, questions, perspectives for interpretation, or methodologies). In doing so, they also undertake to open up a transnational global perspective for the historiography of education. . |
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