Education Identity and Women Religious 1800 1950

This book brings together the work of eleven leading international scholars to map the contribution of teaching Sisters, who provided schooling to hundreds of thousands of children, globally, from 1800 to 1950.

Education  Identity and Women Religious  1800 1950

This book brings together the work of eleven leading international scholars to map the contribution of teaching Sisters, who provided schooling to hundreds of thousands of children, globally, from 1800 to 1950. The volume represents research that draws on several theoretical approaches and methodologies. It engages with feminist discourses, social history, oral history, visual culture, post-colonial studies and the concept of transnationalism, to provide new insights into the work of Sisters in education. Making a unique contribution to the field, chapters offer an interrogation of historical sources as well as fresh interpretations of findings, challenging assumptions. Compelling narratives from the USA, Canada, New Zealand, Africa, Australia, South East Asia, France, the UK, Italy and Ireland contribute to what is a most important exploration of the contribution of the women religious by mapping and contextualizing their work. Education, Identity and Women Religious, 1800–1950: Convents, classrooms and colleges will appeal to academics, researchers and postgraduate students in the fields of social history, women’s history, the history of education, Catholic education, gender studies and international education.

Women Power Relations and Education in a Transnational World

Leuven University Press, 2009. Kilroy, Phil. “Coming to an Edge in History: Writing the History of Women Religious and the Critique of Feminism.” In Education, Identity and Women Religious, 18001950: Convents, Classrooms and Colleges, ...

Women  Power Relations  and Education in a Transnational World

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.

Femininity and the History of Women s Education

'Coming to an edge in history: writing the history of women religious and the critique of feminism'ch. 1 in Deirdre Rafferty & Elizabeth M. Smyth, eds., Education, Identity and Women Religious, 18001950, Abingdon: Routledge, 6–30.

   Femininity    and the History of Women s Education

This book draws on recent deconstructions around the idea of ‘femininity’ as a social, racial and class construct and explores the diversity of spaces that may be defined as educational that range from institutional contexts to family, to professional outlooks, to racial identity, to defining community and religious groupings. It explores how notions of femininity change across time and place, and within individual lives. Such changes take place at the interface of external forces and individual agency. The application of the notion of ‘femininity’ that assumes a consistent definition of the term is interrogated by the authors, leading to a discussion of the rich possibilities for new directions in research into women’s lives across time, place, and individual life histories.

Catholic nuns and sisters in a secular age

... the History of Women Religious and the Critique of Feminism', in Deirdre Raftery and Elizabeth M. Smyth (eds), Education, Identity and Women Religious, 18001950: Convents, Classrooms and Colleges (London: Routledge, 2015), p. 25.

Catholic nuns and sisters in a secular age

This is the first in-depth study of post-war female religious life. It draws on archival materials and a remarkable set of eighty interviews to place Catholic sisters and nuns at the heart of the turbulent 1960s, integrating their story of social change into a larger British and international one. Shedding new light on how religious bodies engaged in modernisation, it addresses themes such as the Modern Girl and youth culture, ‘1968’, generational discourse, post-war modernity, the voluntary sector and the women’s movement. Women religious were at the forefront of the Roman Catholic Church’s movement of adaptation and renewal towards the world. This volume tells their stories in their own words.

The Sisters of Our Lady of the Missions

10 See, among others, Sheila Ross, “Faithful Companions of Jesus in the Field of Education in Brandon, Manitoba, ... and the Loretto Sisters,” in Education, Identity and Women Religious, 18001950: Convents, Classrooms and Colleges, ed.

The Sisters of Our Lady of the Missions

This book delves into over one hundred years of history of the Religieuses de Notre Dame des Missions (RNDM) / Our Lady of the Missions as they moved from ultramontanism to eco-spirituality and a focus on women and social justice.

Religion and Education Framing and Mapping a Field

'“Jesuis d'aucune Nation”: the recruitment and identity of Irish women religious in the international mission field, c. ... 1908–1950'. In Raftery, D. and Smyth, E. (eds). Education, Identity and Women Religious, 1800–1900: Convents, ...

Religion and Education  Framing and Mapping a Field

This first issue of the Brill Research Perspectives in Religion and Education makes the case for ‘religion and education’ as a distinct but cross-disciplinary field of inquiry. Authors argue for and outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to particular methodologies involved in its study, namely the historical, philosophical, sociological and psychological.

Shipboard Literary Cultures

Mary Paul Mulquin, to use her chosen religious name, left her Limerick convent with six other members of the Congregation of the ... in Education, Identity and Women Religious, 18001950: Convents, Classrooms and Colleges, ed.

Shipboard Literary Cultures

The essays collected within this volume ask how literary practices are shaped by the experience of being at sea—and also how they forge that experience. Individual chapters explore the literary worlds of naval ships, whalers, commercial vessels, emigrant ships, and troop transports from the seventeenth to the twentieth-first century, revealing a rich history of shipboard reading, writing, and performing. Contributors are interested both in how literary activities adapt to the maritime world, and in how individual and collective shipboard experiences are structured through—and framed by—such activities. In this respect, the volume builds on scholarship that has explored reading as a spatially situated and embodied practice. As our contributors demonstrate, the shipboard environment and the ocean beyond it place the mind and body under peculiar forms of pressure, and these determine acts of reading—and of writing and performing—in specific ways.

The Transnational in the History of Education

Entangled Education: Foreign and Local Schools in Ottoman Syria and Mandate Lebanon (19th–20th Centuries). ... In Education, Identity and Women Religious, 18001950: Convents, Classrooms and Colleges, edited by Deirdre Raftery and ...

The Transnational in the History of Education

This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.

Growing Up in Nineteenth Century Ireland

Female Education in Ireland 1700–1900: Minerva or Madonna. Dublin: Irish Academic Press, 2007. Raftery, Deirdre, and Elizabeth M. Smyth. Education, Identity and Women Religious, 18001950. Convents, Classrooms and Colleges.

Growing Up in Nineteenth Century Ireland

Why do we send children to school? Who should take responsibility for children's health and education? Should girls and boys be educated separately or together? These questions provoke much contemporary debate, but also have a longer, often-overlooked history. Mary Hatfield explores these questions and more in this comprehensive cultural history of childhood in nineteenth-century Ireland. Many modern ideas about Irish childhood have their roots in the first three-quarters of the nineteenth century, when an emerging middle-class took a disproportionate role in shaping the definition of a 'good' childhood. This study deconstructs several key changes in medical care, educational provision, and ideals of parental care. It takes an innovative holistic approach to the middle-class child's social world, by synthesising a broad base of documentary, visual, and material sources, including clothes, books, medical treatises, religious tracts, photographs, illustrations, and autobiographies. It offers invaluable new insights into Irish boarding schools, the material culture of childhood, and the experience of boys and girls in education.

Educationalization and Its Complexities

Educationalization: On the Appropriateness of Asking Educational Institutions to Solve Social and Economic Problems.” Educational Theory 58 (4): 461–74. ... In Education, Identity, and Women Religious, 1800 ...

Educationalization and Its Complexities

Bringing a new dimension to the literature on educationalization, this book is grounded in historical research, curricular analysis, and philosophical reflection.

Progressive Sexuality Education

... research and practice in international contexts Edited by Kelly Freebody and Michael Finneran Education, Identity and Women Religious, 18001950 Convents, classrooms and colleges Edited by Deirdre Raftery and Elizabeth Smyth School ...

Progressive Sexuality Education

This book engages contemporary debates about the notion of secularism outside of the field of education in order to consider how secularism shapes the formation of progressive sexuality education. Focusing on the US, Canada, Ireland, Aotearoa-New Zealand and Australia, this text considers the affinities, prejudices, and attachments of scholars who advocate secular worldviews in the context of sexuality education, and some of the consequences that ensue from these ways of seeing. This study identifies and interrogates how secularism infuses progressive sexuality education. It asks readers to consider their own investments in particular ways of thinking and researching in the field of sexuality education, and to think about how these investments have developed and how they shape existing discourses within the field of sexuality education. It hones in on how progressive sexuality education has come to develop in the way that it has, and how this relates to conceits of secularism. This book prompts a consideration of how "progressive" scholarship and practice might get in the way of meaningful conversations with students, teachers, and peers who think differently about the field of sexuality education.

School Health Education in Changing Times

... research and practice in international contexts Edited by Kelly Freebody and Michael Finneran Education, Identity and Women Religious, 1800-1950 Convents, classrooms and colleges Edited by Deirdre Raftery and Elizabeth Smyth School ...

School Health Education in Changing Times

This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment. Drawing on extensive literature and research, the book explores and considers what health education can and should do. Chapters examine the extent to which health education, past and present, has attended to the needs and interests of young people in school environments, as well as assess common pedagogical approaches and whether the outcomes tally with expectations. By considering the problems in teaching health education, curriculum making, health education pedagogies and porous classrooms, the book offers a knowledge base from which educators can consider how theories and models can sit together to shape curriculum and influence practice. School Health Education in Changing Times will be of key interest to postgraduate students, researchers and academics in the field of health education. It will also be a valuable resource for teacher educators, current teachers, and those on professional development courses who want to navigate the moral minefield surrounding health education.

American Indian Workforce Education

138 Aristotelian Character Education 139 140 141 142 143 144 Kristján Kristjánsson Performing Kamishibai Tara McGowan ... Freebody and Michael Finneran Education, Identity and Women Religious, 18001950 Convents, classrooms and colleges.

American Indian Workforce Education

In this collection of original essays, contributors critically examine the pedagogical, administrative, financial, economic, and cultural contexts of American Indian vocational education and workforce development, identifying trends and issues for future research in the fields of vocational education, workforce development, and American Indian studies.

Collaboration and the Future of Education

... by Kelly Freebody and Michael Finneran 151 Education, Identity and Women Religious, 18001950 Convents, classrooms and colleges Edited by Deirdre Raftery and Elizabeth Smyth 152 School Health Education in Changing Times Curriculum, ...

Collaboration and the Future of Education

Current educational reforms have given rise to various types of "educational Taylorism," which encourage the creation of efficiency models in pursuit of a unified way to teach. In history education curricula, this has been introduced through scripted textbook-based programs such as Teacher Curriculum Institute’s History Alive! and completely online curricula. They include the jargon of authentic methods, such as primary sources, cooperative learning, differentiated instruction, and access to technology; yet the craft of teaching is removed, and an experience that should be marked by discovery and reflection is replaced with comparatively empty processes. This volume provides systematic models and examples of ways that history teachers can compete with and effectively halt this transformation. The alternatives the authors present are based on collaborative models that address the art of teaching for pre-service and practicing secondary history teachers as well as collegiate history educators. Relying on original research, and a maturing body of secondary literature on historical thinking, this book illuminates how collaboration can create real historical learning.

Literacy Language and Reading in Nineteenth Century Ireland

Largely stemming from the belief that women's essential role was in the domestic sphere, as a wife and a mother, ... Education, Identity and Women Religious, 18001950: Convents, Classrooms and Colleges (London: Routledge, 2015), pp.

Literacy  Language and Reading in Nineteenth Century Ireland

This volume of essays explores the multiple forms and functions of reading and writing in nineteenth-century Ireland. This century saw a dramatic transition in literacy levels and in the education and language practices of the Irish population, yet the processes and full significance of these transitions remains critically under explored. This book traces how understandings of literacy and language shaped national and transnational discourses of cultural identity, and the different reading communities produced by questions of language, religion, status, education and audience. Essays are gathered under four main areas of analysis: Literacy and Bilingualism; Periodicals and their readers; Translation, transmission and transnational literacies; Visual literacies. Through these sections, the authors offer a range of understandings of the ways in which Irish readers and writers interpreted and communicated their worlds.

Populism Media and Education

... Robyn Gibson and Michael Anderson 151 Education, Identity and Women Religious, 1800-1950 Convents, classrooms and colleges Edited by Deirdre Raftery and Elizabeth Smyth 158 Populism, Media and Education Challenging discrimination in ...

Populism  Media and Education

Based on a major research project funded by the European Commission, Populism, Media and Education studies how discriminatory stereotypes are built online with a particular focus on right-wing populism. Globalization and migration have led to a new era of populism and racism in Western countries, rekindling traditional forms of discrimination through innovative means. New media platforms are being seen by populist organizations as a method to promote hate speech and unprecedented forms of proselytism. Race, gender, disability and sexual orientation are all being used to discriminate and young people are the preferred target for populist organizations and movements. This book examines how media education can help to deconstruct such hate speech and promote young people’s full participation in media-saturated societies. Drawing on rich examples from Austria, Belgium, Bulgaria, France, Italy, Slovenia, and the UK - countries characterized by different political and cultural contexts – Populism, Media and Education addresses key questions about the meaning of new populism, the nature of e-engagement, and the role of education and citizenship in the digital century. With its international and interdisciplinary approach, this book is essential reading for academics and students in the areas of education, media studies, sociology, cultural studies, political sciences, discrimination and gender studies.

Spirituality in Education in a Global Pluralised World

... research and practice in international contexts Edited by Kelly Freebody and Michael Finneran 151 Education, Identity and Women Religious, 18001950 Convents, classrooms and colleges Edited by Deirdre Raftery and Elizabeth Smyth 156 ...

Spirituality in Education in a Global  Pluralised World

A particular problem associated with international research in the field of spirituality and education is the reluctance of scholars to agree on what spirituality means, with numerous descriptions increasing ambiguity and reducing the impact of research in the discipline. This book argues that it is important to understand spirituality as a unifying concept that has the potential to be meaningful in its application to the lives of children and young people in areas of learning and wellbeing. Chapters show why and how spiritual learning should be addressed across the curriculum, with implications for the design of learning programs and environments.

How Arts Education Makes a Difference

... by Kelly Freebody and Michael Finneran 151 Education, Identity and Women Religious, 18001950 Convents, classrooms and colleges Edited by Deirdre Raftery and Elizabeth Smyth 152 School Health Education in Changing Times Curriculum, ...

How Arts Education Makes a Difference

This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. How Arts Education Makes a Difference discusses: The Arts Education, Motivation, Engagement and Achievement Research Visual Arts, Drama and Music in Classrooms Technology-mediated Arts Engagement International Perspectives on Arts and Cultural Policies in Education This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates.

Improvising the Curriculum

Education. 140 141 142 143 144 145 146 Educating Adolescent Girls Around the Globe Edited by Sandra L. Stacki and ... and Michael Finneran Education, Identity and Women Religious, 18001950 Convents, classrooms and colleges Edited by ...

Improvising the Curriculum

Equipped with cultural tools like cell phones, computers and video cameras, youth are called upon to improvise and construct themselves symbolically in a continuously connected world; yet new teachers and students are still expected to learn and deliver standardized, placeless forms of scripted curriculum. This volume argues for improvisation as an approach to curriculum that recognizes the fundamentally creative aspects of learning that are often marginalized in communities of disadvantage. It provides interesting possibilities for schools that are working hard to keep up with technological, economic and cultural change, and argues for an improvised middle ground between structure and creativity. This volume outlines a two-year research project performed in a Canadian middle school, where school staff used student filmmaking as a way to expand teachers’ conceptions of literacy. It analyzes the response of students and parents as well as the student teachers that brought the program to the school. The improvisational techniques used while making the films paved the way for larger benefits of curricular improvisation to be explored.

Translation and Language in Nineteenth Century Ireland

A Path to Perfection: Translations from French by Catholic Women Religious in Nineteenth-Century Ireland. In Education, Identity and Women Religious, 18001950: Convents, Classrooms and Colleges, ed. Deirdre Raftery and Elizabeth M.

Translation and Language in Nineteenth Century Ireland

This book provides an in-depth study of translation and translators in nineteenth-century Ireland, using translation history to widen our understanding of cultural exchange in the period. It paints a new picture of a transnational Ireland in contact with Europe, offering fresh perspectives on the historical, political and cultural debates of the era. Employing contemporary translation theories and applying them to Ireland’s socio-historical past, the author offers novel insights on a large range of disciplines relating to the country, such as religion, gender, authorship and nationalism. She maps out new ways of understanding the impact of translation in society and re-examines assumptions about the place of language and Europe in nineteenth-century Ireland. By focusing on a period of significant linguistic and societal change, she questions the creative, conflictual and hegemonic energies unleashed by translations. This book will therefore be of interest to those working in Translation Studies, Irish Studies, History, Comparative Literature and Cultural Studies.