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Appendix: Gender articles in History of Education since 1976Ruth Watts aa School of Education, University of Birmingham, UK

To cite this Article Watts, Ruth(2005) 'Appendix: Gender articles in History of Education since 1976', History of Education,34: 6, 689 694To link to this Article: DOI: 10.1080/00467600500313971URL: http://dx.doi.org/10.1080/00467600500313971

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HISTORY OF EDUCATION, NOVEMBER, 2005, VOL. 34, NO. 6, 689694

History of Education ISSN 0046760X print/ISSN 14645130 online 2005 Taylor & Francis http://www.tandf.co.uk/journals

DOI: 10.1080/00467600500313971

Appendix: Gender articles in History of Education since 1976

RUTH WATTSSchool of Education, University of Birmingham, UK.

e-mail: R.E.Watts@bham.ac.ukTaylor and Francis LtdTHED_A_131380.sgm10.1080/00467600500313971History of Education0046-760X (print)/1464-5130 (online)Original Article2005Taylor & Francis Group Ltd346000000September 2005Dr RuthWattsPresident of the History of Education, School of EducationUniversity of BirminghamBirminghamUKR.E.Watts@bham.ac.uk

This appendix accompanies Ruth Watts presidential address for the History of EducationSociety (UK), published in History of Education, May, 2005, vol.34, no.3, pages 225-241under the title of Gendering the story: change in the history of education. The article invol.34, no.3, looks over the history of womens and gender studies in the history of educationfrom 1976 to the end of 2004 and examines the changes and effects of these studies in orderto ask what historians of education can learn from this and where they should go next. Thefocus of the article is not just the presence of women or papers on them in history of educa-tion but whether the greater presence has changed both understanding of gender issues them-selves and whether it has affected the whole field and if so, how? The article begins with abrief historiographical review of the field; second, it draws out key issues which represent thepresent state of affairs; and third, it provides a comparison of what is happening in genderhistory in a related field, science. It ends with suggestions for future research. The appendixprinted below lists the articles published in History of Education from 1976 that formed thebasis of the survey on which Gendering the story: change in the history of education wasbased.

February 1976, 5/1, pp. 4158*C. Dyhouse, Social Darwinistic ideas and the development of womens education inEngland 18801920February 1977, 6/1, pp. 1120*Joan Burstyn, Womens education in England during the nineteenth century: a review ofthe literature 19701976June 1977, 6/2, pp. 87102N. McMullen, The education of English gentlewomen 15401640December 1979, 8/4, pp. 32134R. MacLeod and R. Moseley, Fathers and daughters: reflections on women, science andVictorian CambridgeSeptember 1980, 9/3, pp. 193212J. Purvis, Working-class women and adult education in nineteenth-century BritainDecember 1980, 9/4, pp. 27386R. E. Watts, The Unitarian contribution to the development of female education, 17901850December 1981, 10/4, pp. 22744J. Purvis, Womens life is essentially domestic, public life being confined to men(Comte): separate spheres and inequality in the education of working-class women, 18541900December 1983, 12/4, pp. 23144L. Jardine, Isotta Nogarola: women humanistseducation for what?December 1984, 13/2, pp. 12138

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690 R. Watts

L. Moore, Invisible scholars: girls learning Latin and mathematics in the elementarypublic schools of Scotland before 1872June 1985, 14/2, pp. 101116R.J.L. Selleck, Mary Carpenter: a confident and contradictory reformerSeptember 1986, 15/3, pp. 14760J. Roach, Boys and girls at school 180070pp. 195214C. Manthorpe, Science or domestic science? The struggle to define an appropriatescience education for girls in early twentieth-century EnglandMarch 1988, 17/1 Special Issue: Women and Schoolingpp. 120K. Charlton, Not publike onely but also private and domesticall: mothers and familialeducation in pre-industrial Englandpp. 2137*Majorie R. Theobald, The accomplished woman and the propriety of intellect: a newlook at womens education in Britain and Australia, 18001850pp. 3754M. Gomersall, Ideals and realities: the education of working-class girls, 18001870pp. 5570J. B. Thomas, University College, Bristol: pioneering teacher training for womenpp. 7182P. Owen, Who would be free, herself must strike the blow: the National Union ofWomen Teachers, equal pay and women within the teaching professionpp. 1016G. Dow, Educational, womens and social history entangled: some recent AustralianexamplesSeptember 1988, 17/3, pp. 193208P. Gordon, Katharine Bathurst: a controversial woman inspectorJune 1989, 18/2, pp. 14562 (Discussion papers)*K. Flett, Sex or class: the education of working-class women, 18001870*J. Purvis, We can no longer pretend that sex stratification does not exist, nor that itexists but is unimportant (M. Eichler). A reply to Keith Flett*M. Gomersall, Womens work and education in Lancashire, 18001870: a response toKeith FlettSeptember 1989, 18/3, pp. 21330P. Summerfield, What women learned from the Second World WarDecember 1989, 18/4, pp. 30922J. McDermid, Conservative feminism and female education in the eighteenth centurypp. 33344P. Horn, The Victorian governessDecember 1990, 19/4, pp. 28398J. R. Shackleton, Jane Marcet and Harriet Martineau: pioneers of economics educationMarch 1991, 20/1, pp. 1726Christina Florin, Social closure as a professional strategy: male and female teachers fromco-operation to conflict in Sweden, 18601906September 1991, 20/3, pp. 187202Jane Martin, Hard-hearted and large-hearted: women and the industrial schools, 18701885pp. 20318Sharif Gemie, The schoolmistresss revenge: secular schoolmistresses, academic author-ity and village conflicts in France, 18151848

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Appendix: Gender articles in History of Education since 1976 691

September 1992, 21/3, pp. 24158Michle Cohen, The Grand Tour: constructing the English gentleman in eighteenth-century FranceDecember 1992, 21/4, pp. 36382Susan N. Bayley and Donna Yavorsky Ronish, Gender, modern languages and the curric-ulum in Victorian EnglandMarch 1993, 22/1, pp. 1132Christine Heward, Men and women and the rise of professional society: the intriguinghistory of teacher educatorsJune 1993, 22/2, pp. 18196V. Yow, In the classroom and not at the sink: women in the National Council of Labourcolleges*September 1993, 22/3, Special Issue: Feminism, femininity and feminization: educatedwomen from the sixteenth to the twentieth centuriespp. 21314Penny Summerfield, Introductionpp. 21524C. Bowden, Women as intermediaries: an example of the use of literacy in the latesixteenth and early seventeenth centuriespp. 22540J. Martin, Entering the public arena: the female members of the London School Board,18701904pp. 24152W. Robinson, Pupil teachers: the Achilles heel of higher grade girls schools 18821904?pp. 25363J. C. Albisetti, The feminization of teaching in the nineteenth century: a comparativeperspectivepp. 26575L. M. Perkins The role of education in the development of Black Feminist thought, 18601920pp. 27788E. Edwards, The culture of femininity in womens teacher training colleges 190050pp. 289301D. Groves, Dear Mum and Dad: letters home from a womens hall of residence at theUniversity of Nottingham 195255June 1994, 23/2, pp. 12956K. Charlton, Mothers as educative agents in pre-industrial EnglandSeptember 1994, 23/3, pp. 24356M. Motley, Educating the English gentleman abroad: the Verney family in seventeenth-century France and HollandDecember 1994, 23/4, pp. 385404P. Tinkler, An all-round education: the Board of Educations policy for the leisure-timetraining of girls, 193950March 1995, 24/1, pp. 2544N. J. Kyle, Delicate health interesting condition : Eliza Darling, pregnancy andphilanthropy in early New South WalesDecember 1995, 24/4, pp. 27792J. Martin, Fighting down the idea that the only place for women was home? Gender andpolicy in elementary education, 18791904June 1997, 26/2, pp. 14564

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692 R. Watts

Mary P. Gallant, Against the odds: Anne Jemina Clough and womens education inEnglandpp. 20724Carol Dyhouse, Signing the pledge? Womens investment in university education andteacher training before 1939September 1997, 26/3, pp. 26786Julie Stevenson, Among the qualifications of a good wife, a knowledge of cookerycertainly is not the least desirable (Quintin Hogg): women and the curriculum at thePolytechnic at Regent Street, 18881913pp. 287306Joyce Goodman, Construction contradiction: the power and powerlessness of Women inthe giving and taking of evidence in the Bryce Commission, 1895March 1998, 27/1, pp. 114Ruth Watts, Some radical educational networks of the late eighteenth century and theirinfluenceSeptember 1998, 27/3, pp. 297314J. Goodman, Social investigation and economic empowerment: the Womens IndustrialCouncil and the LCC Trade Schools for GirlsDecember 1998, 27/4, pp. 391402K. Allen and A. Mackinnon, Allowed and expected to be educated and intelligent: theeducation of Quaker girls in nineteenth-century EnglandSeptember 1999, 28/3, pp. 27996J. Goodman, Undermining or building up the nation? Elizabeth Hamilton (17581816),national identities and an authoritative role for women educationistsDecember 1999, 28/4, pp. 37194W. B. Ingalls, Traditional Greek choruses and the education of girlspp. 41334M. van Essen, Strategies of women teachers 18601920: feminization in Dutch elemen-tary and secondary schools from a comparative perspectiveJanuary 2000, 29/1, pp. 4962J. Martin, Working for the people? Mrs Bridges Adams and the London School Board,18971904pp. 6378M. Theobald, Women, leadership and gender politics in the interwar years: the case ofJulia FlynnMay 2000, 29/3, pp. 18194C.T. Jack, The lay sister in educational history and memorypp. 27380P. Cunningham, Review Essay: Narrative and text: women, teachers and oral historyJuly 2000, 29/4, pp. 32942S. Spencer, Womens dilemmas in postwar Britain: career stories for adolescent girls inthe 1950s*September 2000, 29/5, Special Issue: Breaking Boundaries: Gender, Politics and theExperience of Educationpp. 38288*Joyce Goodman and Jane Martin, Breaking boundaries: gender, politics and the experi-ence of educationpp. 389404*Gaby Weiner, Harriet Martineau and her contemporaries: past studies and methodologi-cal questions on historical surveys of womenpp. 40514

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Appendix: Gender articles in History of Education since 1976 693

E. Edwards, Women principals, 19001960: gender and powerpp. 41528B.M. Franklin, Womens voluntarism, special education and the Junior League: socialmotherhood in Atlanta, 19161968pp. 42943M. Kosambi, A window in the prison-house: womens education and the politics of socialreform in nineteenth-century western Indiapp. 44356R. Watts, Breaking the boundaries of Victorian imperialism or extending a reformedpaternalism? Mary Carpenter and Indiapp. 45772E. Unterhalter, Remembering and forgetting: constructions of education gender reform inautobiography and policy texts of the South African transitionJ.C. Albisetti, Unlearned lessons from the New World? English views of American coed-ucation and womens colleges, c.18651910January 2001, 30/1, pp. 1334Melanie Nolan, Putting the state in its place: the domestic education debate in NewZealandMarch 2001, 30/2, pp. 17790*Jane Martin, Reflections on writing a biographical account of a woman educator activistSeptember 2001, 30/5, pp. 45370Linda Eisenmann, Creating a framework for interpreting US womens educationalhistory: lessons from historical lexicographypp. 47188Mary Hilton, Revisioning romanticism: towards a womens history of progressivethought 17801850November 2001, 30/6, pp. 51326Deborah James, Teaching girls: intermediate schools and career opportunities for girlsin the East Glamorgan valleys of Wales, 18961914January 2002, 31/1, pp. 114Carol Dyhouse. Going to university in England between the wars: access and fundingpp. 7182Pamela Horn, Ministry of Labour female training programmes between the wars 191939September 2002, 31/5, pp. 42536J. Goodman, A historiography of founding fathers? Sarah Austin (17931867) andEnglish comparative educationJanuary 2003, 32/1 1734J. Read, Froebelian womennetworking to promote professional status and educationalchange in the nineteenth centuryMarch 2003, 32/2, pp. 15774*Joyce Goodman, Troubling histories and theories: gender and the history of educationpp. 18999Ruth Watts, Science and women in the history of education: expanding the archivepp. 21932Jane Martin, The hope of biography: the historical recovery of women educator activistsMay 2003, 32/3, pp. 24972Lindy Moore, Young ladies institutions: the development of secondary schools for girlsin Scotland, 1833c.1870July 2003, 32/4, pp. 385400

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694 R. Watts

Pauline Heath, Mrs Trimmers plan of appropriate instruction: a revisionist view of hertextbooksSeptember 2003, 32/5, pp. 477494*Jane Martin, Shena D. Simon and English education policy: inside/out?pp. 51327Tanya Fitzgerald, Cartographies of friendship: mapping missionary womens educationalnetworks in Aotearoa/New Zealand 182340pp. 52945Kay Morris Matthews, Imagining home: women graduate teachers abroad 18801930pp. 54759Lynne Trethewey and Kay Whitehead, Beyond centre and periphery: transnationalism intwo teachers/suffragettes workMay 2004, 33/3, pp. 24966Penny Russell, An improper education? Jane Griffins pursuit of self-improvement andTruth, 181112July 2004, 33/4, pp. 43750*Stephanie Spencer, Reflections on the site of struggle: girls experience of secondaryeducation in the late 1950sSeptember 2004, 33/5, pp. 58596Michle Cohen, Gender and method in eighteenth-century English education

Also

From the 1991 conference:Education and Europe: Historical and Contemporary PerspectivesAspects of Education, no. 47, 1992, pp. 3849:Michle Cohen, Gender and the learning of French in eighteenth-century EnglandJune Purvis (ed.), The Education of Girls and Women, History of Education ConferencePapersDecember 1984, 1985:June Purvis, A feminist perspective on the history of womens educationMargaret Bryant, Reflections on the nature of the education of women and girlsFelicity Hunt, Social class and the grading of schools, realities in girls secondary educa-tion 18801940Carol Dyhouse, Feminism and the debate over coeducation/single-sex schooling: somehistorical perspectivesJoan N. Burstyn, Sources of influence: women as teachers of girlsSheila Fletcher, The educational service of the race: the high calling of the gymmistress in the first half of the twentieth centuryPenny Summerfield (ed.) Women and the Professions, History of Education SocietyOccasional Publication No. 8, 1987:Janet Howarth and Mark Curthoys, Gender, curriculum and career: a case study ofwomen university students in England before 1914Maresi Nerad, Coping with women studentswomen coping with the university: theorigins of the University of Californias department of Home Economics 19051915Penny Summerfield, Women and the professional labour market 19001950: the case ofthe secondary schoolmistressHelen Corr, Sexual politics in the National Union of Teachers 18701920Meta Zimmeck, We are all professionals now: professionalization, education and genderin the civil service 18731939*indicates an article named specifically in the text.

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