Gendering the story: Change in the history of education

History of Education

Volumn 34, Issue 3, 2005, Pages 225-241

  Watts, Ruth ^a  

^a UNIVERSITY OF BIRMINGHAM   (United Kingdom)

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EID: 27944497895     PISSN: 0046760X     EISSN: None     Source Type: Journal    
DOI: 10.1080/00467600500065076     Document Type: Conference Paper

References (113)

1. I should like to thank Richard Aldrich, J. Goodman and J. Martin for reading a draft of this paper and for their helpful comments.
2. For the difference between women's, feminist and gender history see J. Rendall, 'Uneven developments: women's history, feminist history and gender history in Great Britain', in K. Offen, R. Pierson and J. Rendall (eds), Writing Women's History: International Perspectives (London: Macmillan, 1991).
3. K. Flett, 'Sex or class: the education of working-class women, 1800-1870';
4. J. Purvis, '"We can no longer pretend that sex stratification does not exist, nor that it exists but is unimportant" (M. Eichler). A reply to Keith Flett;
5. A reply to Keith Flett'; M. Gomersall, 'Women's work and education in Lancashire, 1800-1870: a response to Keith Flett', History of Education, 18/2 (June 1989), 145-62.
6. J. Goodman and R. Watts, 'Recent past, present and possible future developments in the history of women's education and gender and education', paper given at ANZHES conference, End of a Century: New Work in the History of Education, Sydney, 1999.
7. M. Cohen, Fashioning Masculinity: National Identity and Language in the Eighteenth Century (Routledge, 1996).
8. D. Raftery, Women and Learning in English Writing 1600-1900 (Dublin: Four Courts Press, 1997).
9. In 2003, for Rebecca Rogers and Mineke van Essen, co-editing a selection of the gender papers given in Paris for ISCHE in 2002, I drew up a list of all the articles to date on women's history or gender in History of Education since it began. The resulting articles were substantially more than those in similar journals from any other country and still led the field when counting only those articles on teachers. See M. van Essen and R. Rogers, Les Ensignantes XIX-XX siècles (Paris: INRP, 2003), 8.
10. J. Purvis (ed.), The Education of Girls and Women, History of Education Conference Papers - December 1984 (1985);
11. Penny Summerfield (ed.), Women and the Professions, History of Education Society Occasional Publication No. 8, (1987).
12. A list in chronological order was given at the conference.
13. C. Heward, 'Men and women and the rise of professional society: the intriguing history of teacher educators', History of Education, 22/1 (March 1993), 11-32.
14. J. Middleton, 'The overpressure epidemic of 1884 and the culture of nineteenth century schooling', History of Education, 33/4 (July 2004), 419-36.
15. J. Burstyn, 'Women's education in England during the nineteenth century: a review of the literature 1970-1976', History of Education, 6/1 (Feb. 1977), 11-20;
16. F. Prochaska, Women and Philanthropy in 19th Century England (Oxford: Clarendon Press, 1980).
17. C. Dyhouse, 'Social Darwinistic ideas and the development of women's education in England 1880-1920', History of Education, 5/1 (Feb 1976), 41-58.
18. M. R. Theobald, 'The accomplished woman and the propriety of intellect: a new look at women's education in Britain and Australia, 1800-1850', History of Education, 17/1 (March 1988), 21-37.
19. J. Purvis (ed.), The Education of Girls and Women, History of Education Conference Papers - December 1984, (1985), 'Introduction', 5.
20. J. Purvis (ed.), The Education of Girls and Women, Ibid., 1-12.
21. P. Summerfield, 'Introduction: Feminism, femininity and feminization: educated women from the sixteenth to the twentieth centuries', History of Education, 22/3 (1993), 213-4.
22. P. Summerfield, 'Editorial', Women, Education and the Professions, History of Education Society Occasional Publication No. 8 (1987), 2-3.
23. L. Davidoff and C. Hall, Family Fortunes: Men and Women of the English Middle Class 1780-1850 (London: Hutchinson, 1987).
24. J. Goodman and J. Martin, 'Breaking boundaries: gender, politics and the experience of education', History of Education, 29/5 (Sept 2000), 382-8. This edition was based on the successful History of Education Society conference in Winchester of 1999.
25. G. Weiner, 'H. Martineau and her contemporaries: past studies and methodological questions on historical surveys of women', History of Education, 29/5 (September 2000), 389-404.
26. J. Martin and J. Goodman, Women and Education, 1800-1980 (Basingstoke: Palgrave Macmillan, 2004).
27. Weiner, 'Harriet Martineau';
28. Mary Hilton, 'Revisioning romanticism: towards a women's history of progressive thought 1780-1850', History of Education, 30/5, (September 2001), 471-88.
29. J. Goodman, 'Troubling histories and theories: gender and the history of education', History of Education, 32/2 (March 2003), 157-74.
30. J. Goodman and J. Martin, 'Breaking boundaries', 382-8.
31. J. Martin and J. Goodman, Women and Education 1800-1980 (Basingstoke: Palgrave Macmillan, 2004).
32. J. Martin, 'Reflections on writing a biographical account of a woman educator activist', History of Education, 30/2 (March 2001), 177-90.
33. J. Martin, 'Shena D. Simon and English education policy: inside/out?', History of Education, 32/5 (September 2003), 477-94.
34. Ibid.;
35. K. Weiler, 'Reflections on writing a history of women teachers', in K. Weiler and S Middleton (eds), Telling Women's Lives: Narrative Inquiries in the History of Women's Education (Buckingham: Open University Press, 1999), 44-7.
36. Andrea Jacobs, 'Examinations, cultural capital and elites'.
37. Stephanie Spencer and Camilla Leach shared the platform with her, speaking on 'Mother and school: Charlotte Mason and the transmission of cultural capital' and 'Education, radicalism and its perpetuation: Quaker women in the nineteenth century', respectively. Joyce Goodman chaired. All four are from the Centre for the History of Women's education at University College Winchester. Helen Gunter has written extensively on using Bourdieu as a thinking tool in the history of education.
38. Stephanie Spencer and Camilla Leach shared the platform with her, speaking on 'Mother and school: Charlotte Mason and the transmission of cultural capital' and 'Education, radicalism and its perpetuation: Quaker women in the nineteenth century', respectively. Joyce Goodman chaired. All four are from the Centre for the History of Women's education at University College Winchester. Helen Gunter has written extensively on using Bourdieu as a thinking tool in the history of education.
39. See, e.g., 'Thinking theory: the field of education management in England and Wales', British Journal of Sociology of Education, 12/4 (2000), 623-35.
40. S. Spencer, 'Reflections on the site of struggle: girls experience of secondary education in the late 1950s', History of Education, 33/4 (July 2004), 437-50.
41. J. Martin, 'Shena Simon', 484.
42. See a particularly interesting example in J. Goodman, 'Troubling histories and theories: gender and the history of education', History of Education, 32/2 (March 2003), 157.
43. J. Rendall, 'Women's History in Britain, Past, Present and Future: Gendered Boundaries?', Women's History Magazine, 40 (February 2002), 4-11.
44. Between 1994 (when I first started going to ISCHE conferences) and the 1999 conference in Australia there were only six gender papers published from the conferences. Three of them were from the 1994 Amsterdam conference and two were by Caroline Bowden. The gender group was revived in 1994 but its papers were heard outside the main conference until Sydney in 1999 although the group twice represented ISCHE at the CISH conferences, once in Montreal in 1995 and again in Oslo in 2000. Since they have been incorporated into the main conference the number of papers selected for publication has increased enormously, with five from Sydney, three from Spain, five from Birmingham and three plus a separate book comprising seven papers from France in 2002.
45. J. D. Browne and S. Parkes, 'A. Lloyd Evans', History of Education Society Bulletin, 29 (Spring 1982), 36-40;
46. R. Lowe (ed.), Biography and Education: Some Eighteenth and Nineteenth Century Studies (History of Education Society, 1980).
47. See D. Armstrong, 'Historical voices: philosophical idealism and the methodology of "voice" in the history of education', History of Education, 32/2 (March 2003), 201-17.
48. G. McCulloch and R. Watts (eds), 'Theory, methodology, and the history of education', History of Education, 32/2 (March 2003). J. Goodman, J. Martin and R. Watts wrote the three articles.
49. 'Western' here defined as Europe, North America, Australia, New Zealand.
50. For ease of reference here I refer the reader to significant parts of their writing reproduced in M. Lederman and I. Bartsch (eds), The Gender and Science Reader (London: Routledge, 2001), 98-110, 145-224.
51. For example S. Rosser, 'Are there feminist methodologies appropriate for the natural sciences and do they make a difference?';
52. S. Harding, 'Feminist standpoint epistemology', in Lederman and Bartsch, Gender and Science, 123-44, 145-68.
53. For example L. Schiebinger, The Mind has no Sex? Women in the Origins of Modern Science (London: Harvard University Press, 1989).
54. C. Merchant, 'Dominion over nature';
55. M. Lederman, 'Structuring feminist science', in Lederman and Bartsch, Gender and Science, 68-81, 437-6.
56. See, e.g., E. Fox Keller, A Feeling for the Organism: The Life and Work of Barbara McClintock (New York & San Francisco: Freeman and Co., 1983);
57. G. Ferry, Dorothy Hodgkin A Life (London: Granta Books, 1999; 1st edn 1998);
58. B. Maddox, Rosalind Franklin. The Dark Lady of DNA (London: HarperCollins, 2002).
59. S. Harding, Whose Science? Whose Knowledge? Thinking from Women's Lives (Milton Keynes: Open University Press, 1991).
60. Weiler, 'Reflections' refers to Harding on p. 44.
61. J.R.R. Christie, 'Aurora, Nemisis and Clio', British Journal for the History of Science, 26 (1993), 391-405.
62. L. Jordanova, 'Gender and the historiography of science', British Journal of the History of Science, 26 (1993), 469-83.
63. L. Jordanova, ' British Journal of the History of Science, Ibid., 473.
64. L. Jordanova, ' British Journal of the History of Science, Ibid., 478.
65. Lederman and Bartsch, Gender and Science, 2-4, 9-10, 63-6, 119-20, 231-2, 307-8, 383-4, 491-4, passim.
66. For example Lynette Hunter and Sarah Hutton (eds), Women, Science and Medicine 1500-1700: Mothers and Sisters of the Royal Society (Stroud, Glos: Sutton Publishing, 1997).
67. Christie, 'Aurora', 404-5.
68. Jordanova, 'Gender and ...science', 478.
69. Harding, Whose Science?, 69, 106.
70. R. Watts, Gender, Power and the Unitarians in England 1760-1860 (London: Longman, 1998), passim.
71. R. Watts, '"Suggestive Books": the role of the writings of Mary Somerville in science and gender history', Paedagogica Historica, 37/1 (2002), 163-86.
72. Evelyn Fox Keller on this-see her Reflections of Gender and Science (New Haven, CT: Yale University Press; 1985), 19;
73. but see also S. Hutton, 'The riddle of the sphinx: Francis Bacon and the emblems of science', in Hunter and Hutton, Women, Science and Medicine 1500-1700, 7-28;
74. E. Potter, Gender and Boyle's Law of Gases (Bloomington and Indianapolis: Indiana University Press, 2001), ix-xiii, 3-4.
75. See also L. Schiebinger, The Mind has no Sex? Women in the Origins of Modern Science (London: Harvard University Press, 1989) .
76. See K. Rowold, Gender and Science: Late Nineteenth-century Debates on the Female Mind and Body (Bristol: Thoemmes Press, 1996).
77. F. Hunt, Gender & Policy in English Education 1902-1944 (Hemel Hempstead, Herts: Harvester Wheatsheaf, 1991), 120-31.
78. Article to be published in the Journal of Educational Administration and History. I am grateful to the authors for sharing their thoughts with me.
79. All references are to papers I have given either at History of Education Society or ISCHE conferences. 'Knowledge and Power in Ancient Alexandria: Lessons from the Career of Hypatia, a Female Mathematician and Philosopher Hypatia' was a paper I gave at the Institute of Historical Research in January 2003. 'Alice Stewart: a Woman in Science' was given in London, March 2004 at a joint conference given by the Society for the Social History of Medicine and the Centre for the History of Medicine, University of Birmingham. Some papers I have had published, others I have kept for my forthcoming book to be published by Routledge in 2006.
80. For example, Watts, Gender, Power and the Unitarians.
81. See committee members in Minutes and Reports of the Birmingham Education Committee each year.
82. These remarks on Birmingham are taken from my paper 'New education, new science-a new story for women?', given at the ISCHE conference in Geneva in July 2004.
83. For example in January 2004 Jane Martin and I spoke at a Domus seminar at University of Birmingham on revisiting past agendas of our own in the light of subsequent research on gender and education.
84. For example C. Webster, The Great Instauration: Science, Medicine and Reform 1626-60 (Duckworth, 1975);
85. see also C. Webster (ed.), The Intellectual Revolution of the Seventeenth Century (London: Routledge & Kegan Paul, 1974);
86. C. Webster, Utopian Planning (Oxford: Research Publications for the Wellcome History of Medicine No. 11, 1979).
87. The following works were published earlier but I did not know of them: K. C. Hurd-Mead, A History of Women in Medicine from the Earliest Times to the Beginning of the Nineteenth Century (Haddam CT: Haddam Press, 1938), 386-406;
88. G. D. Meyer, The Scientific Lady in England 1650-1760: An Account of her Rise with Emphasis on the Major Roles of the Telescope and Microscope (Berkeley and Los Angeles: University of California Press, 1955).
89. So was A. Conway, The Correspondence of Anne, Viscountess Conway, Henry More and their Friends 1642-16841, edited by M.H. Nicholson (New Haven, 1930) - revised version introduced and edited by S. Hutton (Oxford: Clarendon Press, 1992).
90. R. Watts, 'Gender, science and modernity in seventeenth century England', Paedagogica Historica, forthcoming 2005.
91. See, for example, Jacqueline Broad's review article 'Cavendish redefined' in British Journal for the History of Philosophy, 12/4 (2004), 731-41.
92. In September 2004 Gaby Weiner and I gave a joint paper to the Women's History Network conference where we put together our recent re-examinations of the work of Harriet Martineau and J. Marcet. Gaby followed this up with a paper to Domus at University of Birmingham in October 2004.
93. Watts, '"Suggestive Books", 163-86.
94. B. Polkinhorn, J. Marcet An Uncommon Woman (Berkshire: Forestwood Publications, 1993).
95. Watts, '"Suggestive books'"
96. See note 57.
97. G. Greene, The Woman who Knew Too Much: Alice Stewart and the Secrets of Radiation (Ann Arbor: University of Michigan Press, 1999).
98. G. Greene, The Woman who Knew Too Much: Alice Stewart and the Secrets of Radiation, Ibid., 40.
99. C. Dyhouse, No Distinction of Sex? Women in British Universities 1870-1939 (London: UCL Press, 1995);
100. S. Wiggins, '"Newnham expects every woman to do her duty": political responsibility and elite identity in women's colleges, 1890-1914', paper given at conference in Oxford Women and Education, 2004.
101. Greene, Alice Stewart, 259.
102. J. Goodman and J. Martin (eds), Gender, Colonialism and Education: the Politics of Experience (London: Woburn Press, 2002), 1.
103. See for example K. Morris Matthews, '"Imagining Home": women graduate teachers abroad 1880-1930';
104. L. Trethewey and K. Whitehead, 'Beyond centre and periphery: transnationalism in two teachers/suffragettes work', History of Education, 32/5 (September 2003), 529-45, 547-59.
105. J. Goodman and S. Harrop (eds), Women, Education Policy-Making and Administration in England. Authoritative Women since 1880 (London: Routledge, 2000).
106. (Other contributors in this were J. Martin, '"Women not wanted": the fight to secure political representation on Local Education Authorities, 1870-1907';
107. W. Robinson, 'Women and teacher training: women and pupil-teacher training centres, 1880-1914';
108. A. O'Hanlon-Dunn, 'Women as witnesses: elementary schoolmistresses and the Cross Commission, 1885-1888'
109. and R. Betts, 'Parliamentary women: women ministers of education, 1924-1974');
110. J. Martin, Women and the Politics of Schooling in Victorian and Edwardian England (Leicester: Leicester University Press, 1999).
111. Andrea Jacob's unpublished doctoral thesis on Girls and Examinations 1860-1902 (University of Southampton 2003) offers a useful corrective to the view that boys always used to do better than girls in exams.
112. W. Robinson, 'Women and teacher training: women and pupil-teacher centres, 1880-1914', in Goodman and Harrop, Educational Policy-Making, 99-115.
113. Rendall, 'Women's History', 9-10.