Abstract
There they go, our brothers who have been educated at public schools and universities, mounting those steps, passing in and out of those doors, ascending those pulpits, preaching, teaching, administering justice, practising medicine, transacting business, making money. It is a solemn sight always — a procession […] For we have to ask ourselves here and now, do we wish to join the procession, or don’t we? On what terms shall we join that procession? Above all, where is it leading us, the procession of educated men?1
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Notes
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See for example Whitehead, ‘Vocation, Career and Character’; Fitzgerald, Outsiders or Equals?; Joyce Goodman, ‘Working for Change across International Borders: The Association of Headmistresses and Education for International Citizenship’, Paedagogica Historica 43, 1 (2007): 165–80.
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Melanie Oppenheimer, ‘Taking the Road Less Travelled: A Perspective on Third Sector Historical Research in the Twentieth Century’, Third Sector Review 9, 2 (2003): 135–46.
Carter, Everybody’s Paid but the Teacher; Tanya Fitzgerald and Jenny Collins, Historical Portraits of Women Home Scientists: The University of New Zealand 1911–1947 (New York: Cambria Press, 2011).
Diana Kendall, The Power of Good Deeds: Privileged Women and the Social Reproduction of the Upper Class (New York: Rowan Littlefield, 2002).
Tamson Pietsch, ‘Many Rhodes: Travelling Scholarships and Imperial Citizenship in the British Academic World 1880–1940’, History of Education 40, 6 (2011): 723–39.
Woyshner and Knupfer, eds., The Educational Work of Women’s Organizations. 22. Judith Harford, The Opening of University Education to Women in Ireland (Dublin: Irish Academic Press, 2008).
Morwenna Griffiths, Feminism and the Self: The Web of Identity (London: Routledge, 1995).
Linda Eisenmann, ‘Creating a Framework for Interpreting U.S. Women’s Educational History: Lessons from Historical Lexicography’, History of Education 30, 5 (2001): 453–70.
Jane Martin, ‘The Hope of Biography: The Historical Recovery of Women Educator Activists’, History of Education 32, 2 (2003): 219–32
Jane Martin and Joyce Goodman, Women and Education 1800–1980 (Basingstoke: Palgrave Macmillan, 2004).
Barbara Finkelstein, ‘Revealing Human Agency: The Uses of Biography in the Study of Educational History’, in Writing Educational Biography: Explorations in Qualitative Research, ed. Craig Kridel (New York: Garland Publishing, 1998), 45.
Alison Prentice, ‘Workers, Professionals, Pilgrims: Tracing Canadian Women Teachers’ Histories’, in Telling Women’s Lives: Narrative Inquiries in the History of Women’s Education, ed. Kathleen Weiler and Sue Middelton (Buckingham: Open University Press, 1999), 37.
Fitzgerald, Outsiders or Equals?; Sari Knopp Biklen, School Work: Gender and the Cultural Construction of Teaching (New York: Teachers College Press, 1995).
Jane Martin, ‘Reflections on Writing a Biographical Account of a Woman Educator Activist’, History of Education 30, 2 (2001): 163–76.
Joan Wallach Scott, Only Paradoxes to Offer: French Feminists and the Rights of Man (Cambridge, MA: Harvard University Press, 1996).
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© 2014 Tanya Fitzgerald and Elizabeth M. Smyth
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Fitzgerald, T., Smyth, E.M. (2014). Introduction: Educational Lives and Networks. In: Fitzgerald, T., Smyth, E.M. (eds) Women Educators, Leaders and Activists. Palgrave Macmillan, London. https://doi.org/10.1057/9781137303523_1
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DOI: https://doi.org/10.1057/9781137303523_1
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