Paedagogica Historicagenderbibliography 1994-2012

Paedagogica HistoricaGenderBibliography 1994-2012

Ruth Watts, Genever ISCHE 2012

[Key: Grouped in years. Papers from conferences on gender, but not necessarily from gender group meetings, in bold and mauve; papers in themed or special issues indented and in red. Published papers from conferences generally appear 2 years later.]

[Hans van Crombrugge, ‘Rousseau on Family and Education’, Paedagogica Historica, 31 Issue 2 (1995): 445-80]

Linda A. Pollock, ‘Training a Child in the Way He/She should go. Cultural Transmission and Child –rearing within the Home in England, circa 1550-1800’, Paedagogica Historica, Supplementary Series II, (1996): 79-103

Caroline Bowden, ‘Parental Attitudes towards the Education of Girls in late Sixteenth and early Seventeenth-Century England’, Paedagogica Historica, Supplementary Series II (1996): 105-24

Monique Stavenuiter, ‘Researching Adulthood. Cultural Transmission and Intergenerational Relations within the Family in The Netherlands in the Nineteenth Century’, Paedagogica Historica, Supplementary Series II (1996):125-43

Leendert Frans Groenedijk, ‘Die Kulturkritische Familienpädagogik des Psychoanalytikers Wilhelm Stekels’, Paedagogica Historica, Supplementary Series II (1996): 145-62

Geoffrey Giles, ‘Straight Talk for Nazi Youth. The Attempt to transmit Cultural Norms’, Paedagogica Historica, Supplementary Series II (1996): 305-18

Christi Ziegler, ‘Civic Education and International Meetings for Women in the American Zone of Occupation’, Paedagogica Historica, 33, Issue 1 (1997): 291-300

Ann Taylor Allen, ‘Autonomy or Institution? Origins and Development of Women’s Studies in the United States and Germany, 1965-1981’, Paedagogica Historica, 33, Issue 1 (1997): 331-49

Nelleke Bakker, ‘Child-rearing Literature and the Reception of Individual Psychology in the Netherlands, 1930-1950: The Case of a Calvinist Pedagogue’, Paedagogica Historica, Supplementary Series III Part 2 (1998):583-602

Christine Mayer, ‘Social Change and Educational Reform Illustrated by the Development of the School of Industry in Hamburg, 1788-1811’, Paedagogica Historica, Supplementary Series IV (1998): 88-104

Nelleke Bakker, ‘A Strange inconsistency: Coeducation in Secondary Education in the Netherlands, 1900-1960’, Paedagogica Historica, Supplementary Series IV, (1998): 273-92

Christine Trimingham Jack, ‘Sacred Symbols, School Ideology and the Construction of Subjectivity’, Paedagogica Historica, 34, Issue 3 (1998): 771-794

Caroline Bowden, ‘”For the Glory of God”: A Study of the Education of English Catholic Women in Convents in Flanders and France in the First Half of the Seventeenth Century’, Paedagogica Historica, Supplementary Series V (1999): 77-95

Stephanie Burley, ‘Past Principals: “The Public Pervasive Presence of Powerful Women in the Church” in South Australia, 1880-1925’, Paedagogica Historica, Supplementary Series V (1999): 339-52

Sandro Bellassai, ‘The Party as School and the Schools of Party. The Partito Comunista Italiano 1947-1956’, Paedagogica Historica, 35, Issue 1 (1999): 87-107

James C. Albisetti, ‘Catholics and Coeducation: Rhetoric and Realityin Europe before Divini Illius Magistri’, Paedagogica Historica, 35, Issue 3 (1999): 666-696

Malcolm Vick, ‘What does a Teacher look like?’, Paedagogica Historica, Supplementary Series VI, 36, no. 1 (2000): 247-63, see 254

Sosoles San Roman Gago, ‘The Spanish Schoolmistress. From Tradition to Modernity’, Paedagogica Historica, 36, Issue 2 (2000): 571-600

James Albisetti, ‘European Perceptions of American Coeducation, 1865-1914: Ethnicity, religion and culture’, Paedagogica Historica, Supplementary Series VII, 37, no. 1 (2001):123-38

Ian D. Brice, ‘Ethnic Masculinities in Australian Boys’ Schools in late Nineteenth-Century Australia’, Paedagogica Historica, Supplementary Series VII, 37, no. 1 (2001): 139-52

Tanya Fitzgerald, ‘Jumping the Fences: Maori Women’s Resistance to Missionary Schooling in Northern New Zealand 1823-1835’, Paedagogica Historica, Supplementary Series VII, 37, no.1, (2001):175-92 (Awarded ISCHE prize 1999.)

Ruth Watts, ‘Mary Carpenter and India: enlightened Liberalism or condescending Imperialism?’, Paedagogica Historica, Supplementary Series VII, 37, no. 1 (2001): 193-210

Marjorie Theobald, ‘The Afghan Children of Oodnadatta: A Reflection on Gender, Ethnicity and Education in the Interwar Years’, Supplementary Series VII, 37, no.1, Paedagogica Historica, (2001):211-230

Barbara Beatty, ‘The Disconnected Discourses of Childhood and Child Care in the United States’, Paedagogica Historica, 37, Issue 3 (2001): 662-676

Ruth Watts, ‘”Suggestive Books”: the Role of the Writings of Mary Somerville in Science and Gender History’, 38, no. 1 (2002): 163-86

Edith Saurer, ‘Social Investigations and Gender Reform. The Villermés and their Moral Preoccupations’, Paedagogica Historica, 38, Issue 2-3 (2002): 437-449

Jens Jäger, ‘International Police Cooperation and the Associations for the Fight against White Slavery’, Paedagogica Historica, 38, Issue 2-3 (2002): 565-579

Kate Rousmaniere, ‘Being Margaret Haley, Chicago, 1903’, Paedagogica Historica,39,nos. 1-2 (2003): 5-18

Joyce Goodman, ‘Sex and the City: Educational initiatives for “Dangerous” and “Endangered” Girls in Late Victorian and Early Edwardian Manchester’, Paedagogica Historica, 39, nos. 1-2 (2003): 75-86

Kevin J. Brehony, ‘A “Socially Civilising Influence”? Play and the Urban “Degenerate”, Paedagogica Historica, 39, nos. 1-2 (2003): 87-106

Lynne Trethewey and Kay Whitehead, ‘The City as a Site of Woman Teachers’ Post –Suffrage political Activism: Adelaide, South Australia’, Paedagogica Historica, 39, nos. 1-2 (2003): 107-20

Stephanie Spencer, ‘Schoolgirl to Career Girl. The City as Educative Space’, Paedagogica Historica, 39, nos. 1-2 (2003): 121-34 (Awarded ISCHE prize 2001.)

Annemieke van Drenth & Mineke van Essen, ‘”Shoulders Squared Ready for Battle with Forces that sought to Overwhelm”. West-European and American Women Pioneers in the Educational Sciences, 1800-1910’, Paedagogica Historica, 39, no.3 (2003): 263-84

Paedagogica Historica, 39, no. 6 (2003): 685-735 - theme of ‘Discourses of Masturbation’ with articles by Lesley A. Hall, Michael Stolberg and Franz X. Elder

Bernardo Rodriguez, ‘A Catholic Public School in the Making: Beaumont College during the Rectorate of the Reverend Joseph M. Bampton, S.J. (1901-1908). His Implementation of the “Captain” System of Discipline’, Paedagogica Historica, 39, no. 6 (2003): 237-57.]

Robert Anderson, ‘The Idea of the Secondary School in the Nineteenth-century Europe’, Paedagogica Historica, 40, nos. I-2 (2004): 93-106

Christine de Bellaigue, ‘Behind the School Walls: the School Community in French and English Boarding Schools for Girls, 1810-1867’, Paedagogica Historica 40, nos. I-2 (2004):106-21 (Awarded the ISCHE prize 2002).

Simonetta Soldani, ‘S’emparer de l’avenir: les jeunes filles dans les écoles normales et les établissements secondaires de l’Italier unifiée’, Paedagogica Historica40, nos. I-2 (2004): 123-42

James C. Albisetti, ‘The French Lycées de Jeunes Filles in International Perspective, 1878-1910’, Paedagogica Historica 40, nos. I-2 (2004): 143-56

Willie Henderson, ‘Millicent Garrett Fawcett’s Political Economy for Beginners: An Evaluation’, Paedagogica Historica, 40, no. 4 (2004): 435-53

Pierre Kita Masandi, ‘L’Éducation Féminine au Congo Belge’, Paedagogica Historica, 40, no. 4 (2004): 479-97

Ruth Watts, ‘Gender, Science and Modernity in Seventeenth-century England’, Paedagogica Historica, 41, nos. 1&2 (2005): 79-93

Joyce Goodman, ‘A Cloistered Ethos? Landscapes of Learning and English Secondary Schools for Girls; an Historical Perspective’, Paedagogica Historica, 41, nos. 4&5 (2005): 589-603

Kathleen Weiler, ‘The Historiography of Gender and Progressive Education in the United States’, Paedagogica Historica, 42, nos. 1&2 (2006): 161-76

Kay Whitehead and Judith Peppard, ‘Transnational Innovations, Local Conditions and Disruptive Teachers and Students in Interwar Education’, Paedagogica Historica, 42, nos. 1&2 (2006): 177-89

Anne-Francoise Praz, ‘Ideologies, Gender and School Policy: a Comparative Study of Two Swiss Regions (1860-1930), Paedagogica Historica 42, no. 3 (2006): 345-61

Michel Vandenbroeck, ‘The Persistent Gap between Education and Care: a “History of the Present” Research on Belgian child Care Provision and Policy’, Paedagogica Historica 42, no. 3 (2006): 363-83

Heikki Lempa, ‘Patriarchalism and Meritocracy: Evaluating Students in late Eighteenth-Century Schnepfenthal’, Paedagogica Historica 42, no. 6 (2006): 727-49

Ingrid Lohmann and Christine Mayer, ‘Educating the Citizen: Two Cases Studies on Inclusion and Exclusion in Prussia in the Early Nineteenth Century’, Paedagogica Historica 43, no. 1 (2007): 7-27

Annemieke Van Drenth, ‘Mental boundaries and Medico-Pedagogical Selection: Girls and Boys in the Dutch “School for Idiots”, The Hague1857-1873’, Paedagogica Historica, 43, no. 1 (2007): 99-117

Helen Proctor, ‘Gender and Merit: Coeducation and the Construction of a Meritocratic Educational Ladder in New South Wales, 1880-1912’, 43, no. 1 (2007): 119-34 (Awarded ISCHE prize 2005.)

Joyce Goodman, ‘Working for Change across International Borders: the Association of Headmistresses and Education for International Citizenship’, Paedagogica Historica, 43, no. 1 (2007): 165-80

Judith Harford, ‘An Experiment in the Development of Social Networks for Women: Women’s colleges in Ireland in the Nineteenth Century’ Paedagogica Historica 43, no. 3 (2007): 365-381

Paedagogica Historica 43, no.4 (2007) special issue on ‘Servants, Domestic Servants and Children, the Role of Domestic Personnel in the Upbringing and Education of the Master’s and Employer’s Children from the Sixteenth to the Twenty-First Centuries’ edited by Patrizia Delpiano and Raffaella Sarti

Sarah Pech, ‘L’influence des Nourrices sur la Formation Physique et Morale des Enfants qu’elles allaient selon les Médicins et Moralistes Espagnols des XVIème et XVIIème Siècles’, Paedagogica Historica 43, no.4 (2007): 493-507

Despina Stratigakos, ‘”I Myself Want to Build”: Women, Architectural Education and the integration of Germany’s Technical Colleges’, Paedagogica Historica 43, no.6 (2007): 727-56

Benita Blessing, ‘Methodological Considerations: Using Student Essays as Historical Sources, the Example of Postwar Germany’, Despina Stratigakos, ‘”I Myself Want to Build”: Women, Architectural Education and the integration of Germany’s Technical Colleges’, Paedagogica Historica 43, no.6 (2007): 727-56

Luis Grosso Correia, ‘Social Patters of Literacy in the City of Porto at the End of the Nineteenth Century’, Paedagogica Historica, 44, nos. 1&2 (2008): 83-105

Jeroen J.H. Dekker, ‘Moral Literacy: the Pleasure of learning how to become Decent Adults and Good Parents in the Dutch Republic in the Seventeenth Century’, Paedagogica Historica, 44, nos. 1&2 (2008): 137-51

Joyce Goodman and Andrea Jacobs, ‘Musical Literacies in the English Inter-war Secondary-school Classroom’, Paedagogica Historica,44, nos. 1&2 (2008): 153-166

[Maria Iolanda Monteiro andBelmira Oliveira Bueno, ‘Knowledge and Practices of Successful Literacy Teachers(Brazil, 1950-1980),Paedagogica Historica, 44, nos. 1&2 (2008): 179-91]

[ Kaisa Vehkalati, ‘The Urge to See Inside and Cure: Letter-writings as an Educational Tool in Finish Reform School Education, 1915-28’,Paedagogica Historica, 44, nos. 1&2 (2008): 193-205]

Willemin Ruberg, ‘Epistolary and Emotional Education: the Letters of an Irish Father to his Daughter, 1747-1752’, Paedagogica Historica, 44, nos. 1&2 (2008): 207-18

Sevan G. Terzian, ‘”Adventures in Science”: Casting Scientifically Talented Youth as National Resources on American Radio, 1942-1958, Paedagogica Historica 44, no.4 (2008): 309-25

Christa Kersting, ‘Weibliche Bildung and Bildungspolitik: das International Council of Women und seine Kongresse in Chicago (1893), London (1899) und Berlin (1904), Paedagogica Historica 44, no.4 (2008): 327-46

Annemieke van Drenth, ed. ‘Gender and Politics in the History of Education’,Paedagogica Historica 44, no.4 (2008):

Annemieke van Drenth, ‘Contested Scripts: an Introduction’, 369-77.

Annemieke van Drenth & Mineke van Essen, ‘The Ambiguity of Professing Gender: Women Educationists and New Education in the Netherlands (1890-1940), 379-96

Jane Martin, ‘Engendering city Politics and Educational Thought: Elite Women and the London Labour Party, 1914-1965’, 397-413

Joyce Goodman, ‘Conservative Woman or Woman Conservative? Complicating Accounts of women’s Educational Leadership, 415-28

Catherine J. Kudlick, ‘Guy de Maupassant, Louisa May Alcott and Youth at Risk: Lessons from the New Paradigm o f Disability’, Paedagogica Historica, 45, nos. 1&2 (2009): 37-49

Maria João Mogarro and Silvia Alicia Martinez, ‘Unprotected Girls and Teacher Training in Portugal in the Second Half of the Nineteenth Century’, Paedagogica Historica, 45, nos. 1&2 (2009): 117-28

[Geert Thyssen, ‘The “Trotter” Open-air School, Milan (1922-1977): a City of Youth or Risky Business?’, Paedagogica Historica, 45, nos. 1&2 (2009): 157-80]

Sian Roberts, ‘Exhibiting Children at risk: Child Art, International Exhibitions and Save the Children Fund in Vienna, 1919-1923’, Paedagogica Historica, 45, nos. 1&2 (2009): 171-90 (Awarded ISCHE prize 2007.)

Christophe Verbruggen and Julie Carlier ‘An Entangled History of ideas and Ideals: Feminism, Social and Educational Reform in Children’s Libraries in Belgium before the First World War’, Paedagogica Historica, 45, no. 3 (2009): 291-308

Tim Allender, ‘Learning Abroad: the Colonial Educational Experiment in India, 1813-1919’, Paedagogica Historica, 45, no.6 (2009): 727-741

Barnita Bagchi, ‘Towards Ladyland: Rokeya Sakhawat Hossain and the Movement for Women’s Education in Bengal, c.1900-c.1932’, Paedagogica Historica, 45, no.6 (2009): 743-75

Ruth Watts, ‘Education, empire and social change in nineteenth century England’ Paedagogica Historica, 45, no.6 (2009): 773-86

Alan R. Sadonik and Susan F Semel, ‘Introduction’, Paedagogica Historica, 46, nos. 1&2, (2010): 1-13, 69-115

Joyce Goodman, ‘Cosmopolitan women educators, 1920-39: inside/outside activism and abjection’ Paedagogica Historica, 46, nos. 1-2 (2010): 69-83

Kay Whitehead, ’”A Decided Disadvantage for the Kindergarten Students to Mix with the State Teachers”’, Paedagogica Historica, 46, nos. 1&2 (2010): 85-97

Rashida Keshavjee, ‘The Elusive Access to Education for Muslim women in Kenya from the late nineteenth century to eh “Winds of Change “ in Africa (1890s to 1960s)’, Paedagogica Historica, 46, nos. 1&2, (2010): 99-115

Julia Horne and Geoffrey Sherington, ‘Extending the Educational Franchise: the Social contract of Australia’s Public Universities, 1850-1890’, Paedagogica Historica, 46, nos.1&2 (2010): 207-227

Meri L Clark, ‘Teaching Writing in the Republic of Colombia, 1800-1850’, Paedagogica Historica, 46, no. 4 (2010): 449-61

Hester Camilla Smith, ‘Artist as Educator? Assessing the pedagogic role of folly in the early Work of the Anglo-Swiss Artist Henry Fuseli 91741-1825), Paedagogica Historica 46, no.5 (2010): 559-583

Josephine May, ‘A Field of Desire: Visions of Education in Selected Australian Silent Films’, Paedagogica Historica 46, no.5 (2010): 623-37

Jennifer Redmond and Judith Harford, ‘”One man one job”: the Marriage Ban and the Employment of Women Teachers in Irish Primary Schools’, Paedagogica Historica 46, no.5 (2010): 639-54

Véronique Pache Huber and Véronique Dasen eds.Paedagogica Historica 46, no.6 (2010). Special Issue ‘Politics of Child Care in Historical Perspective. From the World of Wet Nurses to the Networks of Family Child Care Providers’. 23 articles in which gender implicit throughout.

Véronique Pache Huber and Véronique Dasen, ‘Introduction’, 673-684

Irene Hardach-Pinke, ‘intercultural Education by Governesses (seventeenth to twentieth century), 715-28

Suzanne Lallemand, ‘La Garde des Infants par d’Autres Enfants: Quelques Etudes de Cas Extra-Europeens’, 741-50

Swapna M. Banerjee, ‘Blurring Boundaries, Distant Companions: Non-Kin Female Caregivers for Children in Colonial India (Nineteenth and Twentieth Centuries), 775-88

Marie-France Morel, ‘Images de Nourrices dans la France des XVIIIe et XIXe siècles’, 803-17

See also articles by Vinciane Pirenne-Delforge, Véronique Dasen , Lynet Uttal, Patrizia Birchler Emery, Anne-Lise Head-König, Raffaella Sarti, Véronique Pache Huber and Françoise Bloch

Christine Mayer, (2011) 'Poverty, education and gender: pedagogic transformations in the schools for the poor (Armenschulwesen) in Hamburg, 1788-1871', Paedagogica Historica,47, nos. 1&2 (2011): 91-107

Amy Palmer, ‘Nursery Schools for the Few or the Many? Childhood, Education and the State in mid-Twentieth –century England’, Paedagogica Historica, 47, nos. 1&2 (2011): 139-54 (Awarded ISCHE prize 2009).

Siân Roberts, ‘”I promised them that I would tell England about them”: a woman teacher activist’s life in popular humanitarian education’, Paedagogica Historica, 47, nos.12 (2011), 155-72

Judith Harford and Tom O’Donoghue, ‘Continuity and Change in the Perspectives of Women Religious in Ireland on themselves both as Religious and as Teachers in the Years immediately prior to , and following, the Second Vatican Council (1962-1965), Paedagogica Historica, 47, no. 3 (2011): 399-413

Patrick Ryan, ‘”Young Rebels flee Psychology”: Individual Intelligence, Race and Foster Children in Cleveland, Ohio between the World Wars’, Paedagogica Historica, 47, no. 6 (2011): 767-83

Annemieke van Drenth and Mineke van Essen, ‘Dutch Special Education Schools for Children with Learning Disabilities in the Interwar Period’,Paedagogica Historica, 47, no. 6 (2011): 805-24

Rita Hofstetter, ‘La Transformation de L’Enfant en écolier (du 19e au milieu du 20e siècle): les “Eurêkas” des Sciences de l’Homme Naissantes, entre Scientisme et Romantisme: un “Naturalisme” de l’Enfance’, Paedagogica Historica, 48, no. 1 (2012): 31-50

Roland Sintos Coloma, ‘White Gazes, Brown Breasts: Imperial Feminism and Disciplining Desires and Bodies in Colonial Encounters’, Paedagogica Historica, 48, no. 2 (2012):, 243-61

Sue Middleton, ‘Putting Sylvia in her Place: History, Geographical Theory and the “New” Education’, Paedagogica Historica, 48, no. 2 (2012): 263-82

Andreas Rutz, ‘Elementary Education and the Practices of Literacy in Catholic Girls’ Schools in Early Modern Germany’, Paedagogica Historica, 48, no. 2 (2012): 283-98

Deidre Raftery, ‘The “Mission” of Nuns in Female Education in Ireland, c.1850-1950’, Paedagogica Historica, 48, no. 2 (2012): 299-313

Forthcoming in autumn 2012 themed issue on ‘Gender and Education in History’ edited by Mineke van Essen and Ruth Watts. Contributors:

Bärbel Kuhn, ‘Gender and Education’

James Albisetti, ‘The Empress Frederick and Female Education in the Late Nineteenth Century: Germany, England, and Italy’

Joyce Goodman, ‘Women, Education and Intellectual Co-operation in the Inter-war Period’

Rebecca Rogers, ‘Language Learning versus Vocational Training: French, Arab and British Voices speak about Indigenous Girls’ Education in Nineteenth Century Colonial Algeria’

Kay Whitehead, "Transnational Connections in early Twentieth Century: Women Teachers' Work".

From Paris, 2002, Mineke van Essen and Rebecca Rogers edited Les Enseignantes. Formations, Identités, Représentations XIXᵉ –XX ᵉ Siecles (Lyon: Institut National de Recherche Pédagogique, 2003). Articles were:

Mineke van Essen, Rebecca Rogers, ‘Écrire l’histoire des enseignantes. Enjeux et perspectives internationals.5-35

Rebecca Rogers, ‘La sous-maîtresse français au XIXᵉ siècle: domestique ou enseignante stagiaire? 37-60

Christine Mayer, ‘La formation des institrices á Hamburg: le projet de Doris Lütkens (1846). 61-85

Andrea Jacobs, ‘Examens et professionnalisation. Les enseignantes des établissements féminins du secondaire en Angleterre, 1850-1900. 87-108

Joyce Goodman, ‘Des enseignantes du secondaire dans l’Empire britannique. Identités, professionnelles, genre et mission religieuse. 109-132

Mineke van Essen, ‘Des visons sexuées de la profession: les représentations des enseignantes néerlandais de l’éducation élémentaire issues de l’enquête de 1920. 133-159

Josephine May, ‘Des “religieuses dans la siècle” et des hommes de ce monde. Les élèves Australiens de deux établissements d’enseignement secondaire non mixtes se souviennent de leurs professeurs (1930-1950). 161-85

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