Titlebook: Women and Education, 1800-1980; Jane Martin,Joyce Goodman Textbook 2004Latest edition The Editor(s) (if applicable) and The Author(s) 2004

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Individual Lives and Social Histories,ery of ‘ordinary lives’ hitherto underrepresented. There has also been a shift in the conventions of storytelling and autobiography. However, these are not phenomena of recent times. Some of the new directions in biographical research recall the discourse of the ‘new biography’ in early twentiethcen

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,Sarah Austin (1793–1867): ‘Voices of Authority’ and National Education,ducation was a controversial political question (Barkin, 1983; Brewer, 1972; Green, 1990; Kay-Shuttleworth, 1862; Maynes, 1985; Wyse, 1839). In the face of growing working-class agitation in the 1830s and 1840s, there was interest in continental systems of education and particularly Prussian educati

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,Shena Simon (1883–1972) and the ‘Religion of Humanity’,ledged when the Honorary Freedom of the City of Manchester was conferred upon her in 1964 — 40 years after she entered the City Council as a Liberal member of the Chorlton ward. In thinking about her life, this chapter attempts to explore certain central themes that informed her political practice (

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,Margaret Cole (1893–1980): Following the Road of Educational and Social Progress,ed . In the preface, the reader is invited to accept that in writing it her ‘intention is not merely to recount the events of one not particularly important life, but to present a picture, as seen through the lens of one mind and one set of experiences, of the revolution of our times’ (1949, p. v).

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Textbook 2004Latest editionh- and twentieth-century history: Elizabeth Hamilton, Sarah Austin, Jane Chessar, Mary Dendy, Shena Simon and Margaret Cole..Employing a biographical approach, Jane Martin and Joyce Goodman adopt existing feminist and historical models to explore how these women resisted gender roles and combined th

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