Titlebook: Gender and Education in England since 1770; A Social and Cultura Jane Martin Textbook 2022 The Editor(s) (if applicable) and The Author(s),

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书目名称Gender and Education in England since 1770影响因子(影响力)




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书目名称Gender and Education in England since 1770网络公开度学科排名




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书目名称Gender and Education in England since 1770被引频次学科排名




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书目名称Gender and Education in England since 1770年度引用学科排名




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书目名称Gender and Education in England since 1770读者反馈学科排名

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Gender and Education in England since 1770978-3-030-79746-1Series ISSN 2946-3815 Series E-ISSN 2946-3823

STERN

Jane MartinCombines historical and sociological perspectives to provide a rounded approach.Brings together biography, local history and primary research.Reassesses the gendered nature of the modern history of ed

痛苦一下

The Making of the Twentieth Centuryn England from 1770 to the present day. It seeks to map the transition from traditional to modern temporalities and to start to unravel the interrelated experiences of gendered subjects shaped by other social, cultural and material dimensions of difference. I will present memory and remembering as a

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allergen

A Change in British Priorities?sly but entirely separately from middle-class schools, and the chapter maps change and development in three sections. The first examines the intentions and practices of the elite male public school sector and the second the new secondary schools founded for middle-class girls. The final section look

allergen

https://doi.org/10.1007/978-3-030-61473-7 growing up girl. As policy-makers entertained the notion of ‘fixed ability,’ the post-1944 system retained many characteristics of its precursor, and efforts to establish ‘parity of esteem’ between selective and non-selective schools failed. Pseudo-scientific methods of testing intelligence saw 20

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影响带来

Britain and Transnational Progressivismuse it set the example other school boards followed, shows policy-makers placed their faith in a special curriculum for girls, organised around familial concerns, while the assumption that boys were breadwinners and secondarily fathers informed the teaching of other subjects. For decades, a gendered

HEED

https://doi.org/10.1007/978-1-349-16052-5ng end of the tertiary students who left records of it, this chapter takes the theme of identity and experience beyond the years of compulsory schooling. It starts with a look at widening social participation by means of the adult education movement, teacher training, the setting up of women’s colle