Titlebook: Intersectionality, Transnationalism, and the History of Education; Networks, Time, and Deirdre Raftery,Stephanie Spencer Book 2024 The Edi

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,Muriel Pelham-Johnson in Tanganyikan Territory (1939–1959): Imperial Networks and Local Rooting in f female teachers. Thus, I demonstrate how the policies she devised had a neat local rooting. I also highlight the contradictory effects of race and gender. The female schooling system she worked in was fraught with racial barriers. Nonetheless, European colonisers and missionaries exchanged ideas,

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,“True Stars in the East”: Engendering Faith and Educational Networks in the American School for Girindedness, the missionaries hoped to cultivate “Christian” homemakers who would serve their community and the Iraqi state. Despite the missionaries’ intentions, several Iraqi girls negotiated traditional gender roles by entering professions and pursuing higher education and work abroad. By investiga

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,Networks on Home Economics in Early 1900s’ Scandinavia and Their Discourses of Being a Good Woman, We aim at understanding the backgrounds of the networks: whom they targeted, what tasks they comprised for the role of women, and how their ideas of ideal womanhood intersected with gender and social class, whether located in urban or rural areas in Scandinavia?

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,Transnational Networking and Female Education: Loreto Convent Schooling, 1840–1910, a ‘hands-on’ leader, with direct involvement in many aspects of Loreto education around the globe, and first-hand experience of many of their international schools. Her visitation to convents in India and Australia are central to this chapter, and show how she expanded the transnational reach of Lo

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Book 2024the history of education. The chapters cover a range of educational spaces and places and demonstrate the possibilities that theoretical approaches can offer to scholars at all levels of their academic career. The chapters focus specifically on women’s activism in order to maintain a coherent framew