Intellectual Portraits: Politics, Professions and Identity in Twentieth-Century England

Autor/in	Martin, Jane
Titel	Intellectual Portraits: Politics, Professions and Identity in Twentieth-Century England
Quelle	In: History of Education, 43 (2014) 6, S.740-767 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2014.964019
Schlagwörter	Foreign Countries; History; Historians; Females; Gender Issues; Professional Identity; Political Issues; Careers; Higher Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Geschichte; Geschichtsdarstellung; Historian; Historiker; Weibliches Geschlecht; Geschlechterfrage; Politischer Faktor; Career; Karriere; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This article brings together six talented women historians in twentieth-century England whose scholarly productions helped shape modern historical practice but who are little known in the canonical accounts of history-writing in the period. The author is looking to map and describe historical communities from a grounded and qualitative perspective using a biographical approach pioneered by Olive Banks, showing the sequencing of connections located in time and space, social history and social geography. The crux of the argument is that these intellectual portraits tell us something about the "career" chances for scholarly women that are significant to debates over politics, professions and identity, and women's position in higher education today. The key objective is to provide a historically situated account of their contribution to developments within the field, attending not simply to their ideas but to their social status in relation to the university-based discipline of history. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10