Women's Leadership of "Much Needed National Work" in Wartime Education

Autor/in	Whitehead, Kay
Titel	Women's Leadership of "Much Needed National Work" in Wartime Education
Quelle	In: Journal of Educational Administration and History, 48 (2016) 3, S.197-210 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2016.1148015
Schlagwörter	War; Educational History; Instructional Leadership; Women Administrators; Principals; Early Childhood Education; Progressive Education; Educational Policy; Foreign Countries; Teacher Education Programs; Teacher Attitudes; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Krieg; History of education; Bildungsgeschichte; Instruction; Leadership; Bildung; Erziehung; Führung; Weibliche Führungskraft; Principal; Schulleiter; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Reformpädagogik; Progressive Erziehung; Politics of education; Bildungspolitik; Ausland; Lehrerverhalten
Abstract	While there is a wealth of feminist research on women's educational leadership and policy-making in the interwar years, this article extends the discussion into the Second World War. My focus is the educational leadership of Dorothy Walker, head teacher of St Peter's Infant School and the youngest head teacher in Birmingham, and Lillian de Lissa, longstanding principal of Gipsy Hill Training College (where Walker trained) and national advocate for early childhood education. I highlight Walker and de Lissa's ongoing challenges to patriarchal authority and their continuing commitments to progressive education, as well as many war-related issues they encountered in their lives and work. Working at different levels of policy-making and contrasting in age, Walker and de Lissa invested their leadership with a national significance during the war. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01