Educating the Scientific Housewife: The Conceptualisation of Housework in English Girls' Day Schools, 1870-1914

Autor/in	Carpenter, Katie
Titel	Educating the Scientific Housewife: The Conceptualisation of Housework in English Girls' Day Schools, 1870-1914
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 59 (2023) 4, S.611-629 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carpenter, Katie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2021.1915345
Schlagwörter	Housework; Females; Single Sex Schools; Foreign Countries; Educational History; Educational Opportunities; Case Studies; High Schools; Day Schools; Daughters; Middle Schools; Professional Personnel; Intellectual Development; Science Education; United Kingdom (England); United Kingdom (London); United Kingdom (Manchester) + Suchen Sie Ihr Suchwort? Hausarbeit; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Ausland; History of education; Bildungsgeschichte; Bildungsangebot; Bildungschance; Case study; Fallstudie; Case Study; High school; Oberschule; Day school; Halbtagsschule; Daughter; Tochter; Middle school; Mittelschule; Mittelstufenschule; Personalbestand; Mental development; Geistige Entwicklung; Naturwissenschaftliche Bildung
Abstract	As educational opportunities for women and girls expanded in the Victorian and Edwardian periods, science and domestic subjects were increasingly linked. This article draws upon research from the history of education and women's history to examine how schools contributed to contemporary constructions of housework. It takes two case studies: the North London Collegiate School and Manchester High School for Girls. Both were new day schools for the daughters of the professional middle classes and faced the challenge of designing an appropriate course of study for future ladies. This article argues that these schools drew on the perceived relationship between science and domestic subjects to form their own conceptualisation of housework as an intellectual activity. Practical work in science and domestic subjects was central to this representation, as the schools acknowledged the realities of running a middle-class household. This conceptualisation of practical, intellectual housework aligned with the interests of female students and staff. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01