Elementary Teaching as Toil: The Diary and Letters of Miss Eglantyne Jebb, a Gentlewoman Schoolmistress

Autor/in	Mahood, Linda
Titel	Elementary Teaching as Toil: The Diary and Letters of Miss Eglantyne Jebb, a Gentlewoman Schoolmistress
Quelle	In: History of Education, 35 (2006) 3, S.321-343 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
Schlagwörter	Stellungnahme; Educational History; Teaching (Occupation); Elementary School Teachers; Biographies; Females; Advantaged; Social Class; Womens Education; Teacher Education; Schools of Education; Teacher Recruitment; Teacher Persistence; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Teaching; Lehrberuf; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Biography; Biografie; Biographie; Weibliches Geschlecht; Social classes; Soziale Klasse; 'Women''s education'; Frauenbildung; Lehrerausbildung; Lehrerbildung; Erziehungswissenschaftliche Fakultät; Lehrerrekrutierung; Ausland; Großbritannien
Abstract	Notwithstanding over 20 years of propaganda promoting board school teaching as an ideal career for upper-class women, it appears that in the 1890s it was still unusual for "girls of good family" to go in for it. Therefore, it was an eccentric plunge in 1898 when Eglantyne Jebb, an Oxford student from a prosperous land-owning family, enrolled in Stockwell Teachers' College. An understanding of recruitment and retention patterns and the hurdles faced by women teachers across the social-class spectrum requires more studies of individual careers. Eglantyne Jebb's short teaching career documents in detail the process of becoming a board school teacher and the deep-rooted class boundaries that Jebb felt branded her as an "outsider." Viewed from the vantage point of history, her problems were probably compounded by unsympathetic peers, a dearth of role models and enthusiastic but ill-informed mentors. All of which may offer some insight into why so few women of her background found their way into and stayed in the profession. (Contains 128 footnotes.) (Author).
Anmerkungen	Routledge. 29 West 35th Street, New York, NY 10001. Tel: 212-216-7800; Fax: 212-564-7854; Web site: http://www.tandf.co.uk/journals.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10