Social Change and Secondary Schooling for Girls in the "Long 1920s": European Engagements

Autor/in	Goodman, Joyce
Titel	Social Change and Secondary Schooling for Girls in the "Long 1920s": European Engagements
Quelle	In: History of Education, 36 (2007) 4-5, S.497-513 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
Schlagwörter	Foreign Countries; Social Change; Secondary Education; International Organizations; Females; Educational History; Change Strategies; Comparative Analysis; Educational Research; Research Methodology + Suchen Sie Ihr Suchwort? Ausland; Sozialer Wandel; Sekundarbereich; International organisation; International organisations; International organization; Internationale Organisation; Weibliches Geschlecht; History of education; Bildungsgeschichte; Lösungsstrategie; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode
Abstract	The internationalization of women's organizations and of teachers' associations during the "long 1920s" provided a context for English women educators to test and discuss their ideas concerning the girls' secondary school within European transnational networks. This exploration of social change adopts a Bourdieusian and transnational approach to analysis of strategies for change within two international organizations: the International Federation of University Women and the Bureau international des Federations nationales du personnel de l'Enseignement secondaire public. It argues that the contribution of English women educationists to European debate regarding girls' secondary education was related to their location in communities of interpretation within wider political, professional and educational fields in which gender carried different amounts of symbolic capital in different contexts. These fields, in turn, were implicated in wider change around the position of women in society, with education for girls operating as both a conservative force and a force for change. At the same time, the "idea" of the girls' secondary school was validated through comparative investigation of girls' secondary education in Europe with a methodology in which particular notions of social change were embedded. (Contains 73 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10