Interpreting Biography in the History of Education: Past and Present

Autor/in	Martin, Jane
Titel	Interpreting Biography in the History of Education: Past and Present
Quelle	In: History of Education, 41 (2012) 1, S.87-102 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2012.641268
Schlagwörter	Educational History; Foreign Countries; Womens Education; Autobiographies; Historiography; Gender Differences; Gender Issues; Educational Practices; Change Strategies; Educational Change; Intellectual History; Educational Research; Research Methodology; United Kingdom + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Ausland; 'Women''s education'; Frauenbildung; Autobiography; Autobiografie; Autobiographie; Geschichtsschreibung; Geschlechterkonflikt; Geschlechterfrage; Bildungspraxis; Lösungsstrategie; Bildungsreform; Geistesgeschichte; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Großbritannien
Abstract	At the time I began work in university, I entered a world which was leisured, privileged and patriarchal, in the United Kingdom at least...I came from a world in which only 3% of the population aspired to university. I belonged to a world in which, having got where I was through the eleven-plus and "A" levels, there was almost a sense that society owed us a living. (Roy Lowe, 2002) Women were not obviously on the outside when I attended my first conference--a day conference in 1976 at what was then the Birmingham Polytechnic, now University of Central England. Many women attended although in the first years few were keynote speakers. More importantly there was little about women in the history itself except in the meetings of the Women's Education Study Group where Carol Dyhouse, June Purvis, Penny Summerfield and Gaby Weiner were all dominant. (Ruth Watts, 2005) In 1967, aged 11, I moved on from my primary school in south London, and was selected to enter the local grammar school. I left most of my friends behind and began a daily routine of walking nervously through the council housing estates in my school uniform. By the time I left this school, seven years later, it had moved to one of the more prosperous suburbs of London to avoid being turned into a comprehensive. In the early twenty-first century, it is one of the leading academic secondary schools in the country, which it certainly was not in 1967. (Gary McCulloch, 2007) (Contains 89 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10