Search

The study of the history of education from a gender perspective in rural environments is a new line of research. The aim of this study is to analyse the role of the family context and educational policies in the continuity and transformation of female education in rural areas during Franco's Spain. Information was collected through 29 interviews with women between the ages of 45 and 95. The results obtained reveal that both elements played a fundamental role: in the first stage of Franco's dictatorship (1939-1959), female education was conditioned by (i) the lack of family awareness which resulted in high rates of female absenteeism, (ii) the patriarchal system and educational policies linked to National-Catholicism which promoted a new model of femineity linked to the home. It was from the 1960s onwards that the first generation of rural female students was born. They finished primary school and went on to Secondary Education thanks to school homes, challenge baccalaureate exams, technical colleges for women, and, above all, the influence of their families, especially their mothers, who encouraged them to study and to leave behind old female role models. [ABSTRACT FROM AUTHOR]

Copyright of Pasado y Memoria. Revista de Historia Contemporánea is the property of Pasado y Memoria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Behaviours that deviate from social norms are often labeled as scandalous, especially if their protagonists are women. In the 19th century, the hegemonic social model was that of separate spheres (public/private). However, some women manifested behaviours that defied tradition. Whether in their private or domestic life, in their activity in the cultural world, at university, in the workplace, and even in politics, they caused scandal and rejection. These behaviors were sometimes condemned by public morality and even by legislative and judicial authorities. This paper analyzes --through literary, newspaper, legislative, and judicial sources-- how nineteenth-century Spanish society received these changes, whether it accepted or opposed them, and how they influenced the model of the new woman and the debate on the woman question. [ABSTRACT FROM AUTHOR]

Copyright of Estudios de Linguistica del Espanol is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TECHNO Review is the property of Eurasia Academic Publishing Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nineteenth-century art critics analyzed in parallel the works of Celia Castro and the Mira sisters, given that they were contemporaries. In the following paper, we propose to study relevant aspects of Castro's life that set her apart from the artistic development of Magdalena and Aurora Mira, mainly for two reasons. The first is that she was a milestone in the history of national art, as she was the first artist to obtain a scholarship from the Chilean government to continue her studies abroad, in 1901. Moreover, once she returned to the country, after spending more than 25 years in France, she laid the foundations of a group of painters from Valparaíso known as the "Porteña Generation", which puts Celia Castro as a pioneering artist in Chilean female art. Along with the above, it was possible to unveil the mystery of the relationship between her and Salvador Allende, due to the fact that in some investigations it was pointed out that the painter was the politician's grandmother; nevertheless, it was possible to correct this fact that for years has been present in her biography. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work delves into the circumstances ―both domestic and pedagogical― which influenced the literary work of Alberta Giménez Adrover, opening a path of research aimed at analysing the poetic and dramatic production of one of the most distinguished voices of education in the Balearic Islands. Furthermore, this initial approach to her work seeks to point out some of the roles, both poetic and theatrical, which she carried out in her teaching activities at the «Colegio de La Pureza» and the «Escuela Normal de Maestras de Palma». To this end, the documentation provided by her main biographers has been particularly helpful, especially the testimonies and documents collected by Margarita Juan. Literary writing, in the case of Alberta Giménez, should not be understood simply as a creative inclination resulting from individual necessity; it is a fundamental part of the teaching programme and comprehensive education promoted by the «Colegio de La Pureza». [ABSTRACT FROM AUTHOR]

Copyright of Revista História da Educação is the property of Historia da Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Espacio, Tiempo y Forma: Serie V, Historia Contemporánea is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arenal.Revista de Historia de las Mujeres is the property of Arenal. Revista de Historia de las Mujeres and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Female education of minority ethnic groups in China presents major problems that have an impact that go beyond their personal and professional development. Added to this, the researches carried out are mainly concentrated in developed areas of China, leaving aside remote and backward areas such as Xinjiang. Therefore, the objective of this study is to identify the developed studies to know the educational situation of these women. Attending this purpose, we have used the literary research, mainly due to the difficulty to carry out researches in this region. The results show problems in the female education of ethnic minorities: great number of illiterate and with low social status, low percentage of schooling, regional and ethnic differences, influence of the traditional and religious thought, predominates a limited educational level and an insufficient quality education. Finally, we offer some suggestions that can help solve them. [ABSTRACT FROM AUTHOR]

Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos Dieciochistas is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin Hispanique is the property of Universite de Bordeaux III (Michel de Montaigne), Institut Hispanique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the most widely promoted initiatives for the young during Francoism were the summer camps and summer hostels. These programmes, through the different activities they offered, had the objective of training young girls and teenagers to be religious, healthy, useful and abnegated. The article centres on the research of the musical activities, to assess in which way they contributed to the process of nationalist and gender construction of Francoism. Whit this objective, an analysis of the girl's magazine Bazar has been carried out, including also several books and flyers edited by the Delegations of the Youth Front and of the Women's Section. [ABSTRACT FROM AUTHOR]

Copyright of Enseñanza & Teaching (2386-3919) is the property of Ensenanza & Teaching and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia y Comunicación Social is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Women's education was one of the main concerns of Colombian 19th century thinkers. Whereas traditional discourse established that women should be educated because they would become mothers, Soledad Acosta de Samper (1833-1913) and her magazine La Mujer (1878-1881) suggest an alternative education model in which they should be educated to become mothers. Appealing to the hygienist discourse, Acosta establishes that motherhood requires specific knowledge and training (and it is not intuitive) laying the foundations for women's participation in new social spheres. [ABSTRACT FROM AUTHOR]

Copyright of Memorabilia - Boletín de Literatura Sapiencial is the property of Universitat de Valencia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lusitania Sacra is the property of Universidade Catolica Portuguesa, Centro de Estudos de Historia Religiosa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the publication of the feminist periodical "El Gladiador del Librepensamiento," by Spanish intellectual and author Ángeles López de Ayala. The author comments on the representation of feminism in Spain during the early 20th century in the journal and describes the role and social conditions experienced by Spanish women at this time. She also considers the feminist movements and calls for gender equality promoted by the periodical in Spain, with a particular focus on the period 1914-1920.

This article seeks to highlight the slow process of education that women suffered due to the constraints of history. The study begins with the Public Education Act (1857) when the enrollment of girls in primary education becomes binding, and continuing achievements in education, through educational initiatives arising outside the school, from the Revolutionary Six-years period (1868-1874) to the Dictatorship of Miguel Primo de Rivera (1923-1930). From the mid-30's special attention is given to education in order to show two opposing schools models for women: the common school, public, secular pursued by the Second Republic and the national school, catholic and patriotic developed under Franco. After this last stage, the story gives way to the democratic school that allows female enrollment at all levels, and in equal opportunities. And the study concludes with a brief analysis of the education laws that were developed in subsequent years (1983-2006) to check the representation of women in the educational system. [ABSTRACT FROM AUTHOR]

In this study we shall attempt to show how public education for females functioned in its beginnings as a mold that encapsulated women in the traditional social role assigned to them: mothers, spouses, and housewives. At the same time, such education attempted to ensure that women remained subject to a situation of inferiority, by conceiving of them permanently as girls in contrast with the men of the male sex. This situation is shown even by the terminology used officially and produced by the Ministry of Public Instruction. On the other hand, and in spite of these structural differences by gender, many female teachers and students were able to break out of the mold and create escapes that allowed females to prove and demonstrate that girls grow up. [ABSTRACT FROM AUTHOR]

This paper presents a reflection upon girls' education and wonders whether gender research contributes to elucidate the position of girls within the educational system. It reviews the changes introduced into education by the pedagogy based upon the student's freedom and capacity to make choices and comes to the conclusion that this pedagogy has been negative for both boys and girls but more so for boys. Gender research does not contribute significantly to our insight. The conclusion is that in order to strengthen girls' education the best thing is a general school reform. [ABSTRACT FROM AUTHOR]

This article reconstructs the process that culminated in the "Decreto Amunátegui", which allowed Chilean women the application to university studies. It analyzes the polemics which took place in the country's public opinion, starting with the initiative by Antonia Tarragó and Isabel Le Brun (1872 and 1876 respectively) for the recognition of high school exams as valid to apply to the Universidad de Chile. Press commentaries on their unsuccessful efforts contributed to building up the political environment for the signature, in February, 1877, by Miguel Luis Amunátegui, Minister of Education, of the decree facilitating the admittance of women to higher education. This article reflects on the significance of this decree in the context of the underlying secularization process, by paying special attention to the conflict expressed in the positions adopted by the Catholic and liberal presses. The conclusion is that these discussions express the tension between tradition and modernity taking place in Chilean culture during the second half of the 19th century. [ABSTRACT FROM AUTHOR]