Intersectionality, Transnationalism, and the History of Education: Networks, Time, and Place

This volume brings together a diverse range of contributors to explore the significance of intersectionality and transnationalism, with reference to the history of education. The chapters cover a range of educational spaces and places and demonstrate the possibilities that theoretical approaches can offer to scholars at all levels of their academic career. The chapters focus specifically on women’s activism in order to maintain a coherent framework of research that is brought together in an introduction and concluding thoughts. The significance of gender as relational and a symbol of power ensures that men and masculinities are not overlooked but recognized as integral to understanding gender dynamics as they affected women’s education and the ways in which that education took place. Contents Notes on Contributors List of Figures Chapter 1: Intersectionality, Transnationalism, and the History of Education: Introduction Chapter 2: From Local to Transnational Discrimination and Privilege: Intersectionality and an Educational Network of Late Nineteenth and Early Twentieth-Century Britain Introduction The Network: Context, Origins, and Intersectionality Context Origins The Network: Key Members, Opportunities to Network and Intersectionality Key Members Opportunities to Network Conclusion References Archives Published Materials Chapter 3: Muriel Pelham-Johnson in Tanganyikan Territory (1939–1959): Imperial Networks and Local Rooting in the Shaping of Girls’ Schooling Policies Writing a Multiscalar and Intersectional History of Education with a Colonial Archive The Building of an Archive Imperial Networks and the Building of Educational Policies The Metropolis: A Peripheral Space? Other Colonies as Sources of Inspiration The Coloniality of a Firm Local Rooting Moving Within the Colony: The Invisibility of Her African Assistants Women Missionaries as Key Interlocutors The Discreet Influence of Tanganyikan Women Teachers Conclusion References Chapter 4: Transnational Time and Place Between East and West: Shimoda Utako and Intertwined Ideal of Women’s Education in Modern Japan, 1868–1936 Introduction Women’s Education from Tokugawa to Meiji Shimoda Utako (1854–1936): A Life History Family Background and Service to the Court Dean at Peeresses’ School Educational Tour to the West Women’s Imperial Association and Networking of Japanese Women Building Educational Institutions for Girls and Women Perception of the West and Pan-Asian Consciousness Conclusion References Chapter 5: “True Stars in the East”: Engendering Faith and Educational Networks in the American School for Girls in Iraq, 1920s–1950s Introduction The Founding of the American School for Girls in Baghdad Cultivating Christian Womanhood in Baghdad Negotiating Iraqi Womanhood and Forging Educational Networks Conclusion References Chapter 6: Shaping the Women Question to Enter the Revolution: Women’s Production of Knowledge in the Ethiopian Student Movement (1972–1976) Introduction: Fighting in the Field of Knowledge to Build the Women Struggle Ignorant, Futile and Without Political Issues: The Construction of the Woman Student as a Counter-Model to the Activist Raising the “Women Question”: A Knowledge of Their Own, a Place in the Common Struggle The Role of Women Activists: Transforming Oneself and Transforming Others Through the Women Question Conclusion: Gender and Class Intersections—Knowledge as a Lever, Knowledge as a Bridge References Chapter 7: Networks on Home Economics in Early 1900s’ Scandinavia and Their Discourses of Being a Good Woman Introduction Home Economics Education and the Origin of the Nordic Welfare State Home Economics in an Intersectional Welfare State Perspective Historical Sources on Selected Scandinavian Networks The Nordic Meetings of the Association of Home Economics Teachers Domestic Work Ethics and Economics Combined with Education The Nordic Housewives’ Confederation Dedicated Homemaking and Virtuous Upbringing The Cooperating Danish Maids’ Associations at the Nordic Women’s Meetings and Scandinavian Workers’ Congress Claiming Human Rights for Working Women in Employment Conclusion References Journal: Kvinden & Samfundet [Woman & Society] Chapter 8: Gender and Intersectionality: Female Strategies in the Teaching Profession in Brazil During the First Half of the Twentieth Century Introduction Iracema and Noemy: Mapping Networks and Complicities Noemy: Travels and Academic Work Conclusion References Chapter 9: Transnational Networking and Female Education: Loreto Convent Schooling, 1840–1910 Introduction Mother M. Teresa Ball and Loreto Education: Convent Schools for the Colonies Planning for an Overseas Visitation The Visual Record: Mother M. Michael Corcoran as Photographer Managing Change: Mother M. Michael Corcoran in India, 1902 ‘Othering’ India: Archival Evidence for the Western Gaze Transnational Communication Australian Support of the Indian Mission Loreto School Museums Conclusion References Archival Collections Books and Journals Online Sources Chapter 10: Minette Jee’s Working Life as a British Progressive Educator in the Mid-Twentieth Century A British Woman Teacher with “That Power of Leadership and Independent Thought and Action” “Our Main Aim Is to Help Weld Them into One Malayan Nation, to Combat Communism” “It Should Be Possible to Apply the Teaching Methods Generally Accepted in Europe” Making Australian “Senior Staff Conversant with Recent Research and Developments” Investing in Early Childhood Education as a “National Adviser” Conclusion References Chapter 11: Crossing Boundaries and Negotiating Identities: The Politics of Secondary Education for Chinese Girls in Interwar Hong Kong Introduction ‘A Girls’ School That Would Be Worthy of the Colony in Every Way’: Extending Boundaries and Influence Promoting Education for Chinese Girls in a Colonial-Diaspora Space Negotiating Identities: Intersectionality and Experiences of Women Principals Elsie Middleton-Smith, a Missionary-Principal of SSGC Catherine (Katie) Woo: A Singular Educated Chinese Woman at SPGC Cultivating Diasporic Chinese Networks: Ng Mun-chee and Mui Fong Girls’ College Refashioning Girlhood: Transnational Youth Networks The Ministering Children’s League (MCL) YWCA Wah Kwong (Light of Chinese Nation) Club Conclusion References Primary Sources Archives Newspapers School Publications Official Sources Secondary Sources Chapter 12: Transnationalism, Intersectionality, and the History of Education: Themes and Perspectives National Identity Gender Class Religion Race Networks Conclusion Index