History of Education Seminar Programme 2018/2019
The ‘History of Education Seminar’ at IHR (Institute of Historical Research) is convened by Georgina Brewis and Gary McCulloch. The seminar attracts speakers from around the world, providing a forum for established historians as well as early-career researchers to present their work. For further information please contact Gary McCulloch or Georgina Brewis at email@example.com
All welcome, no registration required.
Thursday 23 May 2019, Room 728, Institute of Education, 20 Bedford Way, London WC1H 0AL, 5.30pm
‘A Pedagogy of Peace’: The contribution of Saint Frances Xavier Cabrini to Progressive Education 1880-1917 –
Maria Patricia Williams (UCL Institute of Education)
An Italian schoolteacher, Saint Frances Xavier Cabrini (1850-1917) founded the Missionary Sisters of the Sacred Heart of Jesus (MSC) in 1880. She took sisters to the United States to serve Italian migrants in 1889 and went on to establish 70 institutions in nine countries. Her progressive Catholic alternative to modernity’s secular provision has been described as a ‘Pedagogy of Peace’. Jane Martin and Joyce Goodman identified child-centred pedagogy and social reconstructionism as key features evident in the historiography of progressive education. Case studies of MSC practice in Rome, New Orleans and London also identified these features. Additional progressive features of MSC education were an independent, female, professionally qualified teaching force and openness to new educational opportunities. Cabrini did not leave an educational treatise but a lived tradition of practice. This will be considered using sources including letters, school documents and testimonies of teachers, pupils and officers of secular authorities.
Thursday 20 June 2019, Room 537, Institute of Education, 20 Bedford Way, London WC1H 0AL 5.30pm
Gender and secondary education in Britain since 1945
Laura Carter (University of Cambridge)
Drawing on quantitative and qualitative research from an ESRC project based in the Faculty of History, University of Cambridge, the first part of this paper maps the changing patterns of single-sex and co-education in British secondary schools over the past 70 years. The second part focuses on girls’ experiences of secondary modern schools in the 1950s and 1960s using newly-constructed life histories from the 1946 British birth cohort study, in order to understand how this much-marginalised but entirely mainstream group of women understood their educational trajectories across the life-course. The paper concludes with some observations on the relationship between structural and policy change, and everyday experiences of and attitudes to secondary education in relation to gender.