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International Comparative Perspectives in the History of Education
Volume Editor:
Understanding the processes related to gender construction requires a multi and interdisciplinary approach. Complexity emerges as a category of investigation and an end to be pursued, giving space to a plurality of voices, interpretations, and points of view. With such intellectual curiosity, the volume's authors questioned the inclusion and exclusion of these multiple voices in education. How has teaching on gender made room for this complexity? What views were included? Which ones were overlooked? What have educational models for children been privileged in the imagination? Which histories and stories have accompanied them in acquiring an awareness linked to gender? Through such important questions and many more, the volume highlights the gender changes that took place from mid-eighteen century to today in various contexts relating to formal and informal education through an international comparative perspective. The multiplicity of approaches, methodologies, and perspectives allows us to read and analyze these changes in a composite way, underlining little-known aspects of gender studies in the historical-educational field.
International Comparative Perspectives in the History of Education
Volume Editor:
Understanding the processes related to gender construction requires a multi and interdisciplinary approach. Complexity emerges as a category of investigation and an end to be pursued, giving space to a plurality of voices, interpretations, and points of view. With such intellectual curiosity, the volume's authors questioned the inclusion and exclusion of these multiple voices in education. How has teaching on gender made room for this complexity? What views were included? Which ones were overlooked? What have educational models for children been privileged in the imagination? Which histories and stories have accompanied them in acquiring an awareness linked to gender? Through such important questions and many more, the volume highlights the gender changes that took place from mid-eighteen century to today in various contexts relating to formal and informal education through an international comparative perspective. The multiplicity of approaches, methodologies, and perspectives allows us to read and analyze these changes in a composite way, underlining little-known aspects of gender studies in the historical-educational field.
Abstract
From the late 1960s onwards, underground and alternative comix became a form of expression of youth protest and countercultures in the USA and Europe and dealt with issues such as sexuality and gender relations. In West Germany, especially in the alternative milieu of the 1970s and early 1980s, they depicted the life and everyday worlds of men, women, and families against the background of changing demands on and ideas about the relationship between the sexes. This chapter uses comic books from that period as visual sources for everyday communication, conflicts, and negotiation processes concerning gender relations within the ‘scene.’ It analyzes the West German case in transnational perspective in five steps. After the introduction, the second section gives an overview of the so called Comics Revolution around 1968 and its consequences. Thirdly, the depiction of sexuality and gender relations in the medium is presented from the end of the 1960s to the early 1980s. The fourth section deals with a case study, the album Liebe (Love) by Volker Reiche from 1976/79. Finally, a conclusion summarises the results.
Abstract
This chapter highlights the use of emblematic female characters in the processes of identity construction and how the gender representations of the icons analyzed have been changeable, often contradictory, as they are linked to the needs of the historical context and of the period considered. The analysis of the changes in the gender representations of these historical or mythological characters, therefore, proves to be central not only to reconstructing how the feminine has been integrated with the construction of identity and in the historical narrative in the contexts examined but also to highlight the pedagogical and educational implications of these female models, both in school education and in children’s literature.
Abstract
Founded in 1860 in Paris, the Alliance Israélite Universelle had set its mission to improve the Jewish populations’ living conditions in North Africa and “the East.” Its founders, republicans who saw themselves as the heirs of the French Revolution, had strong prejudices towards their co-religionists, whom they wished to “regenerate” morally and materially. Believing that this regeneration was to be achieved through the transmission of republican ideals, the French language, a Europeanization, and a redefinition of Judaism, Alliance leaders set about founding a school network with gender-differentiated curricula. This chapter focuses on the establishment, development, and mission of this school network in Morocco. We focus specifically on girls’ education and the goals it is supposed to lead to demonstrate that the Alliance’s educational project for girls bears significant similarities to that carried out by the French colonial authorities.
Abstract
In the 19th century, a binary division of genders prevailed. It also shaped the field of pedagogy and educational practice. According to the ‘gender character,’ men were in gainful employment, and women’s social place was at home and in the family. Both educational content and educational media followed gender-specific premises and logic. This study focuses on teaching history to girls and women in Prussia in the 19th century and analyzes history textbooks for girls’ schools from 1820 onwards, focusing on the extent to which gender relations are constructed. What is understood as female history education, and how is the emergence of new gender-specific textbooks legitimized? The study results provide insights into female education and its representation in history books of the 19th century.
Abstract
The author, an American specialist of French Studies, was asked to deliver an analysis of gender stereotypes in contemporary French children’s literature by the French journal, La Revue des livres pour enfants, published by the French National Library. In this chapter, translated into the English, the author brings an outsider perspective to the socialization of children via picture books. She argues that publishers’ emphasis on creativity could lead them to instrumentalize literary quality at the expense of gender neutrality and equality.
Abstract
This contribution aims to analyze the emancipatory processes of women in Italy between the 1960s and the 1980s by analyzing some “child icons” present in the imaginary narrative. The young protagonists of children’s literature and comics, together with heroines of TV and video games, can tell the story of the profound transformations in society and underline the contradictions, ambiguities, and anomalies that characterize Italy in the decades in question.