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Juxtaposing historical evidence with fiction, this thesis probes into the social marginalization of Third Republic schoolmistresses reflected in literary stereotypes. Despite their manifold representation in novels, the general stereotype is still predominant: a displeasing teacher in misery. Mostly secluded in provincial posts, they suffered not only from material indigence and burdensome teaching, but also from the hostility projected from their surroundings. Under these unfavorable circumstances, many took refuge in professional devotion and abnegation. However, they sometimes developed an ideal of heroism and self-sacrifice, which were comparable to nuns’ religious credos. Women teachers’ political portrait is often left out of literary representation. Because they could not even defend themselves and have their interests protected by superiors, political engagement would mean little to their secluded lives. Yet in the masculine Republic, women educators shouldered a political task of forming girls as qualified mothers and companions who embraced republican values. The Republic’s reinvention of the secular faith and the lay School manifested its inheritance of the Catholic legacy it strived to eradicate, best demonstrated by its imitation of a laicized religious discourse, epitomized in literature by institutrices’ spirit of martyrdom. Through their professional efforts, they came into the public sight and increased their political impact. With their pacifist ideal, militant teachers safeguarded the Republic as well as republican schooling. Above all, as a result of their continuous struggles, they shattered the image of domestic women by proving themselves to be independent and public, shaping the New Woman “prototypes” of the new century. The “vices” of new career women were evident, for their new professional identity contravened conventional norms of gender roles. It was the teaching career that gave them an anomalous sexual experience, by depriving them of their womanly roles as wives and mothers. The image of the embittered “vieille fille” thus became a target for demonization, which was presumably a cultural motive behind Colette’s writings. She arguably employed the image of schoolmistress as a vehicle for exposing a public polemic between traditional and modern views on gender roles, in the context of major social transformations especially in thought. Schoolmistresses are a metonymy of French republicanism: a republican experiment which conflicted with women’s traditional functions and undermined the inveterate masculinist order. Third Republic schoolmistresses underwent a metamorphosis from domestic to public as they acquired new social roles. While institutrice literature shares profound bonds with autobiographical accounts, many testimonies also suggest an inclination of being attached to and even governed by novels. Despite the fact that literature is fabricated upon a universe of stereotypes, many teachers spontaneously chose fictional texts as the representative of their professional voice, making these “republican mythologies” a collective autobiography which articulated institutrices’ individual career pathos to a broader audience. / published_or_final_version / Modern Languages and Cultures / Master / Master of Philosophy

據稿本複印 / 論文(哲學敎育碩士)--香港中文大學硏究院教育學部,1993. / 參考文獻: leaves 112-118 / 劉玉玲. / Chapter 第一章 --- 研究背景 / Chapter 第一節 --- 西風東漸下的適應對策 / Chapter 一 --- 教育改革 / Chapter 二 --- 教育思想 / Chapter 第二節 --- 研究動機與問題 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 原始史料舉隅 / Chapter 第二節 --- 傳統婦女生活的文獻 / Chapter 一 --- 傳統婦女生活的具體問題 / Chapter 二 --- 婦女生活史 / Chapter 第三節 --- 晚清教育改革下興辦女學的文獻 / Chapter 一 --- 晚清婦女教育 / Chapter 二 --- 興辦女學的勢力 / Chapter 第四節 --- 小結 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究範疇 / Chapter 第二節 --- 研究方法 / Chapter 第三節 --- 分析觀點 / Chapter 第四章 --- 巨變前夕的婦女生活與教育 / Chapter 第一節 --- 生活實踐與社會陋俗 / Chapter 第二節 --- 思想規範與女教書籍 / Chapter 第三節 --- 從識字到求學問 / Chapter 第四節 --- 小結 / Chapter 第五章 --- 創辦突破性的基督教女學堂的目的與對策(1842-1911) / Chapter 第一節 --- 基督教辦學的壓力與障礙 / Chapter 一 --- 侵略者形像 / Chapter 二 --- 中西文化差異下的官紳反教 / Chapter 三 --- 政府的態度 / Chapter 第二節 --- 堅持傳道的辦學目標 / Chapter 一 --- 從傳道到辦學 / Chapter 二 --- 傳教士作為辦女學的重要媒介 / Chapter 三 --- 創辦女學堂的目的 / Chapter 第三節 --- 基督教辦女學堂的本土化與世俗化取向 / Chapter 一 --- 小史 / Chapter 二 --- 對象的轉變 / Chapter 三 --- 課程的安排 / Chapter 第四節 --- 小結 / Chapter 第六章 --- 本土地方官紳興辦女學堂的潮流(1898-1911) / Chapter 第一節 --- 提論與事實的序列 / Chapter 第二節 --- 本土興辦女學目的的研究 / 同情婦女的先覺者 / Chapter 二 --- 為富強而辦女學 / Chapter 三 --- 創辦女學及其目的實踐的障礙 / Chapter 第三節 --- 本土興辦女學堂在學生與課程方面的特色 / Chapter 一 --- 發展概況 / Chapter 二 --- 收生對象的年齡與身份 / Chapter 三 --- 課程安排-德智體三育 / Chapter 四 --- 女學生形像-從校園走出社會 / Chapter 第四節 --- 小結 / Chapter 第七章 --- 總論 / 參考書目

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 365-370). Also available in print.

<p> This study is an overview of how museums utilize informal learning as a primary source of engagement to improve overall visitor experience while building community interest. For this study, it was important to look at the history and purpose of museums origin and the evolution of their function from an art institution to an educational institution. The top 3 Los Angeles based museums; the Los Angeles County Museum of Art, the J. Paul Getty and the Museum of Contemporary Art were all put under the various scopes to deduce if they are utilizing their education department to be the best of their ability to create meaningful experiences for their visitors. They were evaluated based on their use of technology, use of dialogue and the overall experience within the museum. Lastly, this study stresses the importance of public art to incorporate all three areas of informal learning.</p>

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The focus of this dissertation is the teacher education program of Nunavut, until 1999 the eastern part of the Northwest Territories. Through interviews and personal experience as a participant observer within the program, this longitudinal qualitative case study, influenced by social constructivist theory, of the Nunavut Teacher Education Program attempts to provide an account of the program's growth and development, its strengths and its weaknesses and possibilities for the future. However, in order to locate the program in its time and place, it is necessary to examine the nested contexts of traditional, colonial and post-colonial worlds from which and in which it has developed. / Consequently, I begin by tracing the political and social development of Nunavut to its present day realities, realities that are far from the often overly romantic view of the Canadian arctic. I then outline the impact of colonialism upon the Inuit and their pre-contact traditional lifestyle before reviewing the growth and development of education. I commence with precontact traditional education and what it may have been like before embarking upon a description of the education experienced by Inuit, first from the missionaries, and then by the Federal government followed by the Territorial Government of the Northwest Territories and finally by the government of Nunavut. Data for the study was collected, in part, from fifty interviews conducted predominately in Iqaluit, the location of the institutional program. / The Nunavut Teacher Education Program (NTEP) is a key element in the development of education in the territory. There are therefore great expectations put on the program, expectations that may exceed its ability to fulfil them. In my account of the program and its effect, seen through the lens of critical pedagogy, upon students' academic, linguistic and cultural knowledge, I examine the pressures and the tensions caused by these expectations upon on the program and its students.

Thesis (M.S.)--University of Wisconsin--Stevens Point. / Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resources (Environmental Education and Interpretation), College of Natural Resources.