The present master's thesis deals with an introduction of Sophia H. Chen Zen (Chen Hengzhe), the first female professor at Beijing University, who in her life and work represents the generation of May Fourth intellectuals, who were educated in traditional scholarship, but who also recieved modern western education. Western scholarship filled these intellectuals with enthusiasm and they were eagerly introducing it into China. Chen Hengzhe grew up in a traditional scholar family, and since her childhood she longed for education. This desire was fulfilled by winning one of the first Boxer Indemnity Scholarship opened for women. She spent six years on her studies in the United States, where she met some of the leaders of the New Culture Movement (merging with the May Fourth Movement) like Hu Shi, or her future husband Ren Hongjun. Chen Hengzhe is also remembered as a writer of the first baihua-written story, in the early beginning of chinese literary movement. But the main field of Chen Hengzhe was history. Using her knowledge and teaching experience, she wrote one of the first histories of the west in China. Exactly in the analysis of her historical writing lies the center of our thesis. The biggest part concerns with Chen Hengzhe's history textbook and its historical and cultural context of early...

The aim of this thesis is itroduce to personality of Zdeňka Šemberová which live in years 1841 - 1912 in the context of Czech women's movement. In the first part of thesis is devoted to the development of the women's movement in Bohemia and to the important historical milestones that relate to this movement. The second part is devoted life of Zdeňka Šemberová, her family problems and her subjective view of the company. It was drawn from her personal diary and correspondence. This thesis describes the comparison of life Zdeňky Šemberova with the various stages of Czech women's movement and her contacts with prominent figures of this movement.

Nella prima parte la tesi analizza la fondazione e i primi anni di attività dei quattro collegi femminili fondati in età napoleonica: il Reale Collegio delle fanciulle di Milano, il Collegio agli angeli di Verona, il Collegio san Benedetto di Montagnana e il collegio Maria Cosway di Lodi. Lo studio è stato condotto mediante una puntuale attività di ricerca negli archivi di stato di Milano, Verona e Venezia, e nell'archivio comunale di Montagnana. Il collegio di Milano fu il modello per gli altri collegi, ai quali fornì l'esempio dei regolamenti, dei programmi di studio e più in generale, dell'impostazione pedagogica complessiva di un moderno convitto laicale. Nel presente lavoro quindi vengono ricostruite la giornata delle educande e il livello della loro preparazione culturale in un'ottica di un rinnovato modello di donna. Si analizzano con attenzione i libri di testo adottati per comprendere la qualità dei saperi riservati alle donne. Nell'ultima parte della tesi, vi è uno studio quantitativo relativo all'età delle alunne e alla loro provenienza geografica e sociale. / In the first part the doctoral thesis analyses the foundation and the first years of activity of the four girls' boarding schools founded during the Napoleonic age: the Reale Collegio delle fanciulle in Milan, the Collegio agli angeli in Verona, the Collegio San Benedetto in Montagnana and the Collegio Maria Cosway in Lodi. The survey has been pursued through accurate researches in the state archives in Milan, Verona and Venice and in the municipal archives in Montagnana. The Milan girls' boarding school was the model for the other schools, to which it provided paragon for regulations, curricula and in general for comprehensive pedagogic methods of a modern lay boarding school. This work reconstructs the boarders' daily life and the level of their cultural background in the perspective of a renewed idea of woman. The chosen textbooks are carefully examined to understand the quality of knowledge intended for women. In the last part of the dissertation there is a quantitative study about the age of the schoolgirls and about their social and geographical provenance.

Se trata de un estudio de Historia de la Educación de las Mujeres, sobre la organización denominada Sección Femenina de F.E.T. y de las J.O.N.S , la cual tuvo una importante participación en la educación formal y no formal de las mujeres españolas durante sus más de cuarenta años de existencia. Es un estudio local, en el que se relatan y analizan el funcionamiento y las actividades desarrolladas en Murcia por la Sección Femenina (Albergues, asignaturas escolares, Círculos de Juventudes, formación de las trabajadoras, Servicio Social, Coros y Danzas y Cátedras Ambulantes) quienes y como fueron las mujeres que a ella pertenecieron y las que recibieron sus enseñanzas e influencias. Las fuentes de información utilizadas para la realización del estudio han sido además de las bibliográficas, la prensa de la época y el testimonio oral de las personas que protagonizaron y vivieron los hechos, este testimonio ha sido recogido a través de 20 entrevistas abiertas. / It is a research on the history of the women's education regarding to the phalanx movement named Women's platoon, (Sección Femenina), a brand of the Spanish Falangist Organization, which played a relevant role during more than forty years dealing with formal and informal training and education of Spanish women. This study tackles the functioning and activities on a local area of Spain, (Murcia), developed by the Sección Femenina, (i.e. Refuges, Schooling subjects, Youth Groups, workers training, social services, Folk Choirs and dances, Itinerant professorships). Who and how the women enrolled in this organization were, and who received these teaching, doctrines and influences. This research relies on several information and documentation sources such us bibliographic sources, press information's at that time, oral testimonies. So far, this study encloses the outcomes of 20 open interviews of persons involved on this reality.

Orientador: Sérgio Eduardo Montes Castanho / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T08:54:45Z (GMT). No. of bitstreams: 1 Salgado_IsabelaCristina_M.pdf: 3140138 bytes, checksum: db8deb49f937bed8baafaa447ffc970a (MD5) Previous issue date: 2011 / Resumo: A presente dissertação teve como objetivo analisar a história da educação feminina em um colégio confessional católico, ministrada por irmãs calvarianas francesas, instalado em 1909 na cidade de Campinas, no Estado de São Paulo, o Colégio Sagrado Coração de Jesus. O Coração de Jesus iniciou suas atividades educando as meninas da elite da cidade e região, na forma de internato, semi-internato e externato, e completou 100 anos em 2009. O trabalho buscou compreender principalmente duas questões fundamentais ao percorrer a história da Instituição no período da Primeira República brasileira, entre 1909 e 1930: 1) A necessidade de instalação do colégio na cidade, que atendeu aos anseios da Igreja Católica, que principalmente através das congregações religiosas femininas e masculinas européias, fortaleceu o movimento de romanização da Igreja no Brasil. Também denominado de ultramontanismo, este movimento que pretendia recristianizar a sociedade foi praticado no Brasil aproximadamente entre meados do século XIX e 1960, marcado pela adequação da Igreja Católica brasileira a Roma, pelo fechamento da instituição sobre si mesma, a necessidade de afastar os jovens do ensino leigo e do mundo moderno, e de preparar as mulheres para exercer o papel de mães exemplares e professoras dedicadas; 2) A singularidade da instalação da Instituição na cidade, que no momento já contava com outras instituições de ensino, públicas e privadas, e assim perceber o sentido dessa instalação no contexto educacional do Estado de São Paulo, articulado com o contexto sociopolítico-econômico da cidade de Campinas. / Abstract: The following dissertation had as the objective the historical analysis of the Colégio Sagrado Coração de Jesus, a traditional women's catholic college in the city of Campinas in 1909 within the state of Sao Paulo. The school, which was ministered by the French Calvarian sisters, initiated its activities in educating the women of Campinas' top social class in the form of internship, semi-boarding schools and boarding, and completed 100 years in 2009. The work aimed at understanding mainly two fundamental questions to the history of the Institution in the first period of the Brazilian Republic, between 1909 and 1930: 1) The need for the installation of the college in the city, which took into account the concerns of the Catholic Church, which mainly through the religious congregational communities, strengthened the movement of Romanization of the Church in Brazil. Also known as Ultramontanismo, the movement that wanted to re-Christianize society was practiced in Brazil, approximately between middle of the 19th Century and the 1960s, and marked the adaptation of the Brazilian Catholic Church to Rome, by the closing of the institution itself, the need to remove the young people of the teaching layman and that of the modern world, and to prepare the women to perform the role of dedicated mothers and teachers. The uniqueness of the installation of the Institution in the city, which at the time already had other educational institutions, private and public understood the meaning of that installation in the educational context of the State of São Paulo, articulated with the political-economic context of the city of Campinas. / Mestrado / Filosofia e História da Educação / Mestre em Educação

In the early seventeenth century, a number of female writers began to exercise a strong degree of agency in the materials they published and the discourse in which they participated. Discussions of expanded female education abounded in their writing, and by the end of the century, female writers had become bold enough to write tracts proposing entirely new educational institutions for women. These proposed all-female schools would have provided teachers and students alike with both an intellectual space free from patriarchal strictures and the opportunity to expand their minds unimpeded. Through analysis of works by Rachel Speght, Elizabeth Isham, Margaret Cavendish, Bathsua Makin, and Mary Astell, this thesis traces the broad preoccupation of female writers with female intellectual communities across the seventeenth century. This project adds to current and past scholarly discussions of female reading in the early modern period, notes rhetorical continuities between the works of these various writers, and hopes to contribute to our understanding of early feminist thought.

The novel Agnes von Lilien by Caroline von Wolzogen, although celebrated during the period of Weimar Classicism, was not generally well known to English-speaking readers and researchers until recently. This project aims to address this situation by creating an easily accessible English translation of the novel complete with critical annotations for the benefit of researchers and lay readers alike. The annotated translation presented in this work is an excerpt of the full translation of the work drawn in particular from the first third of the novel. This novel, first published in 1798, reflects many ideals of the Enlightenment, as well as opinions on women's roles and women's education. In the introduction, I trace the way that the novel seeks to gently persuade the nobility and educated middle class to change the world around them. This is done through the ever-present contrasts filling its pages alongside the novel's emphasis on ideal possibilities. Rather than serving as a revolutionary critique, I assert that the story conveys a quiet call for a level of social reform that still assures the nobility their power while nevertheless challenging them to use that power for the betterment of society. Women are urged to extend their reach to the outer boundaries of womanhood rather than being content with the confinement imposed by traditional society. I conclude that the strength of Wolzogen's text and the trait that draws readers back even centuries later is the fact that, under the cloak of intrigue, adventure, and romance expected from the novel form, the ideals of the Enlightenment shine clearly. In spite of social and political changes over the past two centuries, the call to virtue, industry, reason, and self-improvement, regardless of gender or social class, still maintains its relevance and power for readers in the modern era.

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