This thesis discusses discourses surrounding the urban prostitute in mid-nineteenth century Paris and London. During the nineteenth century, sexuality became a topic of increasing concern and an outpouring of literature on deviant sexuality and ways to regulate it appeared from moral commentators, social scientists, and physicians. Different historical moments saw the prevalence of different approaches taken, whether it was through the moral counsel of religious pamphlets, or through the methodological approach implemented by medical journals and social surveys. My study will trace the evolution of sexual discourses on prostitutes as well as how their authors influenced attempts to regulate these women. My primary argument is that sexual discourses of this period were organized around definitions of normality and deviancy, the understanding of what constitutes respectability, and the desire to control marginalized populations. The discursive literature on prostitution that appeared during this century thus provides an indication of how power manifests itself in unseen ways and how the power of words can shape definitions of sexuality and deviance.

For decades, researchers have noted that the representation of women within the social studies curriculum and historical narratives has seriously neglected meaningful contributions made by women (Crocco, 1997; Lerner, 1975, 1977, 1979, 1993, 2004; Minnich, 1990; Noddings, 2001; Sincero & Woyshner, 2003). When women have received acknowledgement within traditional history, or the “great men” of history approach (Goldberg, Brattin, & Engel, 1993), it has mostly occurred in relationship to how men define women which leads to an unknowing acceptance of a dominant patriarchal tradition of knowledge and understanding (Minnich, 1990). Using a liberal feminist perspective, this interpretive inquiry examined the decision-making processes of one experienced social studies teacher as she attempted to integrate women into a high school United States history curriculum. The initial guiding question for this study was: How does a teacher intentionally include women in meaningful contexts in a high school U.S. history class? Additional sub-questions relevant to this study were: (1) How does a teacher decide the historical contexts in which women are to be included or not included? (2) What specific challenges does the teacher face when working to implement women into the U.S. history curriculum? (3) What positive factors have shaped the teacher’s abilities or willingness to integrate women into the curriculum? Data sources included interviews, observations, field notes, the participant’s journal reflections, and other documents used during lessons. Data analysis occurred by using a constant comparative method (Glaser & Strauss, 1967) to document any themes or patterns as they emerged. Credibility, transferability, dependability, and confirmability helped enhance the trustworthiness and rigor of the study (Lincoln & Guba, 1985). The findings of the study suggest that the teacher’s personal experiences helped to shape her goal to show her students that women were more than secondary characters in history. The findings also indicate that even though the teacher faced many challenges as she was attempting to transform her curriculum, when she drew upon the more positive influences from her past and the positive experiences she was encountering during the study, she became much more encouraged that she could move past any obstacles confronting her.

This thesis argues for the centrality of the Howard women to their family's political fortunes by exploring key dynastic episodes, themes, and events of Henry VIII's reign from a new female perspective. The Howards were England's premier aristocratic dynasty during this period. However, existing narratives have prioritised the careers of the Howard men, notably the two Dukes of Norfolk and the Earl of Surrey. Here, the family's women are foregrounded. They are not considered in isolation, but discussed alongside their male relations in order to create a fuller, more complex dynastic picture than currently exists. Themes of rebellion, dynastic identity, matriarchy, patronage, treason and religion are woven through events of familial and national importance, allowing new conclusions to be drawn regarding the Howard women and the Howard narrative itself; the way that aristocratic dynasties operated; the activities of women within the political sphere; and the relationship between this family and the Henrician state. This thesis draws its conclusions from new archival research into the activities of five Howard women: Agnes Tylney (c. 1477-1545) and Elizabeth Stafford (c. 1497-1558), the wives of the 2nd and 3rd Dukes of Norfolk respectively; Agnes' daughters Anne, Countess of Oxford (c. 1498-1558) and Katherine, Countess of Bridgwater (d. 1554); and Elizabeth's daughter Mary, Duchess of Richmond (c. 1519-1557). These five women cover three generations and two concurrent branches of the Howard family across the entirety of Henry's reign. The thesis differs from traditional gender studies by focusing on women all from one family rather than those of particular court status or geographical location, as this facilitates exploration of the relationship between kinship networks and politics. Thus it also builds on recent scholarship emphasising the role of the family in early modern politics, and reveals the Howard women as important actors on a public, political stage.

The woman suffrage movement in America lasted nearly an entire century. The movement formally began in 1848 at the Seneca Falls Convention and concluded in 1920 when the Susan B. Anthony amendment was ratified. Throughout this time period the movement changed dramatically. At the turn of the century the excitement and radical nature of the movement that prevailed at mid-century had been exhausted. Suffragists worked with no sense of immediacy, under the assumption that universal suffrage would come eventually, whether it in their lifetimes or their daughters’ or granddaughters’. This all changed, however, in 1913 with the Woman Suffrage Procession. The parade catalyzed the movement, sparking the beginning of the end. An examination of the parade itself, the planning process, and its aftermath reveals the importance of the procession and the changes it provoked. It first served as a platform for a new suffrage leader and a new suffrage group. Alice Paul, a young suffragist who had been involved in the movement in England, planned the procession as her first major responsibility on the US suffrage scene. Throughout the parade planning and aftermath she established herself as a strong leader. She also led the way for a younger and more radical suffragist organization, the Congressional Union, that would soon split from the dominant suffrage organization to pursue more aggressive tactics. Secondly, the suffrage parade demonstrated and catalyzed a transition of strategy, tactics, and sentiment. At the parade a younger cohort of suffragists began utilizing more militant tactics and adopting a sense of immediacy and determination. Finally, the parade altered the movement by raising awareness across the country that had not previously existed. The excitement of the procession caught the attention of government officials, the general public, and - most importantly - the media. The combination of a new leader and association, the transformation of internal attitudes, and new-found awareness put the suffragists on the path towards victory. The parade breathed new life into the movement, catalyzing the final push to success.

Spain underwent a series of tumultuous social and political changes in the late nineteenth and early twentieth centuries. Prostitute women directly experienced these changes as fluctuations in their social and legal status within Spanish society. The years spanning from 1874 to 1931 are known as the Restoration, when the Bourbon monarchy was reinstalled under King Alfonso XII (1857-1885) after the crumbling of the First Spanish Republic (1873-1874). During this time, Spain experienced a period of growing nationalism and urbanization, and prostitution began to be interpreted as a threat to the nation in terms of public health and decency. Between 1923 and 1930, Spain was under the royally-sponsored military dictatorship of Miguel Primo de Rivera (1870-1930). Primo de Rivera stifled much of the public discussion around the problem of prostitution. Spain later returned briefly to a Republican mode of government in 1931, and the Second Republic turned a portion of its divided attention to the reform of prostitution laws. The chaos of the Spanish Civil War between 1936 and 1939 disrupted these Republican reforms but provided an opportunity for radical groups, including Mujeres Libres, to campaign against prostitution in new and innovative ways.

The discussion of the woman's movement in this thesis will not refer exclusively to feminine operations for equal suffrage, but will include, also, the intellectual, the political, the humanitarian, and the economic development of women. One cannot say dogmatically that on such a day in such a month of such a year woman started to free herself from her inferior position. The woman's movement, like other great movements, has been in the process of evolution during a long period of time. In practice, woman's position has varied from age to age; but, in theory, woman has not been considered an equal of man until recently. In the first quarter of the nineteenth century a tangible movement was initiated for the emancipation and development of woman. Some aspects of this movement in the United States will be discussed in this chapter. In later chapters some aspects of this movement in Tennessee will be discussed.

This thesis examines the history of the University of Queensland Women Graduates’ Association (UQWGA) from 1920 to 1979. The association was established by a small group of women graduates in Brisbane in 1920, and from that time they maintained links with graduate women throughout Australia and internationally. These links were formalised in 1922 when the Australian Federation of University Women was formed and immediately affiliated with the International Federation of University Women. The UQWGA aimed to connect and support graduate women locally as well as promote the values of the IFUW which included international friendship and peace. The history of women’s organisations in Australia has attracted little scholarly attention. This thesis contributes to the growing body of research on the women’s movement from the end of World War I to the emergence of women’s liberation in the 1970s. The members of the UQWGA believed that through their university education they had developed the skills and knowledge to contribute to the betterment of society. University education had also instilled in them a sense of privileged that was a motivating factor in their mobilisation. The UQWGA provided a supportive and stimulating space for graduate women that encouraged their endeavours in professional and public life. The actions and approach of the UQWGA reflect those of other mainstream women’s organisation up to the mid-1960s. The organisation promoted its agenda through ‘polite lobbying,’ utilising methods that were respectful of established systems and processes. The UQWGA established and maintained supportive relationships with other organisations, both men’s and women’s, and with the University of Queensland. The association was primarily concerned with issues of the status and position of graduate women, but members felt that their contribution would also be valued in the wider community. This thesis aims to locate the work of the UQWGA in the context of the women’s movement in Australia, including how it reacted to the altering women’s movement of the 1970s when it changed its name to the Australian Federation of University Women – Queensland.

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on August 26, 2009). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): John R. McKivigan. Includes vita. Includes bibliographical references (leaves 141-147).

Diss. Umeå : Umeå universitet, 2008.

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