published_or_final_version / Chinese Historical Studies / Master / Master of Arts

李漢英. / "2001年6月" / 論文 (哲學碩士)--香港中文大學, 2001. / 參考文獻 (leaves 120-128) / 附中英文摘要. / "2001 nian 6 yue" / Li Hanying. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (leaves 120-128) / Fu Zhong Ying wen zhai yao. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 女學的興起：淸末士大夫興女學的思潮 --- p.7 / Chapter 第一節 --- 女學的初議一早期改良派興女學的主張 --- p.7 / Chapter 第二節 --- 救亡的訴求一維新派興女學的實踐 --- p.9 / Chapter 第三節 --- 共和國的追求´ؤ革命派的女國民教育 --- p.13 / Chapter 第三章 --- 陳子褒的經歷及其教育救國的思想 --- p.16 / Chapter 第一節 --- 陳子褒的生平一由科舉士子到「婦孺之僕」 --- p.16 / Chapter 1. --- 由致力科舉的士子到維新派成員 --- p.16 / Chapter 2. --- 由維新派成員到致力教育救國的「婦孺之僕」 --- p.19 / Chapter 第二節 --- 教育救國思想的來源 --- p.24 / Chapter 1. --- 反抗外國侵略的愛國情懷 --- p.24 / Chapter 2. --- 基督的感召 --- p.27 / Chapter 3. --- 日本成功的先例 --- p.31 / Chapter 第三節 --- 陳子褒的教育救國理論 --- p.36 / Chapter 1. --- 培養中國人自立的精神 --- p.36 / Chapter 2. --- 提倡蒙學，培養救國人才 --- p.37 / Chapter 3. --- 以義學爲救國的命脈 --- p.38 / Chapter 4. --- 反對好古，倡白話淺說 --- p.40 / Chapter 5. --- 重視地理，擴展國家勢力 --- p.42 / Chapter 第四章 --- 女子教育的提倡及突破 --- p.46 / Chapter 第一節 --- 陳子褒興女學的理論 --- p.46 / Chapter 1. --- 批評教男不教女的風氣 --- p.46 / Chapter 2. --- 肯定女子讀書的作用 --- p.50 / Chapter 3. --- 主張小學教育權歸女子 --- p.52 / Chapter 第二節 --- 女子教育的實踐´ؤ辦學與教學 --- p.55 / Chapter 第三節 --- 女子教育的突破 --- p.61 / Chapter 1. --- 打破女子家庭教育的束縛 --- p.62 / Chapter 2. --- 開創男女同校的先例 --- p.66 / Chapter 第五章 --- 陳子褒所編讀本中的婦教內容與婦女問題的探討 --- p.69 / Chapter 第一節 --- 讀本的特色及內容 --- p.69 / Chapter 第二節 --- 女性的家庭角色及責任一賢妻良母的培育 --- p.74 / Chapter 1. --- 賢母的角色一母教 --- p.74 / Chapter 2. --- 賢婦的角色一相夫、孝養翁姑、一家和睦 --- p.77 / Chapter 第三節 --- 婦孺讀本與婦女解放的聲音 --- p.80 / Chapter 1. --- 纏足問題一反纏足的號召 --- p.80 / Chapter 2. --- 對婦女貞節觀的批判´ؤ寡婦再嫁的主張 --- p.85 / Chapter 3. --- 其他婦女問題的探討 --- p.91 / Chapter 第六章 --- 陳子褒提倡女學的成果 --- p.93 / Chapter 第一節 --- 陳門弟子對婦女問題的關注 --- p.94 / Chapter 第二節 --- 陳門弟子繼承師志的例子一一立意委身教育救國的冼玉淸 --- p.97 / Chapter 第三節 --- 陳門弟子繼承師志的例子二 ´ؤ創辦崇蘭，延續師志的曾璧山. --- p.100 / Chapter 第七章 --- 結論 --- p.104 / Chapter 第一節 --- 傳統的約束與解放 --- p.105 / Chapter 第二節 --- 女子教育與國家社會的義務與權利 --- p.107 / Chapter 第三節 --- 男性知識份子與中國婦女解放 --- p.109 / 附錄 / 附錄1:陳子褒先生遺像 --- p.111 / 附錄2:陳子褒生平大事 --- p.112 / 附錄3:陳子褒編著書目及首次出版年份 --- p.115 / 附錄4:陳子褒所編婦孺讀本的內容 --- p.116 / 徵引及參考資料 --- p.120

This thesis examines the contribution and influence that American Protestant missionary girls’ schools had on Japanese women’s education during the Meiji period. Between 1868 and 1912, over thirty missionary girls’ schools were established. These schools had the primary aim of introducing Christianity to Japanese female students. However, at the same time, they provided young women with opportunities for schooling outside of their families and played a pioneering role in promoting “Western enlightenment” inside and outside the classrooms. Set against the backdrop of Japan’s modernization efforts, this thesis uses as a case study St. Agnes’ School (Heian Jogakkō), one of the oldest missionary girls’ schools in the Kansai region, to consider how it cultivated new middle-class women through its education. Under the slogan of ryōsai kenbo (good wife, wise mother), the Japanese government introduced primary school education for girls as a part of its initiative to build a modern nation. The government considered the home women’s proper sphere and showed little interest in developing women’s secondary and higher education in the first two decades. Therefore it was private schools including missionary girls’ schools like St. Agnes’ that stepped in and filled the void for secondary education. Furthermore, the school introduced advanced courses such as bungaku bu (Arts Division) and kasei bu (Home Economics Division) in 1895. The aim of bungaku bu was to cultivate women who could engage in work for the public benefit. St. Agnes’ School was established by the Episcopal Church of the United States of America in 1875 in Osaka and later moved to Kyoto in 1895. The thesis explores the academics and practical skills St. Agnes’ taught in its classrooms, chapel, and dormitory. These included English language, Bible classes, science, physical training, and domestic science, including skills such as needlework and the concept of hygiene, which were considered important for American middle-class women. In addition, the school presented regulations on girl students’ decorum, provided a mentoring relationship between missionaries and students, and encouraged girl students to participate in charity and volunteer work such as raising funds for the poor, orphans, and disaster victims. By using historical documents, including the letters of American Episcopal missionaries and students’ letters and essays in from the archives of St. Agnes’ School, the thesis argues that missionary girls’ schools like St. Agnes’ School cultivated new ryōsai kenbo and ultimately new middle-class womanhood. It presents a case study of its two star graduates: Ukita Fuku, a scholarship recipient who later became a teacher at her alma mater; and Izumi Sonoko, who successfully developed American cookie-baking skills into a family business and became one of the most successful businesswomen and philanthropists of her time. Through their missionary school education, they acted as new middle-class women who engaged in “socially sanctioned activities” such as teaching and charity services in the social sphere. The education helped to construct new norms for middle-class women who worked in both domestic and social spheres in modern Japan. / published_or_final_version / Modern Languages and Cultures / Doctoral / Doctor of Philosophy

Social Feminism, as influenced by the Enlightenment, manifested itself between 1780 and 1860. An important aspect of social feminism was intellectual emancipation for women. Such intellectual emancipation came about through the blending of ideas emanating from prominent cultural and social centers in the western world. Women had been absorbing the reformist ideas of the Enlightenment philosophies, incorporating them into their own lines of thinking, and producing a social theory aiming at educational freedom for women. The individual efforts to initiate change in time reached beyond national boundaries through the pioneer social feminists' literary works and word of mouth. It is the intent of this dissertation to examine and analyze the linkage between the concept of social feminism and educational emancipation.The purpose of this research is to establish the significance of education as a major branch of social feminism within the context of the women's movement. To overcome language barriers that prevented research into other countries' women's movements, I have restricted this study to England and America and developed the concept of transatlantic feminism.Between 1780 and 1860 the women's "question" in England and America gained its theoretical foundations. Although there was no organized feminist movement, societies in both countries were being made conscious of the problems stemming from the subordinate status of women. This social awareness resulted from the tracts and discussions of certain male philosophers and of various exceptional females who focused on the question of women's rights and other related issues.The major emphasis during this early stage of the women's "question" was the issue of education as a vehicle for elevating the position of women. The education of available to women at that time was limited in nature. Training caring mothers was what social feminists protested against in their writings and discourses. Yet they understandably differed in their aims and formulas for change. Some spokeswomen, while accepting the societal status quo, promoted education as a means for women to recognize their moral superiority. There were yet others who demanded a "separate but equal" education so that women could exploit their full potential and, in some cases, assert their economic independence. All these social reformers, through their own unique experiences, also set examples for their contemporaries and future generations to follow.Despite some inconsistencies in their approaches to educational reform for women, almost all of the individual feminists discussed in this dissertation felt that intellectual emancipation would pave the way for improved social standing for women. / Department of History

Empowerment of women in leadership and in particular, school leadership has been the focus of the Namibian government and the country since independence in 1990. Different policies and laws, post‐independence, make provision for women empowerment and leadership in a range of organisations and institutions throughout the country. However, reports on gender equity in leadership positions suggest that Namibia is not really moving towards these policy goals at a sufficiently quick pace. A lot still needs to be achieved in terms of transforming the gender stereotyping in Namibia, which still suffers from the legacy of gender discrimination of the apartheid era. Modern‐day academic authors and journalists portray an increasing interest in an awareness of the advantages of women leadership. Women are increasingly perceived to have leadership styles more suitable for contemporary conditions than men. It is against this backdrop that this study sought to investigate women leadership in the Otjiwarongo circuit in the Otjozondjupa educational region in Namibia. The study used a qualitative, interpretive research paradigm. It adopted a case study approach. The primary participants consisted of four women principals in the Otjiwarongo circuit and the secondary participants included four women education officers from the same circuit. Semi‐structured interviews, a focus group interview and observation were applied as methods for collecting data and the data collection period was just over six weeks. Data analysis was done through coding and identification of categories. The findings revealed that women principals possessed the qualities of commitment, good communication and are passionate about their work, which are qualities normally associated with effective leadership. In terms of their role in their schools, they emerged as democratic leaders who involved all stakeholders in the decision making process through consensus. In addition, they demonstrated distributive and servant leadership in their interactions with stakeholders. The main challenge to the leadership position of these women principals seemed to be the stereotypical view held, that as women, they had to work twice as hard as men at leading schools. The study recommended that people oriented leadership styles, such as the ones enacted by the women principals in this study, are highly recommended for effective leadership in the 21st century.

published_or_final_version / History / Doctoral / Doctor of Philosophy

This research examines the use of education by the revolutionary government as an agent of directed culture change to effect sexual equality in Cuba. Upon a traditional Latin culture, the Revolution led by Fidel Castro in 1959 superimposed a Marxist sexually equalitarian philosophy. In order to examine education as a directed agent of culture change, it was first necessary to determine the revolutionary leadership's intent regarding the place of women in Cuban society as well as the success of the revolutionary leadership in achieving their intent. The policy and practices implemented to achieve success and the resultant consequences are also examined. A paradigmatic model of culture change is utilized in the analysis. This model is applied first to general cultural change by examining the place of women in four social arenas; three of these arenas (socio-political action, schooling and work) exist in the public culture domain. The fourth arena, the family, is in the private culture domain and warranted special consideration. The role of education in Cuba was then examined by means of a model generated from the educational data in the four arenas. From the above procedure, the specific preconditions necessary for education to act as an agent of directed culture change emerged. Education as implemented in post revolutionary Cuba was found to contain these preconditions. The family arena, however, because it is within the private culture domain is therefore relatively inaccessible to the control of the revolutionary leadership. Despite concerted effort since 1959 to achieve sexual equality, women in Cuba have not yet achieved total equality. This limited success of the revolutionary leadership achieving sexual equality may be attributed to its limited access to and control in the family. Significant advances have been made, however, toward achieving equality for women, and education in Cuba has contributed greatly to the degree of success. Education has been effective as an agent of directed culture change in Cuba because the education process was expanded to include a broad range of information transmission mechanisms, such as mass media and legislation, and because Marxism has provided a measure of philosophical consistency within the education process.

No description available.

A research project submitted in partial fulfilment of the requirements for the degree of Masters by Coursework and Research Report in the field of Industrial/Organisational Psychology. Faculty of Humanities, University of the Witwatersrand, Johannesburg 6 June 2016 / This research traced the career trajectories from a cohort of female academics that were recipients of the Carnegie grant. These female academics were from two primary universities; the University of the Witwatersrand (Wits) and the University of Cape Town (UCT). The primary aim of the research was to explore the career trajectories of this cohort of female academics and gain further insight into the enablers and barriers to productivity and at their university. The impact of these enablers and challenges on the retention and attrition patterns was then analysed. The critical factors that were explored when interpreting retention and attrition were gender, race, intersectionality, belonging and culture. This analysis was enabled by applying critical race theory, intersectionality, and theories of belonging and non-belonging to the data. Due to the nature of this research, a qualitative approach was taken with the use of semi-structured interviews. The sample consisted of twenty-two female academics. In depth interviews were audio-recorded and transcribed and analysed using critical discourse analysis as well as thematic analysis proposed by Braun and Clarke (2006). The results indicated that female academics face a great deal of challenges within the higher education sector. These challenges often present as obstacles in their career progression. More importantly, black female academics face greater barriers because of the intersectional nature of their identity as being both black and female, amongst other identity categories. One of the leading causes to these barriers is based on the underlining institutional culture that exists at each university that is instilled through various systems and structures. One of the key enablers for this cohort of women academics was the Carnegie grant that they had received. For many, it provided scarce financial resources to focus on conducting quality research and dislodged the systems of patriarchal patronage which sometimes leaves women’s development at the mercy of male colleagues. The research suggests that notions of belonging are tied to epistemic access and the recognition and affirmation of the multiple identities that constitute women.

稿本(電腦打印本) / Thesis (M.A.)--香港中文大學. / Gao ben (dian nao da yin ben) / Includes bibliographical references. / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 文獻回顧 --- p.8 / Chapter 第三章 --- 硏究方法 --- p.56 / Chapter 第四章 --- 姑婆（191´4ؤ ) / 貫徹「做到老、學到老」的信念 --- p.78 / Chapter 第五章 --- 鍾婆婆（192´1ؤ ) / 英雄無用武之地的遺憾 --- p.106 / Chapter 第六章 --- 梁婆婆（192´2ؤ ) / 在兩次婚姻失敗中求存 --- p.135 / Chapter 第七章 --- 李伯母（192´1ؤ ) / 一生篤信基督信仰 --- p.163 / Chapter 第八章 --- 討論 --- p.207 / Chapter 附錄一 --- 區婆婆（1906 226}0ؤ ) / 一位富家小姐的生活 --- p.226 / Chapter 附錄二 --- 蔡婆婆（190´2ؤ ) / 一位「妹仔」的生活 --- p.245 / 註釋 / 書目