Leading education historian, Deirdre Raftery, has produced not only a vital new biographical study of an exceptional Irish woman, but also a study of how thousands of Irish women joined the Presentation order of nuns and taught in their schools all over the world. Within that is the story of the Irish female diaspora in Newfoundland, India, North America, England, Australia, Africa and the Philippines.
Nano Nagle: The Life and the Education Legacy throws opens a new window on an unknown aspect of Irish social history, while also demonstrating Ireland's significant contribution to the global history of female education.
Deirdre Raftery is Professor of the history of education, at the School of Education, University College Dublin. She is a Fellow of the Royal Historical Society, and has held visiting fellowships at several universities, including the University of Oxford and the University of Cambridge. A Fulbright Alumna, Deirdre has eleven book publications and has contributed to television and radio documentaries in Ireland and the UK. Her work on the history of women religious has won several awards (Irish Research Council; Ireland-Canada University Foundation; University of Notre Dame Hibernian Award).
Catriona Delaney is a graduate of the University of Limerick, where she completed her PhD at the Department of History. She is currently the Nano Nagle Postdoctoral Fellow at the School of Education, University College Dublin. Catriona has written for scholarly journals including History of Education, Irish Educational Studies, and Irish Studies Review, and has presented at international conferences in Germany, Scotland and England.
The book reflects research that draws on a range of methodologies, and both historical and contemporary education contexts are examined. Drawing on historical research, the book widens our understanding of gender issues in education, and provides chapters on physical activity for girls in nineteenth century America, and on the ‘patriarchal imperative’ in mission education in Africa in the nineteenth century. Turning to research on contemporary education settings, the book explores the global phenomenon of the feminisation of teaching. It also illustrates how teachers work in classrooms in which boys’ expressions of masculinities explicitly challenge school order, and looks at the performance of both masculinities and femininities in several education contexts. The book also includes absorbing work on the practices and processes that contribute to the gendering of digital technologies, and it demonstrates ways in which parents unwittingly accept the gendered management of internet ‘risk’ for their daughters.
This book was published as a special issue of Gender and Education.
The book brings together a group of internationally-regarded scholars, who are doing important research on transnationalism and the social construction of gender, with particular reference to education environments such as schools and colleges. The book is therefore very much at the cutting-edge of theoretical and methodological advances in the history of education.
This book was originally published as a special issue of the History of Education.