‘A dose of castor oil’: Teachers and teaching in the writings of Ethel Turner and Mary Grant Bruce

Abstract

It has been at least twenty years since I was first alerted to the notion that my interest in a research topic arises from my unconscious. More recently, feminist theorists have developed the insight by arguing that integration of experience is helpful in defining research questions, as a source of data, to test findings and, in the words of Jean Bethke Elshtain, in assisting them to be less removed from the ‘wellsprings’ of their own ‘thought and action’. My aim in this article is to reconnect my experience with constructions of teachers in Australian children’s literature and to explore ways in which they are imagined in the literature. In my initial foray into this topic, I used Maurice Saxby’s historical review of Australian children’s literature as a guide for data gathering. This linear, chronological approach, while probably a helpful place to start, is not one I can sustain with any passion. In this article, I am returning to my experience to find a starting point, acknowledging that history is a ‘process of intellectual production as well as discovery’

Citation

Trimingham‐Jack, C. (2005), "‘A dose of castor oil’: Teachers and teaching in the writings of Ethel Turner and Mary Grant Bruce", History of Education Review, Vol. 34 No. 2, pp. 1-12. https://doi.org/10.1108/08198691200500006