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Article
Publication date: 2 October 2017

Josephine May

Abstract

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History of Education Review, vol. 46 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 26 September 2018

Josephine May

The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress…

Abstract

Purpose

The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887.

Design/methodology/approach

Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences.

Findings

The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her.

Originality/value

The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.

Details

History of Education Review, vol. 47 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

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Article
Publication date: 5 March 2021

Josephine May

The article sets out primarily to fill in some of the gaps in the biography of Lucy Arabella Stocks Garvin (1851–1938), first principal of Sydney Girls High School. As a…

Abstract

Purpose

The article sets out primarily to fill in some of the gaps in the biography of Lucy Arabella Stocks Garvin (1851–1938), first principal of Sydney Girls High School. As a reflexive exercise stimulated by this biographical research, the second aim is to explore the transformative work of digital sources on the researcher's research processes that in turn generate possibilities for expanded biographical studies in the history of education.

Design/methodology/approach

This article encompasses two approaches: the first uses traditional historical methods in the digital sources to provide an expanded biography of Lucy Garvin. The second is a reflexive investigation of the effects of digitisation of sources on the historian's research processes.

Findings

The advent of digital technologies has opened up more evidence on the life of Lucy Garvin which enables a fuller account both within and beyond the school gate. Digital sources have helped to address important gaps in her life story that challenge current historiographical understandings about her: for example, regarding her initial travel to Australia; her previous career as a teacher in Australia and the circumstances of her appointment as principal; her private and family life; and her involvement in extra school activities. In the process of exploring Garvin's life, the researcher reflected on the work of digital sources and argues that such sources transform the research process by speeding up and de-situating the collection and selection of evidence, while at the same time expanding and slowing the scrutiny of evidence. The ever-expanding array of digital sources, despite its patchiness, can lead to finer grained expanded biographical studies while increasing the provisionality of historical accounts.

Originality/value

The article presents new biographical information about an important early female educational leader in Australia and discusses the impact of digital sources on archival and research processes in the history of women's education.

Details

History of Education Review, vol. 50 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 24 June 2006

Josephine May

This paper aims to engage with the cinematic history of Australian education by examining the historical representation of secondary schools in two Australian feature…

Abstract

This paper aims to engage with the cinematic history of Australian education by examining the historical representation of secondary schools in two Australian feature films of the 1970s: Picnic at Hanging Rock (Weir, 1975) and The Getting of Wisdom (Beresford, 1977). By what narrative strategies, metaphors and understandings were Australian high schools encoded into images and how might these interpretations differ from written accounts of the secondary schools? The discussion focuses on the social and material worlds of the schools. It reflects on the types of education depicted and the characterisations of teachers and students, including consideration of gender, class, and sexualities. The paper asks: what was the historical understanding of secondary schools that made them so attractive for cinematic explorations of Australian national identity in the 1970s?

Details

History of Education Review, vol. 35 no. 1
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 14 October 2008

Jo May

In this article I examine one film, Puberty Blues, directed by Bruce Beresford in 1981. According to the Australian Film Commission, the film is number forty four of the…

Abstract

In this article I examine one film, Puberty Blues, directed by Bruce Beresford in 1981. According to the Australian Film Commission, the film is number forty four of the top Australian films at the Australian Box Office from 1966 to 2005 having earned over three million dollars. The view put here is that this film throws light on the history of the comprehensive coeducational high school at a particular moment. The article maintains that Puberty Blues pursues a damning representation of the ineffectual and irrelevant nature of school life for the students it features. This unsettling film shows the comprehensive coeducational secondary school, itself a product of a middle class vision of the civil society, to be failing in its promise of extending ‘respectable’ and materially aspirant middle class values to youth. It is suggested that the decline in patronage of the public coeducational comprehensive school by the middle class and aspiring others may in part be attributable overall to the powerful negative images of schools such as those in Puberty Blues that have widely circulated in Australian and Anglophone popular culture, especially in feature film. It also hypothesises that the middle class flight from the comprehensive high school may be in part attributable to the fact that some of their children may have ‘deserted’ the schools first.

Details

History of Education Review, vol. 37 no. 2
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 11 July 2016

Cybele May and Josephine Previte

This paper aims to provide guidance on how midstream social marketing can be used to understand and address wicked problems through adopting a collaborative systems…

Abstract

Purpose

This paper aims to provide guidance on how midstream social marketing can be used to understand and address wicked problems through adopting a collaborative systems integration approach conceptualised from a macromarketing perspective.

Design/methodology/approach

Rothschild’s motivation, opportunity and ability (MOA) framework is applied in this study to understand veterinarians as midstream microactors in the macrosystem of wicked animal welfare issues. Focus group and individual interview data from veterinarians were analysed through the lens of the MOA framework to understand veterinarians’ as midstream microactors within a systems continuum.

Findings

The MOA of veterinarians to engage downstream targets – cat owners – in behaviour change are identified. Fresh insights reveal the challenges and barriers to simply focusing on veterinarians as the key microactor required to address the wicked problem of cat overpopulation. Challenges identified include the cost of sterilisation to both owners and veterinary practices, alongside vying beliefs about the capacity of individual veterinarians to persuade owners about the benefits of sterilisation to improve animal welfare. Additionally, insight into veterinarians’ perceptions of upstream strategies to address the problem – in terms of marketing, education and law – expose further complications on where regulation and law enforcement can be integrated in future social marketing strategies to address the cat overpopulation problem.

Practical implications

The application of the MOA framework improves understanding of the concept and practice of midstream social marketing. It provides a practical and strategic tool that social marketers can apply when approaching behaviour change that leverages midstream actors as part of the social change solution.

Originality/value

Research and theorisation in this paper demonstrates an alternative pathway to address wicked problems via a collaborative systems integration approach conceptualised from a macromarketing perspective. Effective long-term change relies on understanding and coordinating a broad macrosystem of interconnected actors along a downstream, midstream and upstream continuum. This starts by understanding the microactions of individual actors within the macrosystem.

Details

Journal of Social Marketing, vol. 6 no. 3
Type: Research Article
ISSN: 2042-6763

Keywords

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Article
Publication date: 24 June 2011

Tanya Fitzgerald and Josephine May

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Abstract

Details

History of Education Review, vol. 40 no. 1
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 21 June 2013

Josephine May and Helen Proctor

The first state high schools in New South Wales (NSW) were restricted to children with high academic ability. The purpose of this paper is to explore the lived experience…

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456

Abstract

Purpose

The first state high schools in New South Wales (NSW) were restricted to children with high academic ability. The purpose of this paper is to explore the lived experience of over 70 former students from three such schools, one coeducational, the other two single‐sex, with special attention to academic and social curricula.

Design/methodology/approach

The study investigates memories of a particular moment in the history of secondary schooling in NSW before the establishment of mass secondary education. The authors utilise theoretical concepts from recent oral history studies regarding memory communities and intersectionality.

Findings

In bringing ex‐students’ memories of both single‐sex and coeducational academically‐selective high schooling together, the study reports on the homogeneity of the memories of this type of schooling despite the different sexual structures of the schools. The respondents, it is argued, constitute a “memory community” in that they recalled their selection for high school as marking them out as intellectually superior, “special”. Their main differentiating feature arose from their sex and gender socialisation. Females were made more consistently conscious of their responsibilities within their schools’ gender regime.

Originality/value

The approach in this paper adjusts the focus of traditional oral history research in the history of education to “history from within” (rather than “from below”); to experiences of both academic and socialcurriculum (not “formal/informal”); to a gendered approach incorporating both sexes; and to a comparative approach across academically‐selective coeducational and single‐sex high schools.

Details

History of Education Review, vol. 42 no. 1
Type: Research Article
ISSN: 0819-8691

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Article
Publication date: 30 September 2014

Josephine May

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423
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Article
Publication date: 27 May 2014

Heather A Weaver

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45

Abstract

Details

History of Education Review, vol. 43 no. 1
Type: Research Article
ISSN: 0819-8691

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