Title Page, Copyright

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pp. 3-4

Contents

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pp. 5-6

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Acknowledgements

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pp. 7-7

We would first like to thank the Flemish union of teachers Christelijk Onderwijzers Verbond (COV) and its Secretary General, Romain Maes, for giving the first author the chance to undertake this research as part of a broader historical study of women in teaching and the teachers’ union. We are also particularly grateful to the department of Education and Training of ...

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Chapter 1. Introduction

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pp. 9-12

While we were studying the process of the feminization of the teaching profession in Belgium in the 19th and 20th centuries as part of a research project of the Flemish teachers’ union Christelijk Onderwijzers Verbond (COV) and the sections on history of education of the Katholieke Universiteit Leuven and the Universiteit Gent,1 we noticed that the extensive international literature on the feminization ...

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Chapter 2. Evolution of scholarly interest in the educational work of women religious

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pp. 13-18

Historians from Europe, Australia and the Americas have observed that the involvement of women religious in education has hardly been studied hitherto.14 Elizabeth Smyth in 2006 called them “a marginalized cohort of educators”.15 In a status quaestionis of educational historiography in Europe Marie-Madeleine Compère noted that the teaching profession is usually associated with the ...

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Chapter 3. Overview and assessment of the literature

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pp. 19-54

Women religious played a fundamental role in the schooling of girls of both the masses and the elite during the 19th and 20th centuries. In a study of the first decade of the Society of the Sacred Heart in St. Louis (1827-late 1830s), Nikola Baumgarten declared the teaching orders to be ‘the pioneers of truly universal schooling’, offering education open to girls and young women of all ...

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Chapter 4. Conclusions

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pp. 55-56

Since Elizabeth Smyth’s statement in 1994 that “the research on the history of teaching sisters is just beginning”,271 studies about the subject have multiplied considerably and a start has been made to apply to it some of the newer methodologies of the history of education. The numerous case studies on teaching congregations and schools run by sisters provide an immense number of useful ...

Notes

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pp. 57-86

Bibliography

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pp. 87-125