Women and the politics of education in Third Republic France

• Verfasst von: Clark, Linda L. [VerfasserIn]
• Titel: Women and the politics of education in Third Republic France
• Verf.angabe: Linda L. Clark
• Verlagsort: New York, NY
• Verlag: Oxford University Press
• Jahr: 2023
• Umfang: 1 Online-Resource (ix, 312 Seiten)
• Illustrationen: Karte
• Gesamttitel/Reihe: Oxford scholarship online
• Fussnoten: Literaturverzeichnis: Seite 283-300
• ISBN: 978-0-19-763289-5
• DOI: doi:10.1093/oso/9780197632864.001.0001
• Schlagwörter: (g)Frankreich / (s)Bildungspolitik / (s)Frauenbild / (s)Religionsunterricht / (s)Grundschule / (s)Lehrerbildung / (z)Geschichte 1870-1940
• Datenträger: Online-Ressource
• Sprache: eng
• Bibliogr. Hinweis: Erscheint auch als : Druck-Ausgabe: Clark, Linda L., - 1942-: Women and the politics of education in Third Republic France. - New York, NY : Oxford University Press, 2023. - viii, 312 pages
• Sach-SW: Education
• Sach-SW: Education
• K10plus-PPN: 1851196080
• K10plus-PPN:
  Universitätsbibliothek
• Lokale URL UB: Zum Volltext

Abstract

In Third Republic France (1870–1940) the directrice of a normal school for training women teachers was the most important woman representative of public primary education in each department. Her role was central to the republican educational project designed to bolster the establishment of a stable democracy after the Franco-Prussian War. The laicization of public education figured prominently in republican efforts to combat the old alliance of “throne and altar” favoring monarchy and religious instruction in public schools. Although laymen taught most boys in public schools by 1870, many nuns staffed separate girls’ public schools. Thus an 1879 law mandated new normal schools to train lay teachers for France and Algeria. This study of 313 normal school directrices between 1879 and 1940, an important group of professional women not previously studied, explores challenges they faced and their responses. Often the target of political hostility, they defended republican schooling as they interacted with local notables and authorities. In an educational system divided by social class as well as by gender, they trained teachers for “children of the people” attending free primary schools, separate from the elite and less numerous secondary schools. Directrices were expected to be role models for women teachers and to emphasize women’s duties as wives and mothers. Yet their careers exemplified an alternative to domesticity at a time of much debate about women’s appropriate roles. Eventually some pushed against the boundaries of prevailing gender norms as they also joined professional, philanthropic, and feminist associations.