Lillian de Lissa, Women Teachers and Teacher Education in the Twentieth Century

Whitehead, Kay

doi:10.3726/b10408

Cited by 16 publications

(9 citation statements)

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“…Collins (2005Collins ( , 2016 has highlighted New Zealand women's work in training Catholic teachers, and Pountney (2000) and Taylor's (2018) autobiographies are significant contributions to the history of teacher educators in New Zealand. Whitehead (2014aWhitehead ( , 2016 has studied two Kindergarten Training College principals in Australia but women teacher educators' work has sometimes been overlooked in favour of their leadership in other fields. For example, Martha Simpson is well-known as a curriculum innovator (Petersen, 1983;Jones, 2014) rather than a teacher educator in New South Wales.…”

Section: Transcending Sectorial and National Boundaries In Histories Of Teachersmentioning

confidence: 99%

“…For example, Martha Simpson is well-known as a curriculum innovator (Petersen, 1983;Jones, 2014) rather than a teacher educator in New South Wales. Whereas Lillian de Lissa was a training college Principal for 40 years in Australia and the UK (Whitehead, 2016), she was portrayed as an activist in early childhood education (Petersen, 1983;Jones, 1975) in previous studies. Besides becoming a principal or inspector, teacher education was one of the few career paths for women teachers from the advent of coeducational state training colleges in the nineteenth century, but women teacher educators remain shadowy figures.…”

Section: Transcending Sectorial and National Boundaries In Histories Of Teachersmentioning

confidence: 99%

“…While it is underplayed, teaching in private or state secondary schools was the most common occupation for women university graduates. In many jurisdictions a university degree was the prerequisite for secondary teaching whereas pre-school and primary teachers entered the profession via teachers colleges (Trotman, 2008;Whitehead, 2016), leading to differences in status and salary. Many prospective primary teachers also enrolled in university subjects alongside their studies at training colleges and completed their degrees while teaching in the classroom (Morris Matthews, 2001;Theobald, 2006), thereby blurring the academic differences between primary and secondary teachers.…”

Section: Transcending Sectorial and National Boundaries In Histories Of Teachersmentioning

confidence: 99%

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Histories of teachers in Australia and New Zealand from the 1970s to the present

Whitehead

2019

HER

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Purpose Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years. Design/methodology/approach The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive. Findings Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time. Originality/value The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.

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Section: Transcending Sectorial and National Boundaries In Histories Of Teachersmentioning

confidence: 99%

Section: Transcending Sectorial and National Boundaries In Histories Of Teachersmentioning

confidence: 99%

Section: Transcending Sectorial and National Boundaries In Histories Of Teachersmentioning

confidence: 99%

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Histories of teachers in Australia and New Zealand from the 1970s to the present

Whitehead

2019

HER

Self Cite

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“…Today, with changes in degree structures and the inclusion of more vocational programs, the institution is more varied. Kay Whitehead's work on the heads of training colleges and their production and dissemination of new knowledge demonstrate that current definitions of higher education and the university are themselves gendered and that examining women's trajectories within traditional universities is missing half the story of women's growing professionalism in higher education (Whitehead 2016). Whitehead's theoretical frame of transnational history highlights the mobility and professional standing of, for example, Mary Gutteridge and Lillian de Lissa.…”

Section: New Directions: Border Crossingsmentioning

confidence: 99%

Women Professors and Deans

Spencer

Smith

2019

Springer International Handbooks of Education

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This chapter argues that the key tension in the historiography of women's progress as academics lies in its position within women's and feminist history and the history of education. The themes of institutions, networking, money, and religion provide four hubs from which to reflect on existing work and recognize potential new directions for those seeking to improve either our understanding of the past or the problems of the present. A fifth section discusses the possibility of "border crossings" as an additional lens through which to view the field. The scope of the chapter is restricted to material published in English, and existing lacunae in terms of race, disability, and sexuality are recognized but inevitably repeated. Most examples are taken from the USA,

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“…9. For Lillian de Lissa’s work and influence in kindergarten and nursery education, see Whitehead (2016).…”

Section: Notesmentioning

confidence: 99%

Clarice Irwin’s visions for education in Australia in the 1920s and 1930s: “what might be”

Kass¹

2019

HER

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Purpose The paper is a study of Clarice McNamara, née Irwin (1901–1990), an educator who advocated for reform in the interwar period in Australia. Clarice is known for her role within the New Education Fellowship in Australia, 1940s–1960s; however, the purpose of this paper is to investigate her activism in an earlier period, including contributions made to the journal Education from 1925 to 1938 to ask how she addressed conditions of schooling, curriculum reform, and a range of other educational, social, political and economic issues, and to what effect. Design/methodology/approach Primary source material includes the previously ignored contributions to Education and a substantial unpublished autobiography. Used in conjunction, the sources allow a biographical, rhetorical and contextual study to stress a dynamic relationship between writing, attitudes, and the formation and activity of organisations. Findings McNamara was an unconventional thinker whose writing urged the case for radical change. She kept visions of reformed education alive for educators and brought transnational progressive literature to the attention of Australian educators in an overall reactionary period. Her writing was part of a wider activism that embraced schooling, leftist ideologies, and feminist issues. Originality/value There has been little scholarly attention to the life and work of McNamara, particularly in the 1920s–1930s. The paper indicates her relevance for histories of progressive education in Australia and its transnational networks, the Teachers Federation and feminist activism between the wars.

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Lillian de Lissa, Women Teachers and Teacher Education in the Twentieth Century

Cited by 16 publications

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Histories of teachers in Australia and New Zealand from the 1970s to the present

Histories of teachers in Australia and New Zealand from the 1970s to the present

Women Professors and Deans

Clarice Irwin’s visions for education in Australia in the 1920s and 1930s: “what might be”

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