The Education of Electra

Ladies' Greek ◽  
2017 ◽  
Author(s):  
Yopie Prins
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Women Students ◽  
First Generation ◽  
Smith College ◽  
Ancient Greek ◽  
Student Body ◽  
Performance Practices ◽  
Education Of Women ◽  
Dramatic Presentation

This chapter examines the spectacle of female classical literacy by focusing on two historic productions of Sophocles's tragedy Electra, staged in ancient Greek by the first generation of women students at Girton College in 1883 and at Smith College in 1889. It analyzes these women's performance of ancient Greek in relation to nineteenth-century debates about the higher education of women, and how they drew on a tradition of classical posing, to “transpose” the text into the visual and auditory languages associated with Delsartean performance practices. Their dramatic presentation depended on these alternative modes of translation as well as the subsequent re-presentation of the spectacle in various written accounts. The chapter considers how the cast of Electra was trained for a highly stylized performance, embodying the Sophoclean text in and for a collective student body that sought to commemorate itself through the ritual of mourning.

The Entry of Women into Psychiatry

2018 ◽  
pp. 39-49
Author(s):  
Fiona Subotsky
Keyword(s):  
Higher Education ◽  
Nineteenth Century ◽  
Royal College ◽  
Late Nineteenth Century ◽  
Education Of Women ◽  
Psychological Medicine ◽  
Late Nineteenth

This chapter looks at how Elizabeth Garrett Anderson combatted the views of the eminent psychiatrist Henry Maudsley on the higher education of women and their entry into the profession of medicine, and how they were finally overcome. The speciality of psychiatry in the late nineteenth century was largely reflected by participation in the Medico-Psychological Association (MPA) (now the Royal College of Psychiatrists), and the arguments over the admission of women were well documented in the Journal of Mental Science (JMS). Eventually, the persistence of the women and their male sympathizers was successful, while Maudsley’s influence waned. The first woman to gain the Certificate in Psychological Medicine (MPC) was Jane Waterston in 1888, and the first woman formally elected to membership of the MPA was Eleonora Fleury in 1894.

scholarly journals Arthur Sidgwick'sGreek Prose Composition: Gender, Affect, and Sociability in the Late-Victorian University

2017 ◽  
Vol 56 (1) ◽  
pp. 91-116 ◽  
Author(s):  
Emily Rutherford
Keyword(s):  
Nineteenth Century ◽  
Late Nineteenth Century ◽  
Social Emotional ◽  
Ancient Greek ◽  
Cultural Changes ◽  
Single Sex ◽  
Women's Equality ◽  
Education Of Women ◽  
Conversational Language ◽  
Late Nineteenth

AbstractThe diaries and other papers of the Oxford classics teacher Arthur Sidgwick (1840–1920) show how men like Sidgwick used ancient Greek to demarcate the boundaries of an elite male social, emotional, and educational sphere, and how that sphere became more porous at the turn of the twentieth century through processes such as university coeducation. Progressive dons like Sidgwick stood by women's equality in principle but were troubled by the potential loss of an exceptional environment of intense friendships forged within intellectually rigorous single-sex institutions. Several aspects of Sidgwick's life and his use of Greek exemplify these tensions: his marriage, his feelings about close male friends, his life as a college fellow, his work on behalf of the Oxford Association for the Education of Women, and his children's lives and careers. The article recovers a lost world in which Greek was an active conversational language, shows how the teaching of classics and the inclusion of women were intimately connected in late-nineteenth-century Oxford, and suggests some reasons why that world endured for a certain period of time but ultimately came to an end. It offers a new way of explaining late-nineteenth-century cultural changes surrounding gender by placing education and affect firmly at their center.

scholarly journals On ‘being first’: the case for first-generation status in Australian higher education equity policy

2021 ◽  
Author(s):  
Sally Patfield ◽  
Jennifer Gore ◽  
Natasha Weaver
Keyword(s):  
Higher Education ◽  
Low Socioeconomic Status ◽  
Higher Education Policy ◽  
First Generation ◽  
Policy Framework ◽  
Indigenous Australians ◽  
Government Schools ◽  
Generation Status ◽  
Educational Disadvantage ◽  
Equity Policy

AbstractFor more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of university agendas, this policy framework has fostered a somewhat narrow conceptualisation of how educational disadvantage should be addressed. Responding to calls for reform, this paper draws on survey data from 6492 students in NSW government schools to examine the extent to which a new category warrants inclusion in the national framework: first-generation status. We illustrate how being the first in a family to attend university brings distinct equity status and argue for a revision of the national equity framework to recognise and support students who are ‘first’.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

A critical approach to academic, community, and family literacies of first-generation college students in Latin America

2016 ◽  
Author(s):  
◽  
Lina M. Trigos-Carrillo
Keyword(s):  
Higher Education ◽  
College Students ◽  
Latin America ◽  
First Generation ◽  
Literacy Practices ◽  
First Generation College Students ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
The Social ◽  
First Generation College

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] In this study, I investigated the social practices related to reading and writing of first-generation college students and their families and communities in Latin America from a critical sociocultural perspective (Lewis, Enciso and Moje, 2007). This embedded multiple-case study was conducted in Mexico, Colombia, and Costa Rica. Using an ethnographic perspective of data collection (Bernard, 2011; Lillis and Scott, 2007) and the constant comparative method (Heath and Street, 2008), situational analysis (Clarke, 2005), and within and cross-case analysis (Yin, 2014), I analyzed specific literacy events (Heath, 1982) and literacy practices (Street, 2003) in social context. First, I argue that access to the academic discourse and culture is one of the main barriers first-generation college students faced, although they constructed strong social support systems and engaged in rich literacy practices that involved critical action and thinking. Second, I found that, in contrast to the common belief that socially and economically nonmainstream college students were deficient in literacy, these students and their families possessed a literacy capital and engaged in complex and varied literacy practices. Using their literacy capital, first-generation college students and their families and communities procured the preservation of cultural identity, resisted the effects of cultural globalization, served the role of literacy sponsors, and reacted critically to the sociopolitical context. These literacy practices constituted a community cultural wealth for the families and communities of first-generation college students. I argue that a positive approach towards first-generation college students' identities and their community cultural wealth is necessary in curriculum, instruction, and policy if universities are truly committed to provide access to higher education to students from diverse backgrounds. Finally, I investigated first-generation university women's gender identities, discourses, and roles as they navigated the social worlds of the public university and their local communities in Mexico, Colombia, and Costa Rica. While dominant discourses and roles associated with women reproduced the machismo culture in the region, these group of first-generation university women contested, challenged, and resisted those roles, discourses, and identities. From a Latin American feminist perspective, I argue that bonds of solidarity and communal relations are values that resist the negative effects of global capitalism in marginalized bodies. In particular, public universities, women's supporters, emancipatory discourses, and situated critical literacies played a critical role in improving gender equality in higher education in Latin America. This study contributes to a better understanding of the literacy practices in situated social contexts and informs the ways in which more equitable college instruction, policy, and practices can be developed and promoted.

American Legal Thought in Transatlantic Context, 1870-1914

2021 ◽  
Author(s):  
David M. Rabban
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Twentieth Century ◽  
First Generation ◽  
The United States ◽  
Recent Book ◽  
Historical School ◽  
Legal Thought ◽  
Early Twentieth Century ◽  
Sociological Jurisprudence

Most American legal scholars have described their nineteenth-century predecessors as deductive formalists. In my recent book, Law’s History : American Legal Thought and the Transatlantic Turn to History, I demonstrate instead that the first generation of professional legal scholars in the United States, who wrote during the last three decades of the nineteenth century, viewed law as a historically based inductive science. They constituted a distinctive historical school of American jurisprudence that was superseded by the development of sociological jurisprudence in the early twentieth century. This article focuses on the transatlantic context, involving connections between European and American scholars, in which the historical school of American jurisprudence emerged, flourished, and eventually declined.

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