Joyce Goodman

Joyce Goodman
The University of Winchester · Faculty of Education, Health and Social Care

PhD

About

78
Publications
2,061
Reads
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422
Citations
Introduction
I am currently writing a biography of the artist Rosa Branson, entitled: Rosa Branson, Art, Life and Education (Winchester University Press)
Additional affiliations
September 1995 - present
The University of Winchester
Position
  • Professor of History of Education

Publications

Publications (78)
Chapter
This chapter explores spatial and temporal elements in configurations that entangle education, internationalism and empire in three articles published in the International Review of Educational Cinematography (IREC). In the first article Evelyn Wrench (1934) deploys a concentric circles spatial model that places the self at the centre and sees worl...
Chapter
This chapter explores articulations and ascriptions of femininities as action speech, matter and meeting intersected in Suzanne Karpelès’ encounters in Indochina and Europe in 1931. The first section examines divergent intersections and performances of religion, colonialism, feminism and femininities at the Buddhist Institute in Phomn Penh and in n...
Chapter
This chapter explores educational life history through Cremin’s view of educational biography as a “life history prepared with educational matters uppermost in mind” (1980: 588). It uses Cremin’s view of life history to examine aspects of the educational lives of three women whose educational activism during the nineteenth and early twentieth centu...
Article
The Afterword focuses on the question of time and the temporalities, rhythms and tempos that thread through the special issue and and shed light on change, contingency and continuity as women sought to become and to be academics and to belong in the academy. I deploy a notion of multiple temporalities in which time comprises both a singular whole a...
Chapter
This chapter explores the entanglement of Bahá’í belief, internationalism and educational activism in the pursuit of peace. It focuses on the activities of a number of women who were associated with the Geneva Bahá’í’ Bureau from its establishment in 1925 to its closure in 1957. It situates Bahá’í belief within religious internationalisms and outli...
Chapter
This chapter examines comparison and abstraction as systems of reason in stadial accounts that facilitated the transnational circulation of the “idea” of women’s education. It discusses the transnational circulation of texts in which stadial approaches were developed, the processes of abstraction that facilitated transnational transfer across natio...
Chapter
The period between 1800 and 1920 was pivotal in the global history of education and witnessed many of the key developments which still shape the aims, context and lived experience of education today. These developments included the spread of state-sponsored mass elementary education; the efforts of missionary societies and other voluntary movements...
Chapter
This introduction to the section of the Handbook uses contributions from section authors to map the contested terrain of governance, policy and management and to discuss scholarly approaches to circulation(s) through which notions of governance, policy-making and management have been and continue to be dif/fused. It discusses government and governm...
Chapter
The chapter uses spatial analysis to discuss the engagement of international women’s organisations in educational policy-making and educational policy-networks around the League of Nations and the United Nations (UN). It considers power relations of gender and East/West framings in historiography that have resulted in absences in literature on inte...
Article
This article explores the work of history and philosophy in publications by Willystine Goodsell, professor of history and philosophy at Teachers College, Columbia University, and the entanglement of Goodsell’s approach to scholarship with that of her doctoral supervisor John Dewey. The article experiments with diffractive reading to examine Dewey’s...
Chapter
Goodman explores the historical and comparative temporalities underpinning the 1933 comparative account of girls’ education in England, Germany, France, America, and Japan that Yoshi Kasuya, a teacher from Tsuda College, Japan, produced for her doctorate at Teachers College Columbia. Yoshi’s study configured a complex cultural model of modern Japan...
Article
This article discusses established and more recent methodological and theoretical strategies in histories of women’s education. The established approaches to histories of women’s education with which the article begins include networks, sites, technologies of the self and Bourdieusian notions of reproduction. To explore recent approaches that foreg...
Article
The Afterword discusses continuities and differences in how researchers are positioned in feminist themes and emerging feminist perspectives as they play out in debates around researcher reflexivity and diffraction as methodological strategies. The first section of the Afterword highlights the ongoing commitment to reflexivity when generating knowl...
Book
Η δευτεροβάθμια εκπαίδευση των κοριτσιών στον δυτικό κόσμο πραγματεύεται την εμφάνιση, εξέλιξη και διαμόρφωση της δευτεροβάθμιας εκπαίδευσης των κοριτσιών στον ευρωπαϊκό χώρο, στις ΗΠΑ και στις αποικίες των δυτικών μητροπολιτικών κέντρων. Αποτελεί μια ευρεία σύνθεση εθνικών εκπαιδευτικών ιστοριών δεκατεσσάρων χωρών και ευρύτερων γεωγραφικών περιοχώ...
Article
This article explores questions of temporality using letters written between 1930 and 1935 by Suzanne Karpelès, director of the Royal Library at Phomn Penh (1925-41) and of the Institute of Buddhist Studies (1930-41) and chief publications officer for the École Supérieure de Pāli (1925-41). The article is prompted by the “temporal turn” in scholars...
Chapter
The chapter discusses the link between cinematography and intellectual cooperation and unpacks Dreyfus-Barney’s statement to the League of Nations; Liaison Committee of Major International Associations the the Rome Institute of Educational Cinematography (IIEC) had made a special study of the influence of cinematography on the mind and the they had...
Article
This article explores entanglements of religion, peace, internationalism and empire in some of the educational activities of Laura Dreyfus-Barney (1897-1974), a wealthy American domiciled in Paris from a liberal artistic family, who was a prominent and active member of the International Council of Women (ICW) and involved in League of Nations initi...
Article
This article explores the intersection of aspects of imperialism and internationalism in discussion of cinematography at the League of Nations, at the International Council of Women (ICW), and as they played out in the imperial, national and local flows around educational cinematography in the work of Suzanne Karpelès at the Institute of Buddhist S...
Chapter
The chapter examines the role of the Woman Teacher , organ of the National Union of Women Teachers (NUWT), in creating a public political identity and the Union’s place within the wider national feminist movement. The NUWT and the Woman Teacher were established amidst hostility from male National Union of Teachers (NUT) members over whether suffrag...
Article
This article deconstructs some of the underlying assumptions that inform projects in Paynter and Aston’s 1970 book, Sound and Silence. Foucauldian and Deleuzian technologies of power and technologies of desire are used to frame an argument that Paynter and Aston’s projects play into the fabrication of sonorous bodies and sonic selves but also provi...
Article
(English Abstract - the article is in Japanese). The article reviews a range of approaches to history beyond the nation that have shaped gender studies of in history of education from a transnational perspective. It begins by identifying what have been variously termed global history, world history, transnational history and translocal history. It...
Article
This article focuses on how a BSc (Household and Social Science) from Kings College of Household and Social Science (KCHSS) inflected the life and work of Winifred Egan (1915–2007), a teacher whose career spanned elementary and secondary schooling and teacher education. The article illustrates the ways in which KCHSS graduates deployed disciplinary...
Article
This article traces different approaches to framing women’s agency that change what it is possible to see and to say in historical accounts about women educators, women’s education and women’s transnational activism. It builds on the work of Joan Scott, who argues that agency has a history and that agency is neither a fixed set of behaviours nor an...
Article
n this article I explore the “promise” of a posthumanist or non-representationalist approach to the entanglement of objects-materials, transnational circulations and cosmopolitan subjectivities. In a piece of experimental writing, I use an extract from the Wellesley News, a fragment from an autobiography by Mishima Sumi, traditional academic conven...
Chapter
This chapter focuses on Kasuya Yoshi’s comparative text,"A Comparative Study of the Secondary Education of Girls in England, Germany and the United States, With a Consideration of the Secondary Education of Girls in Japan", published by Teachers College, Columbia in 1933. The chapter explores the gendered construction of comparative education and a...
Article
This article focuses on Kasuya Yoshi’s comparative text, A Comparative Study of the Secondary Education of Girls in England, Germany and the United States, With a Consideration of the Secondary Education of Girls in Japan, published by Teachers College, Columbia in 1933. The article explores the gendered construction of comparative education and ad...
Article
In order to explore education at the first two Pan-Pacific Women's Conferences, this article builds on Campbell and Sherington's account of education in Oceania and on empirical research undertaken by Selleck and others, along with relevant primary source material. It traces elements of empire as they played out in inter-war women's education and c...
Chapter
This chapter explores ways in which empire, internationalism and transnationalism1 intersected with age in the career of Reta Oldham, Headmistress of Streatham Hill High School in London, England from 1898–1923.2 Oldham was born in Ireland, gained a BA and MA from the Royal University of Ireland, and was elected a Fellow of the Royal Economic Socie...
Article
The article explores ways in which intellectual co-operation at the League of Nations [SDN] provided a space for the engagement of culturally elite women in intellectual co-operation circles in Geneva, Paris and a range of national contexts stretching across Europe, Latin America and Asia. It discusses the language of the “international mind” and o...
Article
This article looks through the lens of the gendered politics of historical writing at the main forms and direction of scholarship on gender in History of Education since its publication. It discusses how social, women’s, feminist and gender history has been treated in the journal and how developing approaches around the body, space, materiality, an...
Article
This article explores discursive languages through which leading women in the International Federation of University Women (IFUW) articulated their understandings of world citizenship and looks at what Caroline Spurgeon, the first President of the IFUW, called the ‘organised training of women to be citizens of the world’. The central section focuse...
Article
This paper explores the migration patterns of women who studied at Girton and Newnham prior to 1939 through whom dissemination of knowledge and values flowed from Cambridge overseas. It also considers organisations that fostered women’s mobility in empire, particularly the Colonial Intelligence League for Educated Women and the International Federa...
Article
An important change in the national character would be produced, by… a change in the early education of infants… the inference, indeed, does not rest upon conjecture. It is confirmed by every page in the history of mankind, and justified by the observations of those most eminent for wisdom in every age and nation.1
Article
This article explores Thomas Popkewitz’s and Kwame Appiah’s discussion of cosmopolitanism by looking at practices, spaces and subjectivities in the work of three little‐known women, Amelie Arato, Amni Hallsten‐Kallia and Rachel Gampert. It examines cosmopolitanism through systems of knowledge, unpacks cosmopolitanism and gender at particular histor...
Chapter
Girls’ secondary education shared similarities but also differed in England, Wales, Scotland, Ireland, and the British colonies. It was inflected by Anglicanism in England, Presbyterianism in Scotland, Nonconformity in Wales, and Catholicism in Ireland. Secondary education (termed “intermediate” in Wales and Ireland) was largely accessed by upper....
Chapter
This chapter moves beyond the national framework to consider the ways discussions about girls’ education crossed European borders. The preceding chapters emphasize how specific national political and cultural contexts shaped the emergence of girls’ schools. But, from the outset, foreign ideas and teachers marked the debates and institutional realiz...
Chapter
Interest in comparative study of girls’ secondary education in Europe dates back at least to 1884, when Theodore Stanton published The Women Question in Europe, a series of essays by feminists from various countries, all of whom highlighted educational issues in their judgment of women’s status in their homelands. Two decades later, Helene Lange an...
Article
The article begins with an exploration of the current state of history of education by drawing on published reviews of history of education, thematic analysis of journal content, and mapping of postgraduate study. It then highlights ‘moments of insecurity’. These are characterised by a particular discourse that frames the future of the discipline i...
Article
This article uses events in May 1985 surrounding the de‐selection of the Conservative chair of the Wiltshire Education Committee and her role in the campaign for comprehensive education in Salisbury, England, to pose questions about the representation of women who championed causes deemed to be progressive and to raise issues about how gender analy...
Article
This article looks at ways in which the notion of music as a language with a literature operated in English girls' secondary education in the inter-war years. It explores musical literacies and multi-modality in the music curriculum of two inter-war music teachers working in girls' schools: Margaret Donington and Annie Warburton. Both contributed t...
Article
The internationalization of women’s organizations and of teachers’ associations during the ‘long 1920s’ provided a context for English women educators to test and discuss their ideas concerning the girls’ secondary school within European transnational networks. This exploration of social change adopts a Bourdieusian and transnational approach to an...
Article
This article contributes to the retrieval of the ‘lost history’ of interwar internationalism that is increasingly receiving attention from historians of education. 2 2 Lawn, M. “Reflecting the Passion: Mid‐century Projects for Education.” History of Education 33, no. 3 (2004): 512; Nóvoa, A., and M. Lawn. Fabricating Europe: The Making of an Educat...
Article
This article adopts a Bourdieusian and gendered frame of analysis to examine how the aesthetic education increasingly extended to the ‘ordinary’ pupil in English girls' secondary schools during the interwar period, and the music curriculum in particular, related to the reproduction of culture, class and gender for secondary schoolgirls. In a contex...
Article
The nineteenth‐century founders of academic girls' secondary schools in England often used an existing building, frequently a former dwelling‐house, adding to it as resources increased and curricula developed, before moving to a purpose‐built school as the venture prospered. As municipal secondary schools for girls developed in England in the wake...
Article
Mary Dendy has received attention from historians because she was the first paid commissioner under the Board of Control (the administrative body that regulated the 1913 Mental Deficiency Act), was at the forefront in disseminating views regarding the sexual proclivities of feeble-minded women and because she advocated permanent segregated care for...
Article
Comprehensive re‐organisation largely swept away single‐sex secondary education in the state maintained sector in England and Wales. Literature suggests this occurred with little discussion. Single‐sex versus mixed education was debated as part of Wiltshire education committee's re‐organisation of the Trowbridge and Salisbury girls' high schools as...
Article
This article explores inter-relations between professional identities, service, religion, mission, empire and Englishness that surrounded the international traffic of teachers and headmistresses in girls’ secondary schools between the late 1890s and 1914. The article begins by examining strategies adopted to facilitate the overseas traffic of women...
Article
Full-text available
This article explores inter-relations between professional identities, service, religion, mission, empire and Englishness that surrounded the international traffic of teachers and headmistresses in girls’ secondary schools between the late 1890s and 1914. The article begins by examining strategies adopted to facilitate the overseas traffic of women...
Article
The eugenic beliefs of many of those associated with the Sandlebridge Boarding Schools and Colony for the Feeble-minded, opened in 1902, led to their perception that such children required life-long care to protect both the feeble-minded from society and society from the feeble-minded. Certification under the Mental Deficiency Act 1913 provided one...
Article
The article explores the narratives surrounding Manchester School Board's removal in 1883 of children living in Manchester's brothels. It examines how gendered technologies of urban representation focusing on the prostitute impinged on the lives of children living in brothels and inflected the work of women reformers in the urban context more gener...
Article
This article focuses on the way women in the network surrounding the British and Foreign School Society Ladies Committee used constitutional, familial, religious and educational languages to claim an authoritative role for themselves in the development of education for non-Western women and girls. It highlights some of the ambiguities of colonial p...
Article
Women workers are at the bottom of the industrial scale. In almost every trade they do the least skilled portion of the work and the wages average not more than 12s a week. They work long hours, partly because their occupation is in workshops or the home rather than in the factories, and their trades are for the most part those in which overtime is...
Article
The underlying theoretical framework for this paper owes its genesis to three sources; first a late night street conversation after a WEA class several years ago with an unidentified woman who had won a scholarship from an elementary school to a girls’ high school. She commented to my surprise at the time, ‘Of course, Miss X never wanted us scholar...
Article
ABSTRACT The article examines the way women managed schools prior to the rise of technocratic management practice and theory and explores the consequences for women of the introduction of 'rational' methods of bureaucratic management. The article begins by looking at women's access to management positions in education at the start of the nineteenth...
Article
Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing...

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