Abstract/Notes: Focusing on the transnational circulation of ideas about suffrage and education, this article explores the work of suffragist Muriel Matters (1877–1969), and teacher educator Lillian de Lissa (1885–1967). It begins with Matters’ and de Lissa’s childhoods and education in post-suffrage Australia, and their initial work as an actress and kindergarten teacher respectively. The second section focuses on the development of their politics when Matters migrated to England in 1905 and joined the Women’s Freedom League, and de Lissa became the foundation principal of the Adelaide Kindergarten Training College in 1907. The third section discusses their engagement with Maria Montessori’s educational approach, which Matters incorporated into her socialist feminist activism during the First World War, and which led to de Lissa’s recruitment to England as a liberal feminist teacher educator in 1917. The final section highlights their advocacy for Montessori education in the United Kingdom during the interwar years.

Language: English

DOI: 10.1080/0046760X.2021.1906457

ISSN: 0046-760X, 1464-5130

Abstract/Notes: At the turn of the twentieth century, in the context of the budding nation-state formation process throughout Latin America, liberalism, nationalism, and social reforms dominated Latin American intellectual political discourse in its relentless quest for modernity. Popular literacy movements and the expansion and centralization of the educational sphere, which was essential for cultivating national identities and reinforcing allegiance, proliferated throughout Latin America. In Costa Rica, the Olympians, a group of elite intellectuals intricately connected with the agro-export oligarchy, directed social and political reforms. The Olympians were overwhelmingly patriotic and patriarchal, and aimed to create a national culture that would reinforce existing economic, gender, and racial hierarchies. This project focuses on revolutionary feminists Carmen Lyra and Luisa González, who negotiated the cultural politics of education as intermediaries between students and the state through the publication of children’s periodicals. Specifically, this project analyzes the periodicals San Selerín (1912-1913, 1923-1924) and Triquitraque (1936-1947) to elucidate the ways in which these educators used children’s literature and Montessorian pedagogy to create a culture of inclusion and engagement rather than the patriotic and patriarchal pedagogy the Olympians. Contemporary memory has forgotten the revolutionary ideals of these educators, but this project affirms Carmen Lyra and Luisa González cannot be separated from their legacies as active members of the Costa Rican Communist Party, as fervent proletarian internationalists, and as revolutionary feminists. To do so would be to neutralize the potency of their memory.

Language: English

Published: Urbana-Champaign, Illinois, 2016

Language: Italian

Published: Roma: Ciranna, 1968

Abstract/Notes: This is an unpublished 4-volume chronicle of Standing’s years as a Montessori tutor for the Saharabai family in India (circa 1920-1925). Included are reprints of Standing’s letters documenting his experiences, photographs of the people and architecture of India before its independence from England; and brief references to conversations with Mahatma Gandhi who was a close friend and neighbor of the Saharabai family.

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections (Seattle, Washington)

Language: English

Published: Chicago, Illinois, 1965

Language: German

Published: Heidelberg, Germany: Quelle & Meyer, 1968

Edition: 2nd ed.

Series: Anthropologie und Erziehung , 11

Abstract/Notes: This paper discusses the life and works of Margaret McMillan and Maria Montessori, two advocates for the poor who played a significant role in social and educational reform in Britain and Italy, respectively, in the late 19th- and early 20th century. The upbringing, education, and social milieu of the two women are compared, as well as their philosophy and educational outlook. The paper notes that both women had a deep concern for the misfortunes of the poor and oppressed, understood the importance of good health and nutrition in the lives of children, and began schools to educate the children of the less fortunate. They had a deep sense of commitment and a broad vision for the improvement of all humanity through working with children in poverty. The paper concludes that today's educators and child advocates can learn a great deal from the lives of McMillan and Montessori. (MDM)

Language: English

Abstract/Notes: Reprint of an article from the Boston Herald.

Language: English

Abstract/Notes: Based on the author's Doctoral Dissertation (Westfälische Wilhelms-Universität Münster)

Language: German

Published: Münster, Germany: Lit, 1998

ISBN: 3-8258-3563-4 978-3-8258-3563-7 3-8258-4115-4 978-3-8258-4115-7

Series: Impulse der Reformpädagogik , 1

Language: Italian

ISSN: 0042-7241