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Schooling and Radicalisation: Life Histories of New Zealand Feminist Teachers

Sue Middleton
British Journal of Sociology of Education
Vol. 8, No. 2, Political Struggles, Curricular Provisions (1987), pp. 169-189
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1392735
Page Count: 21
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Schooling and Radicalisation: Life Histories of New Zealand Feminist Teachers
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Abstract

This paper overviews part of a wider study of feminist teachers, born and educated in New Zealand in the years immediately following World War Two. The method used is life history analysis, which explores 'biography, history and social structure'. The first part discusses the post-war educational context through analysing contradictions in curriculum policies and expectations for girls' education and exploring the relevance of these to the resurgence of feminism as a mass social movement amongst 'educated' women of the time. The second part presents two case studies of the school experiences of two New Zealand women who have, as adults, become educators and come to identify themselves as feminists. The focus of the case studies is on the strategies those women developed to deal with the contradictions in their lives and to trace the beginnings of their political radicalisation.

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