Hope Deferred Routledge Revivals

Hope Deferred, initially published in 1965 traces the history of girls’ education from Anglo-Saxon England to modern times, telling the story largely through the leading personalities whose opinions and prejudices shaped this history. It outlines the progress of popular education and the work of the pioneers who fought to bring girls’ education at every level into line with boys’; and it carries the story into the second half of the twentieth-century to discuss the problem of whether girls are really receiving the right kind of education.

First published in 1908, this book presents a study of tuberculosis. It looks first at its causes, before examining how the problem of mortality from illness had already been reduced. The third part of the book then focuses on measures for reducing and annihilating tuberculosis altogether. Being written in the earlier years of the twentieth century, the book will not only be of interest to medical students and practitioners, but also to historians.

First published in 1983, Gender, Class and Education is a collection of papers that formed presentations at the Westhill Sociology of Education Conference in January 1982, and is the fifth such collection to emerge from the annual conference. The conference theme, ‘Race, Class and Gender’, was not only chosen because of its topicality, but also to provide a framework for debate between educational researchers and teachers. The papers focus on the reproduction of gender relations through education and provide important insights into how this process works, how it is resisted in schools and colleges, and the possibilities for radical intervention. This volume includes three teaching bibliographies on gender and education which were not presented at the conference, but were compiled specially for the book.

Lord Roberthall was economic adviser to a succession of Labour and Conservative governments from 1947 to 1961. During that time, he served under eight Chancellors and exercised more influence on economic policy than perhaps any other official. Fortunately – though it was contrary to Civil Service rules – he kept a diary in which he documented and reflected on day-to-day events. This second volume, published in 1991, covers the years between 1954 and 1961, after Robert Hall’s appointment as Economic Adviser to HM Government. The book includes details of conferences and negotiations in Australia, the United States and Canada, as well as accounts dealing with the struggles to contain inflation and moderate wages. This is a highly readable and fascinating account of what went on inside government in the post-war years. The book provides a unique picture of the relationship between Whitehall and Downing Street, and those people who shaped this challenging period in British economic history. Edited by Sir Alec Cairncross, who succeeded Lord Roberthall as Economic Adviser to HM Government in 1961, this reissue will interest any student researching policy and decision-making in the post-war period.

In The State, The Family and Education, first published in 1980, Miriam David provides an entirely new analysis of the relationship of the State to the family and education. David shows how the State, through its educational policies, regulates family relationships with, and within, schools. This book provides a welcome analysis of educational policy from a socialist-feminist perspective, re-examining the ways in which women as parents, teachers and pupils are involved in the education system. This book will be of interests to students of education.

First published in 1972, this book contains a collection of ten essays that document the feminine stereotypes that women fought against, and only partially erased, a hundred years ago. In an introductory essay, Martha Vicinus describes the perfect Victorian lady, showing that the ideal was a combination of sexual innocence, conspicuous consumption and worship of the family hearth. Indeed, this model in some form was the ideal of all classes as the perfect lady’s only functions were marriage and procreation. The text offers a valuable insight into Victorian culture and society.

First published in French in 1939, and later in English in 1940, this work by biologist, sociologist and social activist, Serge Chakotin, analyses and strongly critiques the effect of Nazi propaganda on the psychology of the masses. By bringing together the political and the psychological, Chakotin refers to the use of propaganda in order to serve the ends of a handful of men as ‘psychical rape’ and warns that this phenomenon cannot be attributed solely to the Nazi regime. The English translation was updated to account for the outbreak of the Second World War in 1939. It will be of great interest to anyone studying the Second World War, Nazism, Fascism and the psychology of propaganda.

This latest volume in the World Yearbook of Education Series focuses on educational elites and inequality, focusing particularly on the ways in which established and emergent groups located at the top of the social hierarchy and power structure reproduce, establish or redefine their position. The volume is organized around three main issues: analyzing the way in which parents, students and graduates in positions of social advantage use their assets and capitals in relation to educational strategies, and how these are different for old and new and cultural and economic elites; studying how elite institutions have adapted their strategies to take into account changes in the social structure, in policy and in their institutional environment and exploring the impact of these strategies on educational systems at the national and global levels; mapping the new global dynamics in elite education and how new forms of 'international education' and 'transnational cultural capital' as well as new global educational elite pathways shape elite students’ identities, status and trajectories. Making use of a social and an institutional approach as well as a focus on practices and policies, the volume draws on research conducted on secondary schools and on higher education. In addition, the global contributions within the book allow for a comparison and contrast of situations in different countries. This results in a comprehensive picture of common processes and national differences concerning advantage and excellence and a thorough examination of the impact of globalization on the strategies, identities and trajectories of elite groups and individuals alongside more general cultural and economic processes.

'The book neatly illuminates a forgotten history of female chemists — and this is not an overstatement. It contains a multitude of names, events and socio-economic interactions in the pursuit of women's education and professional emancipation that are guaranteed to contain stories that readers will not have heard before … It is easily a dip-in and dip-out type of read, allowing simple navigation to specific areas of Britain, disciplines and professions … Besides highlighting the women who fought against an inherently male-dominated system and celebrating their supporters, this book also examines the events and the history surrounding their lives and endeavours. It pays particular note to the nations of the British Isles and gives equal contribution to those lost in history as to those names we are all so familiar with. A fantastic resource that has been excellently researched, I am sure it will remain an ageless tribute and reference work.'Education in ChemistryHistorically, British chemistry has been perceived as a solely male endeavour. However, this perception is untrue: the allure of chemistry has attracted British women for centuries past. In this new book, the authors trace the story of women's fascination with chemistry back to the amateur women chemists of the late 1500s. From the 1880s, pioneering academic girls' schools provided the knowledge base and enthusiasm to enable their graduates to enter chemistry degree programs at university. The ensuing stream of women chemistry graduates made interesting and significant contributions to their fields, yet they have been absent from the historical record.In addition to the broad picture, the authors focus upon the life and contributions of some of the individual women chemists who were determined to survive and flourish in their chosen field. From secondary school to university to industry, some of the women chemists expressed their sentiments and enthusiasm in chemistry verse. Examples of their poetic efforts are sprinkled throughout to give a unifying theme from grade school to university and industrial employment. This book provides a well-researched glimpse into the forgotten world of British women in chemistry up to the 1930s and 1940s.