Ascendancy Women And Elementary Education In Ireland

This book outlines the lives of six female members of the Irish Ascendancy, and describes their involvement with educational provision for poor children in Ireland at the end of the long eighteenth century. It argues that these women were moved by empathy and by a sense of duty, and that they were motivated by political considerations, pragmatism and, especially, religious belief. The book highlights the women’s agency and locates their contribution in international and literary contexts; and by exploring sources and evidence not previously considered, it generates an enhanced understanding of Ascendancy women’s involvement with the provision of elementary education for poor Irish children. This book will appeal to scholars and researchers in the fields of Education and History of Education. It will also have broad appeal for those interested in Gender and Women’s Studies, in Georgian Ireland and in the history of Ascendancy families and estates.

This book outlines the lives of six female members of the Irish Ascendancy, and describes their involvement with educational provision for poor children in Ireland at the end of the long eighteenth century. It argues that these women were moved by empathy and by a sense of duty, and that they were motivated by political considerations, pragmatism and, especially, religious belief. The book highlights the women’s agency and locates their contribution in international and literary contexts; and by exploring sources and evidence not previously considered, it generates an enhanced understanding of Ascendancy women’s involvement with the provision of elementary education for poor Irish children. This book will appeal to scholars and researchers in the fields of Education and History of Education. It will also have broad appeal for those interested in Gender and Women’s Studies, in Georgian Ireland and in the history of Ascendancy families and estates.

The late seventeenth and early eighteenth century was a period of great social and political change within Ireland, as the Protestant Ascendancy gained control of the country, aided by the English government and aristocracy, withwhom the ruling class in Ireland mixed through marriage and travel. The resulting Anglo-Irish elite, with its distinct transnational identity, differed markedly from the preceding Irish elite, but, at the same time, because of itsIrish dimension, was very different also from the contemporary English and Scottish upper classes. Women played key roles in this Anglo-Irish elite, and the nature of the Protestant Ascendancy can only be completely understood byconsidering women's roles fully. This book provides a thorough examination of the role of women in Ascendancy Ireland. It discusses marriage, family and social life; explores women's roles in economic and political life and in charitable activities; and places Irish elite women of this period in their wider historiographical context. The book is based on extensive original research, including among the papers of aristocratic families in Ireland and Britain, and provides a wealth of detail on elite women's lives in this period. Rachel Wilson completed her doctorate in modern history at Queen's University, Belfast.

Why do we send children to school? Who should take responsibility for children's health and education? Should girls and boys be educated separately or together? These questions provoke much contemporary debate, but also have a longer, often-overlooked history. Mary Hatfield explores these questions and more in this comprehensive cultural history of childhood in nineteenth-century Ireland. Many modern ideas about Irish childhood have their roots in the first three-quarters of the nineteenth century, when an emerging middle-class took a disproportionate role in shaping the definition of a 'good' childhood, with childhood seen as a fluid concept with a variety of meanings and responsibilities dependent on class, gender, and religious identity. This study deconstructs several key changes in medical care, educational provision, and ideals of parental care. It takes an innovative holistic approach to the middle-class child's social world, by synthesising a broad base of documentary, visual, and material sources, including clothes, books, medical treatises, religious tracts, photographs, illustrations, and autobiographies. It offers invaluable new insights into Irish boarding schools, the material culture of childhood, and the experience of boys and girls in education.

The first biographical study of Nano Nagle, the foundress of he Presentation order of nuns, that positions her within Irish social history, and assesses her vast international legacy. Nano Nagle: The Life and the Education Legacy draws on archival materials from three continents, providing a compelling account of how one woman's extraordinary life challenged social constraints and championed social justice and equality. Leading education historian, Deirdre Raftery, has produced not only a vital new biographical study of an exceptional Irish woman, but also a study of how thousands of Irish women joined the Presentation order of nuns and taught in their schools all over the world. Within that is the story of the Irish female diaspora in Newfoundland, India, North America, England, Australia, Africa and the Philippines. Nano Nagle: The Life and the Education Legacy throws opens a new window on an unknown aspect of Irish social history, while also demonstrating Ireland's significant contribution to the global history of female education.

We Are But Women sets the history of Irish women in the context of the broad sweep of Irish history, dealing even-handedly with the diverse traditions of unionism and nationalism. Through an examination of exemplar individuals and organisations, the book traces the growth of Irish awareness of such `women's issues' as emancipation, divorce and abortion. Above all, it acknowledges the key role played by women in finding a solution to the Irish Question.

This book discusses key works by important writers from Church of Ireland backgrounds (from Farquhar and Swift to Beckett and Bardwell), in order to demonstrate that writers from this Irish subculture have a unique socio-political viewpoint which is imperfectly understood. The Anglican Ascendancy was historically referred to as a “middle nation” between Ireland and Britain, and this book is an examination of the various ways in which Irish Anglican writers have signalled their Irish/British hybridity. “British” elements in their work are pointed out, but so are manifestations of their proud Irishness and what Elizabeth Bowen called her community’s “subtle ... anti-Englishness.” Crucially, this book discusses several writers often excluded from the “truly” Irish canon, including (among others) Laurence Sterne, Elizabeth Griffith, and C.S. Lewis.

First published in 1987, The Dynamics of Cultural Nationalism demonstrates the nature and role of cultural nationalism as a separate movement in the creation of modern nations. This is done through an intensive study of the modern Irish movements, and in particular the Gaelic revival at the end of the nineteenth century, which makes clear the importance of cultural nationalism as a vision and politics in its own right. The author, by approaching his material as both historian and sociologist, is able to illuminate the Irish case of nationalism by placing it in a broad, comparative perspective, showing how cultural nationalism has often provided those answers to the problems of nation building and the rediscovery of national identity that political nationalism failed to provide. This book will be of interest to all those in the social sciences and history who are concerned with problems of national identity, the uses of history and culture in the creation of modern nations, and the particular case of the development of nationalist movements in Ireland.