The English Miss, German<i>Fräulein</i>and French<i>Mademoiselle</i>: foreign governesses and national stereotyping in nineteenth- and early twentieth-century Europe

Bayley, Susan N.

doi:10.1080/0046760x.2013.877526

Cited by 4 publications

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“…She herself had "visited" the " 'best public schools in Vienna' as well as having learned three languages in her parents" home as well as "the higher branches of German" and six years of music training at the "Conservatoire". Bayley (2014) found that continental governesses and teachers could be "scathing in their criticisms" of their host country (p. 181). Further, this attitude may have erected "barriers of misreading and misunderstanding" (Bayley, 2014, p. 182) which seems to have occurred in Hlawaczek's case especially across the gender and ethnic divide in her dealings with the men of the Department.…”

Section: Discussionmentioning

confidence: 99%

“…Further, recent research on intercultural education by governesses has revealed an ethnic dimension to their representation through the existence of transnationally active and often negative national stereotypes of the "Fräulein", the "Mademoiselle" and the "Miss" that may have inspired reciprocal feelings of resentment. Indeed Susan N. Bayley (2014) asserted that: "By the early nineteenth century, a typology of foreign governesses had entered the European consciousness" (p. 161). She added:…”

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confidence: 99%

“…Anna Hlawaczek's answers to these questions may have reinforced the national stereotype of "Fräulein" governesses in circulation. According to Bayley (2014), the Fräulein was widely regarded as "plain, prudish, knowledgeable, efficient, diligent, pedantic, strict, domestic, sentimental and musical" (p. 174).…”

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confidence: 99%

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The national in the transnational

May

2018

HER

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Purpose The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887. Design/methodology/approach Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences. Findings The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her. Originality/value The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.

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Section: Discussionmentioning

confidence: 99%

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The national in the transnational

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2018

HER

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“…In the 19th century, the exportation increased in 'bones d' infants who went to work in bourgeois families across northern and southern Europe (Maeder, 1993). The governesses educated children in the royal courts, children of the dukes and bourgeois (Bayley, 2014). In the late 19th century, homeschooling was a common practice and compatible with Victorian era: "The governess is a familiar figure to the reader of Victorian novels" (Peterson, 1970, p. 7).…”

Section: Homeschoolingmentioning

confidence: 99%

“…These stereotypes affected visitors and hosts (Bayley, 2014;Anagnostopoulou, 2005). Delta states that foreign governesses and tutors underestimated Greek people: "Mademoiselle Langlois spoke for the home and her Greek bosses with the same contempt of Mr. Williams and other foreign tutors" (Delta, 2008, p. 147).…”

Section: Instructors Children and National Stereotypesmentioning

confidence: 99%

The Upper Bourgeoisie Education of the Greek Diaspora in Egypt in the Late 19th Century Through Penelope Delta’s (1874-1941) Literature

Orfanou¹

2015

AJIS

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Why Lucy Doesn't Care: Migration and Emotional Labor inVillette

Schaffer¹

2019

Novel

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In this essay I argue that Lucy's traumatic condition comes from her experience navigating an emerging economic phenomenon. She is an early participant in global migrant caregiving. Initially involved in an intensive, all-engrossing care dyad, she then moves into what Arlie Russell Hochschild calls “emotional labor,” the act of performing an inauthentic feeling publicly for money. Like modern caregivers, Lucy Snowe expresses a sense of invisibility and stress over her cultural alterity. When Madame Beck's surveillance forces Lucy to enact her teacherly persona constantly, Lucy fetishizes her inner truth and develops a disastrous split between these two versions of herself—a split that the novel represents both by her two love interests and by the costume of the nun. In Villette, moreover, Brontë invents specific narrative tropes that would be picked up by later writers on migration including Jamaica Kincaid. Although Lucy Snowe is the first protagonist to suffer from emotional labor, analyzing Lucy's condition helps us notice that throughout Victorian fiction, a host of minor characters—companions, governesses, nurses—share some of these characteristic traits. Villette therefore gives us an alternative way of understanding Victorian working women in fiction, and the effort to depict the inner life of a person whose work profoundly alienates her from her inner self accounts for the extraordinary literary innovations of Brontë's last novel.

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The English Miss, GermanFräuleinand FrenchMademoiselle: foreign governesses and national stereotyping in nineteenth- and early twentieth-century Europe

Cited by 4 publications

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The national in the transnational

The national in the transnational

The Upper Bourgeoisie Education of the Greek Diaspora in Egypt in the Late 19th Century Through Penelope Delta’s (1874-1941) Literature

Why Lucy Doesn't Care: Migration and Emotional Labor inVillette

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