The “mission” of nuns in female education in Ireland,<i>c</i>.1850–1950

Raftery, Deirdre

doi:10.1080/00309230.2011.568624

Cited by 8 publications

(4 citation statements)

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“…This work put into context the small amount of high-quality work that had been done on European convents and Sister teachers. Historians including Rebecca Rogers (2005), Sarah Curtis (2000) and Phil Kilroy (2000) developed work on French convent education, while Carmen Mangion (2008), Catriona Clear (1987), Mary Peckham Magray (1998), Deirdre Raftery (2012;2013a;2013 b), and Barbara Walshe (2002) have used convent archives.…”

Section: Nuns and Convent Education: An Area For Research Growthmentioning

confidence: 99%

“…When a woman enters a religious Order and receives the habit, she becomes a novice and commences a period of formation (usually two years), before her first profession of vows. The term 'novitiate' refers to the time of preparation for the taking of vows, and also refers to the building in which novices live.4 This point is discussed more fully inRaftery (2012). See also: Raftery (2017).…”

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confidence: 99%

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Convents as Transnational Education Spaces in the Long Nineteenth Century

Raftery

2020

ETE

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This article draws on primary source materials to discuss the transnational spaces of nineteenth-century convent schools, which were founded and built by religious women (nuns). The article argues that it is necessary to study the teaching Sisters and their convent schools in order to glean insight into the transnational mobility of the teaching Sisters, and the exchange of ideas between women in education spaces. Equally, gendered readings of the convent as an education space are needed. This article attempts to contribute towards starting a discussion around the nineteenth-century convent school as a transnational female education space, which was defined and delineated by both external and internal forces.

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Section: Nuns and Convent Education: An Area For Research Growthmentioning

confidence: 99%

mentioning

confidence: 99%

Convents as Transnational Education Spaces in the Long Nineteenth Century

Raftery

2020

ETE

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“…Whilst Sisters' educational work is under-represented universally, scholars in other countries are more advanced in remedying this (Raftery, 2012;Bruno-Jofré, 2013). When general histories of Australian education do include Catholic schooling the focus is more likely to be on boys' schools, run by male religious orders, than on the more numerous and wide-spread schools for girls run by Sisters (e.g.…”

Section: Introductionmentioning

confidence: 98%

Seeking the voices of Catholic Teaching Sisters: challenges in the research process

Garaty

Hughes

Brock

2015

History of Education Review

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Purpose – The purpose of this paper is to encourage historical research on the educational work of Catholic Sisters in Australia which includes the Sisters’ perspectives. Design/methodology/approach – Reflecting on the experiences of research projects which sought Sisters’ perspectives on their lives and work – from archival, oral and narrative sources – the authors discuss challenges, limitations and ethical considerations. The projects on which the paper is based include: a contextual history of a girls’ school; a narrative history of Sisters in remote areas; an exploration of Sisters’ social welfare work in the nineteenth century, and a history of one section of a teaching order from Ireland. Findings – After discussing difficulties and constraints in accessing convent archives, issues in working with archival documents and undertaking a narrative history through interviews the authors suggest strategies for research which includes the Sisters’ voices. Originality/value – No one has written about the processes of researching the role of Catholic Sisters in Australian education. Whilst Sisters have been significant providers of schooling since the late nineteenth century there is a paucity of research on the topic. Even rarer is research which seeks the Sisters’ voices on their work. As membership of Catholic women’s religious orders is diminishing in Australia there is an urgent need to explore and analyse their endeavours. The paper will assist researchers to do so.

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“…7 As historians have appreciated, religious vocation could be an attractive path for Irishwomen providing a respectable alternative to marriage, a degree of autonomy and a means for emigration and travel. 8 While traditionally historians of education emphasised the importance of British and Continental influences on Irish convent schools, more recent work establishes the presence and authority of Irish women in religious foundations in England, Scotland and farther afield. 9 Carly Kehoe, Carmen Mangion and Barbara Walsh have complicated the association of national identity with particular orders, suggesting a much more dynamic and circular pattern of emigration and exchange across the British Isles.…”

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confidence: 99%

Catholic Convent Schools and the History of Irish Girlhood: Curriculum and Continuity 1780–1920

Hatfield

2020

Irish Economic and Social History

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This article traces the educational mission of three Catholic convent boarding schools from the late eighteenth century until the 1920s, highlighting striking similarities in Catholic female education across different temporal and geographical contexts. Using institutional records, community annals and student roll books, this article considers how the priorities and structure of female education can shed light on implicit assumptions held by Catholic woman about the nature of girlhood and the purpose of education. It aims at a fuller understanding of the pedagogical model shared by these boarding schools and provides evidence of a strong cultural continuity in the ideals of Catholic girlhood across time. In doing so, it contributes to a perennial debate within the history of childhood on the historical narrativisation of continuity.

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The “mission” of nuns in female education in Ireland,c.1850–1950

Cited by 8 publications

References 0 publications

Convents as Transnational Education Spaces in the Long Nineteenth Century

Convents as Transnational Education Spaces in the Long Nineteenth Century

Seeking the voices of Catholic Teaching Sisters: challenges in the research process

Catholic Convent Schools and the History of Irish Girlhood: Curriculum and Continuity 1780–1920

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