Dr Andrea Jacobs and Dr Camilla Leach
This is a university-funded project in three phases which sought to engage with the changing way that university histories are written. By including the voices of those who have lived and worked in the institution, which began as a diocesan training college and is now the University of Winchester, the research introduces personal reflection and oral history methodology in order to complement existing histories of the institution.
The research team from the Centre for the History of Women's Education and the Department of History is indebted to the University of Winchester alumni and the Winton Club for their encouragement and financial support for this project. A DVD of the second phase of the project was presented at the 2007 Winton weekend and the team was invited back in 2008 to report on further progress.
Phase one: questionnaires and interviews focussed on the changing student experience as the college changed from an all male to a co-educational environment from 1960. Phase two: a similar methodology which included video interviews considered the nature of 'community' for students in the college. It explored to what extent the community was self contained and to what extent it engaged with the local community in Winchester and its surroundings. Phase three: this was focused on the experience of the staff who have lived and worked at the college.
Those with access via ATHENS may be interested to read more in our article 'Learning lives and alumni voices' which appeared in the Oxford Review of Education, April 2010. The book from the project with an introductory chapter by Emeritus Professor Tom James was published by WInchester University Press in 2015. Find out more.
Women and War
Held on June 12th 2014, the seminar discussed the role of women in fact and fiction in the two World Wars. The seminar considered how memorialisation can be taught in school to ensure ongoing respect for a previous generation for whom war was an inescapable part of their lives. See our flyer for more information.
History of Education Society Annual Conference 2012
Rulers, Rebels & Reformers
Centre for the History of Women's Education Seminars
See our flyer for more information.
Women's History Walk, Winchester
To celebrate International Women's Day on March 8th 2013 Susan Anderson-Faithful led a walk around sites of interest to women's' historians in Winchester for the Winchester Women Graduates Association. The walk has been developed from Sue's PhD on Mary Sumner the founder of the Mothers' Union and a renowned Winchester resident.
Hampshire WI Jubilee Celebrations
Dr Stephanie Spencer was one of three speakers at the Hampshire WI 'New Elizabethans Day' celebrating the Queen's Jubilee, speaking on 'The Changing Role of Women 1952-2012' at Shawford Village Hall. This event was held on three occasions in 2012..
School Sports Archives Road Show
Please read our flyer for details of this project.
ESRC seminar series Women in the 1950s
This two-year seminar series was hosted by the University of Winchester (Prof. Stephanie Spencer), University of Manchester (Dr Penny Tinkler) and the University of Sussex (Dr Claire Langhamer).
The aim of the series was to shed light on a neglected generation of girls and women. It included four one-day seminars that use popular stereotypes from the fifties - the teenage girl, the suburban housewife, the glamorous young woman and the woman in love " as starting points for exploring the diversity and complexity of the lives and experiences of girls and women in this period. The series also included two one-day workshops which explore neglected sources for researching women and gender in the 1950s, namely material culture, sound and photography.
The Elizabeth Nuffield Educational Fund " Five Year Review
The Elizabeth Nuffield Educational Fund (ENEF) gives grants to women studying to enable them to gain qualifications and enhance their employment prospects. As well as providing grants for mothers studying in higher education, the fund set in place partnership arrangements with a number of further education colleges predominantly sited in areas of high social deprivation. This study surveyed award holders who completed their studies in the period 1998-2002.
The study pointed to the high degree of commitment that these women demonstrated in their determination to turn their lives around, to acquire a qualification and to move into employment. It is not only the qualification that enabled them to improve their job prospects successfully; but the increased self esteem and sense that they are good role models as the lone parent in the family, frequently after long periods of domestic turmoil and uncertainty. The women's choice of jobs demonstrated that they are often pragmatic in their choice of vocational courses, and value job security and job satisfaction more highly that well-paid employment. Despite improvements in Government funding for childcare, ENEF undoubtedly made a material difference to award holders lives, to the lives of their children and to the women's ability to achieve their aspirations.
ESRC Seminar Series Social Change in the History of Education
A number of publications are currently published, forthcoming, or in preparation from the two year ESRC seminar series convened by Professor Goodman, McCulloch (London University Institute of Education) and Richardson (University of Exeter). These include a special issue of History of Education, entitled Social Change in the History of Education: The British experience in international context. This has also been published by Routledge as a book. Currently being prepared is a special issue of the journal Paedagogica Historica and an extended report being funded by the History of Education Society GB. A record of the seminar series can be found on the seminar website
Women and the governance of girls' Secondary Schools in Britain, 1870-1997
This project examined the gendered dynamic of governance in girls' secondary schools since the end of the nineteenth century and its consequences for the governance of schools today. It redressed the current neglect of the historical experience of women school governors, which has resulted in the narratives and concepts of school governance failing to encode the experience of women.
The central question of the research focused on the pattern of women's involvement in girls' secondary schools, the wider significance of women's involvement as school governors and the consequences of women's past involvement as governors for effective school management today. The research aimed to explore the pattern of women's involvement as school governors, to examine the social and economic standing of women who acted as school governors, to explain the changes which took place and the variation in practice between schools, to identify the roles women carried on the governing bodies and the relationships between women governors and headteachers. The research also provided insights into the development of women's management roles in education, the development of girls' education and the position of women in respect of both local and national educational policy-making and administration.
See: Joyce Goodman and Sylvia Harrop, Governing ladies: women governors of middle class girls' schools, 1870-1925 in Women, Educational Policy-Making and Administration in England, edited by Joyce Goodman and Sylvia Harrop. London: Routledge, 2000: 37-56