株式会社極東書店トップ ＞ 商品一覧 ＞ Home Work : Gender, Child Labor, and Education for Girls in Urban America, 1870-1930.
商品詳細
Home Work : Gender, Child Labor, and Education for Girls in Urban America, 1870-1930. アメリカ都市部におけるジェンダー、児童労働、少女のための教育 1870～1930年
・ISBN 978-0-226-84431-2 hard US$ 115.00
￥26,944.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
・ISBN 978-0-226-84433-6 paper US$ 32.00
￥7,497.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
| 著者・編者 | Oram, Ruby, |
|---|---|
| シリーズ | Historical Studies of Urban America |
| 出版社 | (U. Chicago Pr., US) |
| 出版年月 | 2025.11 |
| ページ数 | 272 pp. |
| 言語 | ENG |
| ニュース番号 | ＜747-1360 747-1392＞ |
解説
How reforms to girlhood education in the Progressive Era cemented inequalities of gender, race, and class in urban school systems.
In Home Work, historian Ruby Oram tells the story of how middle-class, white women reformers lobbied the state to implement various public education reforms to shape the lives of girls and women in industrial cities between 1870 and 1930. Women such as Jane Addams and Florence Kelley used education reform to target working-class communities and advocate for their middle-class ideals of girlhood and femininity, which could vary depending on the racial or socio-economic backgrounds of the girls. For example, reformers generally encouraged white girls to care for their future families, while pushing Black girls toward becoming domestic workers in others' homes. Using Chicago as a case study, Oram also explores how many of the reforms sought by white women were in response to evolving anxieties about immigration, health, and sexual delinquency.
An illuminating addition to the history of urban education in America, Home Work enriches our understanding of educational inequality in twentieth-century schools.
In Home Work, historian Ruby Oram tells the story of how middle-class, white women reformers lobbied the state to implement various public education reforms to shape the lives of girls and women in industrial cities between 1870 and 1930. Women such as Jane Addams and Florence Kelley used education reform to target working-class communities and advocate for their middle-class ideals of girlhood and femininity, which could vary depending on the racial or socio-economic backgrounds of the girls. For example, reformers generally encouraged white girls to care for their future families, while pushing Black girls toward becoming domestic workers in others' homes. Using Chicago as a case study, Oram also explores how many of the reforms sought by white women were in response to evolving anxieties about immigration, health, and sexual delinquency.
An illuminating addition to the history of urban education in America, Home Work enriches our understanding of educational inequality in twentieth-century schools.