Tanya Fitzgerald

This book offers an exposition of the history of teacher preparation in Aotearoa New Zealand, from the outset through current and future trends. Beginning with an overview of the historical context of New Zealand schooling, and the development of local forms of schools, established in the early 19th century, this book highlights the importance new settlers placed on education. Featured also is the significance of the Native School system in the story of teacher preparation in New Zealand, the complexities initially experienced in staffing Native Schools, and the way in which these schools served to reinforce the colonial agenda. Throughout, this work uncovers the major role of teacher training colleges in the development and preparation of teachers for a range of schools. The authors examine the initial struggle to survive, the expansion and growth, and finally amalgamation or closure of these institutions. The tussle for responsibility and control of these colleges as long-standing contributors to the preparation of teachers is also addressed. Regulatory changes, policy debates and critical analysis of future trends in relation to the preparation of teachers and the themes that shift and change and rupture at particular historical moments are not unique and are explored throughout.

The expansion of women’s higher education in the late 19th and early 20th centuries in Australia and New Zealand offered educated women opportunities to broaden their aspirations, horizons and experiences across many professional fields. Engaged in the public activity of teaching in a range of educational institutions, women were able to exercise a level of professional expertise, authority and independence. Paradoxically, women were both empowered by the possibilities of educational careers yet at the same time restricted by the historical era in which they lived and the feminized positions they occupied. In this book, we draw on Sarah Lawrence–Lightfoot and Jessica Hoffmann Davis’ methodological adoption of the use of portraits and portraiture to frame our history of women educators and highlight their unsettled acceptance of contemporary constraints and pressures exerted on educated women. This book will be essential reading for those involved or interested in the historiography of women’s education, women teachers and headmistresses, women’s higher education, educational biography and visual methodologies. This book will also be of particular relevance to those engaged in the study of history, sociology, women and gender studies, teacher education, educational research, and history of education.

The expansion of women’s higher education in the late 19th and early 20th centuries in Australia and New Zealand offered educated women opportunities to broaden their aspirations, horizons and experiences across many professional fields. Engaged in the public activity of teaching in a range of educational institutions, women were able to exercise a level of professional expertise, authority and independence. Paradoxically, women were both empowered by the possibilities of educational careers yet at the same time restricted by the historical era in which they lived and the feminized positions they occupied. In this book, we draw on Sarah Lawrence–Lightfoot and Jessica Hoffmann Davis’ methodological adoption of the use of portraits and portraiture to frame our history of women educators and highlight their unsettled acceptance of contemporary constraints and pressures exerted on educated women. This book will be essential reading for those involved or interested in the historiography of women’s education, women teachers and headmistresses, women’s higher education, educational biography and visual methodologies. This book will also be of particular relevance to those engaged in the study of history, sociology, women and gender studies, teacher education, educational research, and history of education.

This collection traces women educators' professional lives and the extent to which they challenged the gendered terrain they occupied. The emphasis is placed on women's historical public voices and their own interpretation of their 'selves' and 'lives' in their struggle to exercise authority in education.

This collection traces women educators' professional lives and the extent to which they challenged the gendered terrain they occupied. The emphasis is placed on women's historical public voices and their own interpretation of their 'selves' and 'lives' in their struggle to exercise authority in education.

This collection traces women educators' professional lives and the extent to which they challenged the gendered terrain they occupied. The emphasis is placed on women's historical public voices and their own interpretation of their 'selves' and 'lives' in their struggle to exercise authority in education.

Leadership in universities is physically, intellectually and emotionally demanding work. It involves multiple and complex tasks and responsibilities such as staff management, strategic management, operational planning, financial and resources management, policy development, quality assurance processes, improving student outcomes, and engaging with community and the professions/industry. Leadership is not simply the act of being a leader, it is the act of leadership that projects ‘success’ and ‘desirable’ attributes. Leadership has the capacity to be deeply seductive yet it is not an immediately attractive option for women, particularly for those who carry the burden of family and domestic responsibilities, for whom finding a space for leading is no easy task. Yet despite the almost pessimistic research evidence, women are in senior leadership positions in higher education, however precarious their numbers. There can be little doubt that universities benefit from diversity in their student and staff population This book addresses the central questions; Who are the women who survive and occupy elite leadership roles in universities? How might their leadership be shaped by and a consequence of institutional climate? What strategies do they learn and adopt and how do they lead and manage their female colleagues? What about those women who do not ‘fit’ the gender script? The chapters overview the changing policy landscape in higher education; provide a critical commentary on the interplay between gender, leadership, higher education, and organisational diversity, and draw on education and critical management literatures in order to offer a broader understanding of gender and elite leadership;This book will be essential reading for anyone involved or interested in higher education policy and management, academic leadership, organisational diversity and gender studies.

Leadership in universities is physically, intellectually and emotionally demanding work. It involves multiple and complex tasks and responsibilities such as staff management, strategic management, operational planning, financial and resources management, policy development, quality assurance processes, improving student outcomes, and engaging with community and the professions/industry. Leadership is not simply the act of being a leader, it is the act of leadership that projects ‘success’ and ‘desirable’ attributes. Leadership has the capacity to be deeply seductive yet it is not an immediately attractive option for women, particularly for those who carry the burden of family and domestic responsibilities, for whom finding a space for leading is no easy task. Yet despite the almost pessimistic research evidence, women are in senior leadership positions in higher education, however precarious their numbers. There can be little doubt that universities benefit from diversity in their student and staff population This book addresses the central questions; Who are the women who survive and occupy elite leadership roles in universities? How might their leadership be shaped by and a consequence of institutional climate? What strategies do they learn and adopt and how do they lead and manage their female colleagues? What about those women who do not ‘fit’ the gender script? The chapters overview the changing policy landscape in higher education; provide a critical commentary on the interplay between gender, leadership, higher education, and organisational diversity, and draw on education and critical management literatures in order to offer a broader understanding of gender and elite leadership;This book will be essential reading for anyone involved or interested in higher education policy and management, academic leadership, organisational diversity and gender studies.

Higher education institutions (HEIs) have experienced massive changes in the past three decades. Across England, the US, Australia and New Zealand, new public management has introduced corporate governance structures, strategic plans, performance management, quality assurance processes, a client-focused approach to students and curriculum, and a commodification of higher education that has seen an unprecedented growth in international student numbers. Increased numbers of HEIs has stimulated a variety of challenges for administrators, academics, students and the broader community. Drawing on data from England, Australia and New Zealand, this book addresses how policies of successive labour governments have decreased autonomy of academics and increased regimes of surveillance, radically altering how academics think about and engage in their intellectual work. It provokes the reader to think critically about the emergence of corporate styles of governance, management and leadership in HEIs and ways in which the demands of new public management and the knowledge economy has shaped and re-shaped scholarly work and identity.