This book is a history of the genesis and development of vocational education for young women in the United States. Home economics, trade training and commercial education – the three key areas of vocational training available to young women during the progressive era – are the focus of this work. Beginning with a study of the "woman question", or what women were supposed to be, the book traces the three curriculum areas from prescription, through lively discussions of policy to the actual programs and student responses to the programs. The author tells the story of education for work from several different perspectives and draws on a vast array of sources to paint this broad canvas of vocational education for young women at the turn of the twentieth century.

This book is a history of the genesis and development of vocational education for young women in the United States. Home economics, trade training and commercial education - the three key areas of vocational training available to young women during the progressive era - are the focus of this work. Beginning with a study of the "woman question", or what women were supposed to be, the book traces the three curriculum areas from prescription, through lively discussions of policy to the actual programs and student responses to the programs. The author tells the story of education for work from several different perspectives and draws on a vast array of sources to paint this broad canvas of vocational education for young women at the turn of the twentieth century.

Meisjes die studeren om later een beroepsloopbaan uit te bouwen vinden wij vandaag heel normaal. Zo is het niet altijd geweest 'zoals de 'girl question' uit de titel laat vermoeden. In het begin van de 20e eeuw werd in de Verenigde Staten gedebatteerd over de vraag hoe het onderwijs meisjes het best kon voorbereiden op hun toekomstige leven, lees hun leven als echtgenote en moeder. De huishoudschool was een optie om meisjes te leren hoe een gezin te runnen. Maar ook andere opties werden door onderwijshervormers naar voor geschoven zoals een opleiding tot secretaresse of commercieel bediende. Rond die laatste twee opleidingen ontspon zich dan de discussie over de rol van de vrouw in de Amerikaanse maatschappij.

Joinery, Joists and Gender: A History of Woodworking for the 21st Century is the first publication of its kind to survey the long and rich histories of women and gender non-conforming persons who work in wood. Written for craft practitioners, design students, and readers interested in the intersections of gender and labor history—with 200 full-color images, both historical and contemporary—this book provides an accessible and insightful entry into the histories, practices, and lived experiences of women and nonbinary makers in woodworking. In the first half the author presents a woodworking history primarily in Europe and the United States that highlights the practical and philosophical issues that have marked women’s participation in the field. Research focuses on a diverse range of practitioners from Lady Yun to Adina White. This is followed by sixteen in-depth profiles of contemporary woodworkers, all of whom identify fine woodworking as their principal vocation. Through studio visits, interviews, and photographs of space and process, the book uncovers the varied practices and contributions these diverse artisans make to the understanding of wood as a medium to engage spatial, material, aesthetic, and even existential challenges. Beautifully illustrated profiles include Wendy Maruyama, one of the first women to earn an MFA in woodworking in the US; Sarah Marriage, founder of Baltimore’s A Workshop of Our Own, a woodshop and educational space specifically for women and gender non-conforming makers; Yuri Kobayashi, whose sublime work blurs boundaries between the worlds of art and craft, sculpture, and furniture; and Folayemi Wilson, whose work draws equally on African American history and Afrofuturism to explore and illuminate the ways that furniture and wood traditions shape social relations.

Seminar paper from the year 2022 in the subject Pedagogy - School System, Educational and School Politics, , language: English, abstract: This paper presents the role of the teacher in coping with the impact of COVID-19 in the education sector. The closure of schools in March 20th 2020 and continued interruption of school calendar due to COVID-19 has caused negative impact on education; lost time, some learners have outgrown the ages for their classes, early marriages; some girls got pregnant, financial loss, loss of interest in learning by some learners. This scenario has implication for the teacher. The Ministry of Education and Sports in conjunction with other Education Partners conducted numerous trainings for teachers on guidelines on "Safe Reopening of Schools" before the official opening of schools in January 10th 2022. The guidelines include strategies that can enable teachers cope with challenges and impacts of COVID-19. These efforts were put in place to equip teachers with strategies to enable them perform their roles effectively in coping with the impact of COVID-19. It is from this context that this paper presents the role of the teacher in coping with the impact of COVID-19 in the education sector. It also high lights the extent to which the teacher is performing his/her role in respect to this theme and suggests how the teacher can be supported execute his/her roles better.