Monograph Series

At the ANZHES Annual General Meeting (2006) it was decided to discontinue the ANZHES Monograph Series. Nevertheless two issues remain in print which are available for purchase (see below).

For historians seeking a venue for the publication of an extended piece of work in the History of Education, contact the Editor of the History of Education Review. From 2007 there is an expanded capacity to publish material, extended article or document, of up to 30,000 words.

Titles In Print

ANZHES Monograph No. 1

Craig Campbell, Carole Hooper and Mary Fearnley-Sander
Toward the state high school in Australia: Social histories of state secondary schooling in Victoria, Tasmania and South Australia, 1850 – 1925
(Sydney: ANZHES, 1999)
Cost: $20 plus $5 postage. [DOWNLOAD ORDER FORM]

From book review by Andrew Spaull in Paedagogica Historica, vol. 36, no. 2, 2001, pp. 418-419.

“This is a timely publication … this study is as welcome as a cool sea breeze on an Australian summer night. Toward the State High School aims to move the study of state secondary education away from policy history and ‘top-down’ institutions to that of the social organization of early high schooling. It succeeds in this by the intersection of class formation, gender and age relations, and school culture with the intervention by the state in secondary education. … The unintended centrepiece of the study is Campbell’s elaborate and sophisticated study of Adelaide’s first two high schools between 1911 and 1921. Campbell who is highly conversant with the American high school literature, focuses on Adelaide’s schools in pioneering the formation of modern adolescence in Australia. These were not schools for the people but rather schools which by state design catered for the demands of the emerging middle class salatariat. The chapter is probably the best single study of secondary education in Australia. … The monograph is ‘bookended’ by a splendid historiographical essay, and a conclusion to the three chapters.”

ANZHES Monograph No. 2

Kay Whitehead
The New Women Teachers Come Along: Transforming teaching in the nineteenth century
(Sydney, ANZHES, 2003)
Cost: $25 plus $5 postage. [DOWNLOAD ORDER FORM]

How was it that women teachers not only came to be seen as ‘new women’ but were also perceived as a threat to the gender order towards the end of the nineteenth century?

This study explores ways in which women as individuals and members of teaching families negotiated their lives and work across a range of educational sites and systems. These include the Lutheran, Catholic and state school systems.

In the mid-nineteenth century the teaching family was co-opted as an economic and social unit to accommodate sex-segregated schooling but with the reconstruction of teaching as waged labour, the ‘teaching family’ was dismantled. Systems employed individuals instead. Teaching became the province of married men and single women.

Although patriarchal forms of governance continued to operate within families, schools and school systems, it is argued that the individuation of wages facilitated the economic and social conditions for single women teachers, as ‘new women’, to challenge the gender order by the end of the century.

The author: Kay Whitehead teaches in the history and sociology of education at Flinders University. Her historical research has focused on teachers during the period from the mid-nineteenth to the mid-twentieth century. More recently she has expanded her work to include all women state employees in the post-suffrage era. She is particularly interested in exploring the ways in which women negotiated their work and private lives amidst historically shifting discourses of femininity.