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This treatise is a sequel to Vives' On the Education of the Christian Woman , published in Brill's series, Selected Works of J.L. Vives. It studies the institution of marriage from a male vantage point, with interesting observations on female psychology, anticipating his later work, De anima. Vives insists more here on the weakness and instability of the woman than in the previous treatise, relying on the biological tenets of Aristotle and Galen. Much attention is given to the choice of a wife and to the husband's role as tutor of his spouse and disciplinarian. The marriage debt is regarded as a necessary evil, as in St. Paul, while the spirituality of the union is exalted. The book was often printed together with the De institutione feminae Christianae and even considered as a fourth book of that work.

Neo-Latin literature --- Marriage --- Social ethics --- Women --- Education --- Ethics --- Social problems --- Sociology --- Social ethics. --- Education of women --- Women's education --- Education. --- Mariage --- Ouvrages avant 1800

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Africa has witnessed massive changes in the last fifty years – from independence through structural adjustment, rule by military juntas in several countries and to a period now where the focus is on how best to prioritize their needs based on resources, national goals and human potential. There is general agreement that human capital is important in economic growth and development. There is always the need to ensure that resources and human capital are used appropriately to advance development. Gender disparities, whether in treatment, access to resources, resource utilization and the law, may in themselves retard or slow down development. Resources and human potential in all societies include how best to ensure there is no gender disparity and to fully tap the resources inherent in women for personal, social and national development. Beginning with the women’s suffrage movement, there has been the push to encourage gender equality worldwide. The Fourth World Conference on Women in Beijing in 1995 embodies the commitment of the international community to implement policies that will enhance the political, social, economic, educational empowerment of women. This book highlights the issues affecting women in Eastern and Southern Africa – what role does custom and patriarchy play in gender disparities in education, access to health, problems in the workplace and family relationships? How have women writers in the last twenty years presented the issues of patriarchy, women’s rights, globalism and women’s holistic development? What are recent developments that have helped improve the situation for some women? These are some of the issues that are covered in this book. The thesis of this book is that there have been policies and strategies developed that have worked to empower women. However, vestiges of sexism, gender disparities in several fields still remain and traditions/customs and patriarchy have aided in still keeping women down. <.

Education. --- Education, general. --- Africa --- Economic conditions. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education --- Sex role. --- East Africa. --- Southern Africa. --- gender studies. --- gender inequality. --- women's rights. --- women. --- society. --- women's health. --- women's education. --- women's employment. --- Education of women --- Women's education --- Human females --- Wimmin --- Woman --- Womon --- Womyn --- Females --- Human beings --- Femininity --- Rights of women --- Women --- Women's rights --- Human rights --- Gender role --- Sex (Psychology) --- Sex differences (Psychology) --- Social role --- Gender expression --- Sexism --- Civil rights --- Law and legislation --- Legal status, laws, etc. --- Sex role --- Women's rights.

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Nísia Floresta Brasileira Augusta (1810-85) published prolifically in Brazil and Europe on the position of women and other subjects central to Brazilian national identity after independence. As such she is a hugely significant figure in the development of women's writing and feminist discourse in Brazil, yet this book is the first full length study of her work to be published in English. Through a close analysis of the writer's engagement with the discourses of women's rights, education, slavery, literary Indianism, political ideology and nation-building, this study challenges some of the more monolithic constructions of the writer that still prevail in Brazilian literary historiography. Beginning with a fresh analysis of Floresta's writing on women, this book identifies the influences and motivations that determined her stance and reassesses the writer's position in Brazil's feminist canon. A consideration of her participation in further social and political discourses exposes the hagiographic and reductive nature of her definition as an abolitionist and republican. It also reveals the problematic intersections of gender, race and class in her work. In particular, this study highlights the important part that patriotism plays in shaping the writer's approach to these issues, indicating how the patriotic rhetoric she consistently employs lends additional power and influence to her work, but simultaneously curtails and distorts the positions she adopts and the appeals she makes. Charlotte Hammond Matthews is a Lecturer in Portuguese at the University of Edinburgh.

Feminism --- Women's rights. --- Women --- Education --- Antislavery movements --- Patriotism --- Loyalty --- Allegiance --- Education of women --- Women's education --- Rights of women --- Women's rights --- Human rights --- Education. --- Civil rights --- Law and legislation --- Legal status, laws, etc. --- Augusta, Nísia Floresta Brasileira, --- Brasileira Augusta, Nísia Floresta, --- Floresta, Nísia, --- Pinto, Dionísia Gonçalves, --- Brazil --- Race relations. --- Augusta, Nisia Floresta Brasileira,

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This book chronicles the lived experience/educational journeys of women who found themselves moving forward together pursuing doctoral degrees in Educational Leadership. Grounded in the realities of women’s lives these inspirational first-person narratives have the potential to raise awareness regarding women’s socialization, expectations, and the role interpersonal and community connections play in the lived female experience. This book provides a potential resource for those considering how relationships and support groups impact life’s journey, and their importance in overcoming barriers to educational attainment and success. In her book Flux, Peggy Orenstein encourages women to share their experiences, and “talk across lines of age and circumstance” (p. 292). This book does that, bringing into focus the complicated and convoluted, knotty, thorny, messy realities of women’s lives. Seeing clearly the forest and the trees, the grass, the shrubs, and dirt—the fully fleshed-out realities, we, as educators, can more fully and accurately see and appreciate the conflicting, competing chaos that characterizes and often monopolizes women’s lives; and from there establish a foundation of understanding from which to begin retooling higher education to better meet the life and learning needs of all our students. “In the end…” Orenstein says, “…there is no single path to a textured, satisfying life-nor should there be” (p. 293); and indeed, as this book reveals there is not. Despite geographical and generational differences, these women’s independent and intersecting lives created, and even today supports and sustains their ongoing connection, empowerment and achievements, and as such not only leaves a legacy for others, but a blueprint of and for hope.

Women -- Education. --- Education --- Social Sciences --- Education - General --- Education, Special Topics --- Women --- Education. --- Education of women --- Women's education --- Education, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education (Graduate) --- Education (Graduate). --- Graduate education of women --- Graduate work of women --- Universities and colleges --- Human females --- Wimmin --- Woman --- Womon --- Womyn --- Females --- Human beings --- Femininity

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This study investigates how madrasas for girls emerged in India, how they differ from madrasas for boys, and how female students come to interpret Islam through the teachings they receive in these schools.

Islam --- Developmental psychology --- Educational systems. Teaching systems --- Didactics --- India --- Madrasahs --- Women --- Islamic education --- History. --- Education --- Education, Islamic --- Education, Muslim --- Muslim education --- Human females --- Wimmin --- Woman --- Womon --- Womyn --- Females --- Human beings --- Femininity --- Madrasas --- Madrassahs --- Madrassas --- Medreses --- Schools --- Muslims --- Madrasehs --- Medressehs --- Islamic religious education --- fundamentalism --- women --- religie --- religious education --- anthropologie --- india, delhi --- women's education --- gender --- islamism --- religion --- education --- piety movements --- anthropology --- madrasa --- tabligh jamaat --- Single-sex education --- Girls --- Curriculum --- Book