Between Men, Time and the State: Education of Girls during the Late Ottoman Empire (1859-1908)

Autor/inn/en	Eren Aydinlik, Badegül; Kenan, Seyfi
Titel	Between Men, Time and the State: Education of Girls during the Late Ottoman Empire (1859-1908)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 57 (2021) 4, S.400-418 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eren Aydinlik, Badegül) ORCID (Kenan, Seyfi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2019.1660386
Schlagwörter	Womens Education; Females; Educational History; World History; Public Schools; Gender Differences; Curriculum; Courses; Course Content; Access to Education; Social Influences; Gender Bias; Equal Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? 'Women''s education'; Frauenbildung; Weibliches Geschlecht; History of education; Bildungsgeschichte; Weltgeschichte; Public school; Öffentliche Schule; Geschlechterkonflikt; Curricula; Lehrplan; Rahmenplan; Kursangebot; Kursprogramm; Education; Access; Bildung; Zugang; Bildungszugang; Sozialer Einfluss; Geschlechterstereotyp; Ausland; Türkei
Abstract	Women's education becomes a prominent issue in the Ottoman Empire with the modern period, leading to the opening of the first modern public school for girls as a "rüsdiyye" (secondary) school. This article critically examines the curriculum of girls' "rüsdiyyes" from their foundation in 1859 until the beginning of the Second Constitutional Period in 1908. The formation, development and content of the curriculum are investigated both in terms of social demands, and in comparison with the curriculum of boys' "rüsdiyyes." Curricula of girls and boys, women's magazines and magazines on education of the selected period were analysed via document review. As a historical case study evaluation, this study employs descriptive analyses to obtain and interpret results. We argue that women's education is perceived as a way of raising a moral generation, as well as keeping the family institution alive. When compared to boys', there are fewer courses and more simplified content in girls' curriculum. Although this gap closes in time, these curricula are still different regarding two aspects: domestic courses always exist, and religious content increases in girls' curriculum throughout this period. Accordingly, women are prioritised in social discipline and their disciplinisation is seen as a priority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01