Faculty of Education - Theses
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ItemProvision for the education of Catholic women in Australia since 1840( 1988)An historical perspective of the Religious Orders of women which entered the Catholic education scene in nineteenth-century Australia, and an appraisal of their adaptation to the forces within Australian society which influenced their provision for the education of Catholic women in this country as they operated under the powerful direction of the bishops.
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ItemBrother Ronald Fogarty's Catholic education in Australia, 1806-1950, volumes I and II: a re-appraisal( 1990)This thesis is an attempt to re-appraise the history of Brother Ronald Fogarty in his work Catholic Education in Australia 1806-1950 in the light of the specific themes which he determines as basic to the development of Catholic education. It has been generally acknowledged that these themes are not only relevant to the Catholic or educational sphere of Australian history, but also provide insight into the development of Australian society as a whole. Fogarty's history celebrates the triumph of a minority group as part of a reaction to the developments instituted by the majority. Overall, Fogarty's interpretation of why and how a separate Catholic education system developed makes a significant contribution to Australian historiography in general.
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ItemFact and fiction in Joan Lindsay's "Picnic at Hanging Rock"( 1990)Joan Lindsay's novel Picnic at Hanging Rock, has been examined on a variety of levels. Scholars have viewed the novel as a study of the conflict of humanity versus nature, in symbolic terms as the embodiment of an archetypal religious myth, as a philosophical treatise on the passing of time and merely as an ambiguous and sinister disappearance. The purpose of this thesis has been to discriminate between fact and fiction in Picnic at Hanging Rock, with particular reference to the education of women. The novel has been explored in historical terms in an attempt to ascertain how much it is a reflection of Joan Lindsay's educational experiences at the Clyde Girls' Grammar School and her social experiences as a daughter of a prominent Melbourne family. Lindsay's experiences as a student at Clyde Girls' Grammar from 1911-1914 and the lifestyle of her family provide a historical picture of an upper middle-class family and their pattern of behavior at the turn of the century. This thesis examines Joan Lindsay's family, married life and literary works, paying particular attention to her childhood. The upper middle-class lifestyle, social mores and customs of the Weigall family provide much of the raw material for Lindsay the novelist's portrayal of turn-of-the century life at Appleyard College and the village of Macedon. This thesis also studies the staff, educational objectives and teaching methods employed at the fictional Appleyard College and compares these with a historical study of the staff and teaching practices of the Clyde Girls' Grammar of Joan Lindsay's experience. It concludes that although Lindsay has portrayed Appleyard College as institution with a shallow, haphazard approach to education, embodying all of the negative facets associated with education of females in the Victorian period, the education offered at Clyde appeared to be of sound intellectual standard and of the best quality available to the females of her generation. Through the characters in her novel Lindsay highlights different approaches towards education in the late Victorian era. Through Appleyard's imposing headmistress, Mrs Appleyard, Lindsay satirizes the attitude that social status in the most important value no matter what the cost. Mrs Appleyard is obsessed with her students' social background and displays little concern for their intellectual development. The character of Dianne de Poitiers plays out the role of the accomplished woman, a teacher who is hired for her ladylike appearance and demeanor and fluent French rather than any outstanding intellectual qualities. And in contrast to de Poitiers, Lindsay casts Greta McCraw as a mathematic mistress whose little appreciated mathematical brilliance and outlandish physical appearance designate her as a bluestocking. The different approaches of these two teachers personify the acceptable and unacceptable gender characteristics for women in the late Victorian era. Lindsay would have been well aware that the superficial education offered at Appleyard College defended class boundaries and the lifestyle of the upper middle classes which she so humorously describes later in the novel. Her examination of the manners, prejudices and social practices of this privileged sector of society is humorous in its intention and often scathing in its perceptions. And although her depiction of Appleyard College is not a reflection of her years at Clyde, Lindsay's position as a daughter of a privileged Melbourne family has provided her with an intuitive understanding of the upper-middle-class lifestyle of the late Victorian era.