Principals of girls' schools in Paris at the beginning of the 20th century: What authority over the knowledge transmitted?

This article examines the capacity for action of headmistresses in French private schools in the first decades of the 20th century in the field of women's education. This study, which focuses on Paris, helps to shed light on the role of these authority figures in the transformation of the knowl...

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Autor principal: Delebarre, Maud
Formato: Artículo revista
Lenguaje:Español
Publicado: Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025
Materias:
education
gender
knowledge
agentiality
educación
género
conocimiento
agencialidad
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16408
Aporte de:
Revista del Instituto de Investigaciones en Ciencias de la Educación de Universidad de Buenos Aires
id I28-R262-article-16408
record_format ojs
spelling I28-R262-article-164082025-11-26T19:57:32Z Principals of girls' schools in Paris at the beginning of the 20th century: What authority over the knowledge transmitted? Directoras de escuelas femeninas en París a principios del siglo XX: ¿Qué autoridad sobre los saberes transmitidos? Delebarre, Maud education gender knowledge agentiality educación género conocimiento agencialidad This article examines the capacity for action of headmistresses in French private schools in the first decades of the 20th century in the field of women's education. This study, which focuses on Paris, helps to shed light on the role of these authority figures in the transformation of the knowledge available to women at a time when their social space was being reconfigured. Analysis of the school archives and the Académie de Paris' supervisory documents, as well as commercial brochures and the press, shows that these women were business leaders, responsible for the smooth running, development and success of their institutions. Benefiting from a regulatory framework that was much less restrictive than that of public education, they managed to modify the educational offer for women, both in terms of the content taught and the qualifications prepared, in order to better respond to the new expectations of their clientele. By adopting an intersectional approach that takes into account gender, social class and religion, this research reveals, however, that their actions are still marked by gender norms and that they do not eliminate all the boundaries that distinguish male and female knowledge. Este artículo examina la capacidad de acción de las directoras de las escuelas privadas francesas de las primeras décadas del siglo XX en el ámbito de la educación de las mujeres. Centrado en el territorio parisino, este estudio contribuye a esclarecer el papel de estas figuras de autoridad en la transformación de los conocimientos a disposición de las mujeres en un momento en el que se reconfiguraba su espacio social. El análisis de los archivos escolares y de los documentos de vigilancia —como los informes de inspección de la Académie de Paris—, así como de los folletos comerciales y de la prensa, muestra que estas mujeres eran líderes empresariales, responsables del buen funcionamiento, el desarrollo y el éxito de sus instituciones. Beneficiándose de un marco reglamentario mucho menos restrictivo que el de la enseñanza pública, consiguieron modificar la oferta educativa para las mujeres, tanto en lo que se refiere a los contenidos transmitidos como a las titulaciones preparadas, con el objetivo de responder mejor a las nuevas expectativas de su clientela. Al adoptar un enfoque interseccional que tiene en cuenta el género, la clase social y la religión, esta investigación revela, sin embargo, que sus acciones siguieron estando marcadas por las normas de género y que no permitieron desplazar las fronteras entre saberes masculinos y femeninos. Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA 2025-11-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16408 10.34096/iice.n57.16408 Revista del IICE; Núm. 57 (2025) 2451-5434 0327-7763 spa https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16408/15306 Derechos de autor 2025 Revista del IICE https://creativecommons.org/licenses/by-sa/4.0
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-262
container_title_str Revista del Instituto de Investigaciones en Ciencias de la Educación
language Español
format Artículo revista
topic education
gender
knowledge
agentiality
educación
género
conocimiento
agencialidad
spellingShingle education
gender
knowledge
agentiality
educación
género
conocimiento
agencialidad
Delebarre, Maud
Principals of girls' schools in Paris at the beginning of the 20th century: What authority over the knowledge transmitted?
topic_facet education
gender
knowledge
agentiality
educación
género
conocimiento
agencialidad
author Delebarre, Maud
author_facet Delebarre, Maud
author_sort Delebarre, Maud
title Principals of girls' schools in Paris at the beginning of the 20th century: What authority over the knowledge transmitted?
title_short Principals of girls' schools in Paris at the beginning of the 20th century: What authority over the knowledge transmitted?
title_full Principals of girls' schools in Paris at the beginning of the 20th century: What authority over the knowledge transmitted?
title_fullStr Principals of girls' schools in Paris at the beginning of the 20th century: What authority over the knowledge transmitted?
title_full_unstemmed Principals of girls' schools in Paris at the beginning of the 20th century: What authority over the knowledge transmitted?
title_sort principals of girls' schools in paris at the beginning of the 20th century: what authority over the knowledge transmitted?
description This article examines the capacity for action of headmistresses in French private schools in the first decades of the 20th century in the field of women's education. This study, which focuses on Paris, helps to shed light on the role of these authority figures in the transformation of the knowledge available to women at a time when their social space was being reconfigured. Analysis of the school archives and the Académie de Paris' supervisory documents, as well as commercial brochures and the press, shows that these women were business leaders, responsible for the smooth running, development and success of their institutions. Benefiting from a regulatory framework that was much less restrictive than that of public education, they managed to modify the educational offer for women, both in terms of the content taught and the qualifications prepared, in order to better respond to the new expectations of their clientele. By adopting an intersectional approach that takes into account gender, social class and religion, this research reveals, however, that their actions are still marked by gender norms and that they do not eliminate all the boundaries that distinguish male and female knowledge.
publisher Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
publishDate 2025
url https://revistascientificas.filo.uba.ar/index.php/iice/article/view/16408
work_keys_str_mv AT delebarremaud principalsofgirlsschoolsinparisatthebeginningofthe20thcenturywhatauthorityovertheknowledgetransmitted
AT delebarremaud directorasdeescuelasfemeninasenparisaprincipiosdelsigloxxqueautoridadsobrelossaberestransmitidos
first_indexed 2025-10-13T05:02:23Z
last_indexed 2025-12-13T05:01:00Z
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