Delineamentos para uma teoria da Museologia

The guiding principles in the formulation of a Museology theory were established\ud and disseminated internationally from the mid-1980s, and are related to the creation of the\ud International Committee for Museology (Icofom), associated with the International Council of\ud Museums (Icom). The opinions regarding the nature of so-called museological knowledge\ud were issued under the very specific conditions of each groups composition and of the intellectual\ud work undertook in the occasion. Despite the difficulties with the wording, risen in tandem with\ud the exercise (the terminology problem), we focused on the conjuncture that surrounded the\ud formulation: the environment, the aims, the way in which it was composed and the foundations\ud that characterise it, as well as some of the discussions that took place, which revealed aspects\ud that have been handed down as a legacy in this field of specialization

Great expectations? Childhood, family, and middle-class social mobility in nineteenth-century England

Existing histories of social mobility have focused on adults and on measuring the achievement of individual upward mobility. However, children were central to mobility strategies. Using the papers of the Heywoods of Bolton, this article examines how the families of the industrial middle class endowed their offspring with the goods and character needed to secure their social standing, highlighting the emotional intricacy of these processes. It demonstrates that such families conceived of social mobility as a familial project and that rather than pursuing upward mobility, their chief objective was to guard against social decline

Great expectations? Childhood, family, and middle-class social mobility in nineteenth-century England

Existing histories of social mobility have focused on adults and on measuring the achievement of individual upward mobility. However, children were central to mobility strategies. Using the papers of the Heywoods of Bolton, this article examines how the families of the industrial middle class endowed their offspring with the goods and character needed to secure their social standing, highlighting the emotional intricacy of these processes. It demonstrates that such families conceived of social mobility as a familial project and that rather than pursuing upward mobility, their chief objective was to guard against social decline

Women, mobility, and education in twentieth-century England and Wales: a new analytical approach

The twentieth century saw substantial changes in the educational and occupational opportunities available to women in Britain. These may have been supposed to foster new patterns of female mobility. Yet studies of women’s intergenerational mobility are rare and tend not to focus on education. This article develops a historically informed gauge of educational attainment—the Educational Cohort Code (ECC). Applying that gauge to the experiences of women in twentieth-century UK, we make two key claims: first, that despite the prevalence of narratives of progress and mobility in individual and collective accounts of women’s education, there were considerable intergenerational continuities in women’s educational status across the period. Second, that the expansion of educational opportunities across the twentieth century had a differential impact for women and for men and that this differentiation destabilizes categorizations of class solely based on male occupational hierarchies. By applying the ECC method to family data, rather than focusing only on individuals, the article identifies trends within families and the possible influence of family cultures of education and employment on intergenerational mobility