The gender division of labour in early modern England

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this record.This article presents new evidence of gendered work patterns in the pre-industrial economy, providing an overview of women's work in early modern England. Evidence of 4,300 work tasks undertaken by particular women and men was collected from three types of court documents (coroners’ reports, church court depositions, and quarter sessions examinations) from five counties in south-western England (Cornwall, Devon, Hampshire, Somerset, and Wiltshire) between 1500 and 1700. The findings show that women participated in all the main areas of the economy. However, different patterns of gendered work were identified in different parts of the economy: craft work showed a sharp division of labour and agriculture a flexible division of labour, while differences of gender were less pronounced in everyday commerce. Quantitative evidence of early modern housework and care work in England indicates that such work used less time and was less family-based than is often assumed. Comparisons with gendered work patterns in early modern Germany and Sweden are drawn and show strong similarities to England. In conclusion it is argued that the gender division of labour cannot be explained by a single factor, as different influences were at play in different parts of the economy.Leverhulme Trus

Religious Citizenship in Schools in England and Wales:Responses to Growing Diversity

This chapter explores the concept of “religious citizenship,” in the context of state-funded schooling in England and Wales, and against a backdrop of growing religious pluralism. The chapter considers the role of various educational actors in determining the extent to which schools recognize and accommodate diversity of religion and belief. With reference to the existing research literature, religious citizenship is explored through various dimensions of education, including faith schools and pupil admissions, religious education and festivals, collective worship and prayer, and pupil values and interfaith relations. In so doing, the chapter highlights an important dimension of the informal citizenship education that state-funded schools in England and Wales provide to pupils on the basis of their religion and belief

Amrywiaeth Crefydd a Chred: Canllawiau a phecyn adnoddau ar gyfer ysgolion cynradd yng Nghymru a Lloegr

Yn y blynyddoedd diwethaf, mae amrywiaeth crefydd a chred wedi cael ei chydnabod yn gynyddol mewn trafodaethau ar bolisi cymdeithasol ac addysgol, fel cangen o wahaniaeth cymdeithasol ar wahân i ethnigrwydd a diwylliant, sy’n haeddu sylw yn ei rhinwedd ei hun. Fodd bynnag, nid yw ysgolion cynradd yng Nghymru aLloegr bob amser wedi cael mynediad hawdd at ganllawiau clir ynglŷn â sut i ymdrin â'r maes hwn. Yr oedd yn ymddangos i ni fod angen dod â fframweithiau polisi, ymchwil academaidd ac arfer da perthnasol ynghyd mewn un ddogfen, a fyddai’n cynnig gwybodaeth am adnoddau defnyddiol yn y maes hefyd. Dyma yw nod Amrywiaeth Crefydd a Chred: Canllawiau a phecyn adnoddau ar gyfer ysgolion cynradd yng Nghymru a Lloegr.Mae’r canllawiau a’r pecyn adnoddau yn rhan o brosiect cyfnewid gwybodaeth, effaith ac ymgysylltu ehangach sydd â’r nod o adeiladu ar ymchwil Dr Peter Hemming, sydd wedi archwilio rôl addysg grefyddol mewn ysgolion cynradd mewn cyd-destunau gwledig a threfol (Hemming 2015, Hemming 2018). Hyd yma, mae prosiect wedi cynnwys seminar a gweithdy ym Mhrifysgol Caerdydd ym mis Mawrth 2017 ar gyfer ymchwilwyr, gweithwyr addysgu proffesiynol a sefydliadau addysgol.Denodd y digwyddiad dros 30 o fynychwyr, a gymerodd ran mewn cyflwyniadau a thrafodaethau am ymchwil ac arfer da ym maes amrywiaeth crefydd a chred, ac roedd yn cyd-fynd ag ymgynghoriad ehangach drwy’r e-bost ag arbenigwyr a chyrff addysgol perthnasol. Roedd y gweithgareddau hyn yn bwysig ar gyfer llywio’r canllawiau ar arfer da, sy'n llunio rhan sylweddol o'r ddogfen hon.Mae'r pecyn yn dechrau gydag adran ar y cyd-destunau polisi a fframweithiau amrywiol sy'n llywio ein ffocws ar amrywiaeth crefydd a chred mewn ysgolion cynradd. Nesaf, mae'n cynnwys adrannau sylweddol gyda chanllawiau i ysgolion, yn manteisio ar ymchwil ac arfer da, ar sut i ymdrin â’r maes hwn ym mywyd yr ysgol o ddydd i ddydd. Yn dilyn hyn, rydym wedi cynnwys adran yn rhestru amrywiaeth o adnoddau a all, gobeithio, fod yn ddefnyddiol wrth archwilio’r maes hwn ymhellach. Yn olaf, mae'r pecyn yn cynnwys adrannau sy'n rhestru cyfeiriadau at ffynonellau academaidd a pholisi sydd wedi’u dyfynnu, yn ogystal â chydnabod yr unigolion y mae eu syniadau wedi cyfrannu at y pecyn, gan gynnwys y rhai a fynychodd y seminar a'r gweithdy gwreiddiol, a’r ymgynghoriad ehangach drwy’r e-bost.</p

Diversity of Religion and Belief: A guidance and resource pack for primary schools in England and Wales

In recent years, diversity of religion and belief has been increasingly recognised within educational and social policy debates, as a strand of social difference distinct from ethnicity and culture, and worthy of attention in its own right. However, primary schools in England and Wales have not always had easy access to clear guidance on how to approach this topic. It seemed to us that there was a need to bring together relevant policy frameworks, academic research, and good practice into one single document, which would also provide signposts to helpful resources in the field. This is what Diversity of Religion and Belief: A guidance and resource pack for primary schools in England and Wales sets out to achieve.The guidance and resource pack forms part of a wider engagement, impact and knowledge-exchange project that aims to build on the research of Dr Peter Hemming, which has explored the role of religion in primary schools in both urban and rural contexts (Hemming 2015, Hemming 2018). To date, the project has included a seminar and workshop event at Cardiff University in March 2017 for researchers, teaching professionals and educational organisations. The event attracted over 30 attendees, who participated in presentations and discussions about research and good practice in the field of diversity of religion and belief, and accompanied a wider email consultation with relevant experts and educational bodies. These activities were important for informing the guidance on good practice that makes up a significant part of this document.The pack begins with a section on the various policy contexts and frameworks that inform our focus on diversity of religion and belief in primary schools. Next, it includes substantial sections providing guidance to schools, drawing on research and good practice, on how to approach this issue in everyday school life. Following this, we have included a section listing a range of resources that we hope may prove useful in exploring this topic further. Finally, the pack contains sections listing references to cited academic and policy sources, as well as acknowledgements to individuals whose ideas have contributed to the pack, including attendees of the original seminar and workshop event, and the wider email consultation.</p