| Sažetak | Ovaj rad bavi se životom hrvatskih učiteljica u drugoj polovici 19. stoljeća, njihovim socijalnim prilikama, položajem u društvu i djelovanjem. Uvodni dio rada obrađuje općeniti položaj žene u hrvatskom društvenom kontekstu toga vremena i razmatra izraženi binarni društveni sustav podijeljen na javnu i privatnu sferu života. Dok su muškarci dominirali javnim prostorom, ženama je bila namijenjena privatna sfera, što se svodilo na kućanstvo i obitelj. Ovakva podjela temeljila se na vjerovanjima onog vremena o različitim fizičkim i intelektualnim sposobnostima muškaraca i žena. U nastavku rada predstavljen je tijek razvoja obrazovanja od početka organizacije obrazovnog sustava krajem 18. stoljeća pa sve do kraja 19. stoljeća. Usporedno s naporima državnih vlasti u opismenjavanju stanovništva dolazi i do hrvatskog narodnog pokreta koji prepoznao važnost obrazovanja žena, prvenstveno u kontekstu njihovih uloga majki koje bi buduće generacije trebale odgajati i obrazovati u hrvatskom narodnom duhu. U radu su istaknuti ključni događaji u razvoju obrazovanja kao što su Mažuranićeva školska reforma 1874. godine kojom osnovna škola postaje obavezna za dječake i djevojčice te osnivanje prve državne škole višeg obrazovanja za djevojčice 1868. godine. Također, rad se osvrće i na razvoj obrazovanja učiteljica i osnivanje škola za osposobljavanje učiteljica. Veliku ulogu u borbi za bolje obrazovanje žena imale su upravo hrvatske učiteljice koje su fokus drugog dijela rada. Posao učiteljice bilo je prvo zanimanje kojim su žene mogle ući u javnu sferu života, a koji je bio u skladu s njihovom „ženskom“ prirodom odgajateljica. Njihov položaj bio je složen, pa su za primjer zbog rodne neravnopravnosti sve do školske reforme 1874. godine bile manje plaćene od učitelja. Na kraju rada predstavljen je život i djelovanje poznatih učiteljica Marije Jambrišak, Natalije Wickerhauser, Jagode Truhelke, Camille Lucerne, Ivane Hirchmann, Zdenke Marković i Milke Pogačić koje su unatoč svom nepovoljnijem položaju svojim radom doprinijele razvitku i poboljšanju položaja žena i njihova obrazovanje. Analizom društvenih prilika i pregledom postignuća učiteljica vidljiv je njihov neosporan doprinos koji je polazište za obrazovanje žena druge polovice 19. stoljeća na čije dosege i ishode se oslanjaju i koriste ih i moderne žene svih dobi. |
| Sažetak (engleski) | This thesis discusses the life of Croatian female teachers in the second half of the 19th century, their social conditions and position in society, and their activities. The introductory part of the thesis presents the general position of women in the Croatian social context of that time and a pronounced binary social system, which was divided into public and private life spheres. While men dominated the public space, women were meant for a private sphere, which essentially meant household and family. This division was based on the beliefs of the time on the different physical and intellectual abilities of men and women. The development of education from the beginning of the organized educational system at the end of the 18th century until the end of the 19th century was also presented. Parallel to the efforts of the state authorities in advancing population literacy, the Croatian national revival recognized the importance of educating women, primarily in the context of their roles as mothers who should raise and educate future generations in the Croatian national spirit. The thesis highlights key events in education development, such as Mažuranić's school reform in 1874, making elementary school mandatory for boys and girls, and the establishment of the first state school of higher education for girls in 1868. The thesis also refers to the development of teacher education and the establishment of schools for teacher training. Croatian teachers, who are the focus of the second part of the thesis, played a major role in women's struggle for better education. The teacher position was the first profession by which women could enter the public life sphere, which was in line with their "female" nature as educators. Their position was complex, and, for example, due to gender inequality until the school reform in 1874, they were paid less than male teachers. In the final part of the thesis, the life and activities of renowned teachers Maria Jambrišak, Natalia Wickerhauser, JagodaTruhelka, Camilla Lucerna, Ivana Hirschmann, Zdenka Marković, and Milka Pogačić are presented. Despite their disadvantaged position, these teachers significantly contributed to the development and improvement of women's position and education. An analysis of social circumstances and an overview of the achievements of female teachers show an indisputable contribution that is the starting point for women's education in the second half of the 19th century, whose achievements and outcomes are relied on and used by modern women of all ages. |
