Catholic teaching congregations and synthetic configurations: building identity through pedagogy and spirituality across national boundaries and cultures

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Notes

¹Bart Hellinckx, Frank Simon, and Marc DePaepe, The Forgotten Contribution of the Teaching Sisters: A Historiographical Essay on the Educational Work of Catholic Women Religious in the 19th and 20th Centuries (Leuven: Leuven University Press, Studia Paedagogica 44, 2009). See Rosa Bruno-Jofré, review of The Forgotten Contribution of the Teaching Sisters: A Historiographical Essay on the Educational Work of Catholic Women Religious in the 19th and 20th Centuries, by Bart Hellinckx, Frank Simon, and Marc DePaepe, Zeitschrift für Pädagogische 16, no. 2 (2010): 120–1.

²Elizabeth Smyth, “Much Exertion of the Voice and Great Application of the Mind: Teacher Education within the Congregation of the Sisters of St. Joseph of Toronto, Canada, 1851–1920,” Historical Studies in Education/Revue d’ histoire de l’éducation 6, no. 3 (1994): 97–113.

³There are substantial works on Catholic history. Non-exhaustive examples of different times are the sociological historical analysis of Patricia Wittberg, The Rise and Fall of Catholic Religious Orders: A Social Movement Perspective (Albany: State University of New York Press, 1994) and the feminist analysis of the place of religious sisters in Victorian society and the building of an English Catholic culture by Carmen M. Mangion, Contested Identities: Catholic Women Religious in Nineteenth-Century England and Wales (Manchester and New York: Manchester University Press, 2008). Marta Danylewycz, Taking the Veil: An Alternative to Marriage, Motherhood and Spinsterhood in Quebec, 1840–1920, The Canadian Social History Series (Toronto: MacClelland & Stewart, 1987) and Elizabeth Smyth, “The Lessons of Religion and Science: The Congregation of the Sisters of St. Joseph’s and St. Joseph’s Academy, Toronto, 1854–1911” (PhD diss., University of Toronto, 1990) pioneered historical research on women teaching congregations in English Canada.

⁴Gary Wilder, “AHR Forum: From Optic to Topic: The Foreclosure Effect of Historiographic Turns,” The American Historical Review 117, no. 3 (June 2012): 723–44, specifically p. 726.

⁵This is a central theoretical question in Wilder, “AHR Forum”.

⁶William H. Sewell, Jr., Logics of History. Social Theory and Social Transformation (Chicago: University of Chicago Press, 2005), 80.

⁷Paul Ricouer, “Memory-Forgetting-History,” in Meaning and Representation in History, ed. Jörn Rüsen (New York and Oxford: Berghahn Books, 2006), 9–19. See also Jörn Rüsen, “What does ‘Making Sense of History’ Mean?” in ibid., 1–8.

⁸See Jodi A. Byrd, The Transit of Empire: Indigenous Critiques of Colonialism, First Peoples: New Directions in Indigenous Studies (Minneapolis: University of Minnesota Press, 2011).

⁹See, for example, Francine du Plessix Gray, Divine Disobedience: Profiles in Catholic Radicalism (New York: Alfred A Knopf, 1970). There are many examples in the history of Latin America.