広島平和科学 16巻
1993 発行

1930年代アメリカ合衆国における女性労働者教育

American women workers' education in the 1930s
田村 佳子
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抄録
The New Deal's worker's education program was developed by the EEP of the FERA was supported by them and formed the basis, over the next ten years, of a continuing movement for federal support of worker's education. Rough estimates suggest that close to a million workers were reached by the EEP's worker's education activities between 1933 and 1942 when the New Deal projects were shut down. During each year in the nine-year period, from 500 to 2000 relief instructors taught worker's classes organized in cooperation with unions, public schools, YWCAs, settlement houses, and community organizations in thirty-four states. Seventeen states were involved throughout the entire ten years of the government program. In addition, a network of residential teacher training centers was developed in the summers of 1934 and 1935, and a little known program of educational camps for jobless women, initiated by the workers' educational program, lasted from 1934 to 1937. The model of such workers' education projects under the New Deal was the Bryn Mawr Summer School for Women Workers in Industy, which was a residential summer school that had been organized to serve women workers at the Bryn Mawr College campus in 1921. Throughout the 1920's and the 1930's, workers' educational movements were developed by women from colleges, women's movements, settlement houses, YWCAs, and so on, who thought that it was useful to offer young women in industy opportunities to study liberal subjects and train themselves in clear thinking in order that they might widen their influence in the industrial world and that equal rights could be accomplished. With the development of worker's education, women workers began to organize a labor movement for themselves. This study analyzes the situation of women workers, the workers' educational programs of New Deal, and workers' educational movements. And it tries to make clear the meaning of worker's education for women worker's, the relevance between worker's education and abult education, and the place of w
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