Portraits of Headmasters and Headmistresses: How is School Authority Depicted in Children’s Literature?

This study delves into the historical evolution of headmasters and headmistresses as depicted in children’s and young adult literature, situating these portrayals within the broader context of the history of education and the development of schooling systems. By analyzing a wide range of texts from the 19th century to the present, the paper examines how these figures reflect and influence cultural and societal values tied to authority, pedagogy, and institutional power. School adventures and settings are deeply intertwined with the history of children's literature, representing a significant legacy that bridges educational practices and societal norms. While much research has focused on portrayals of teachers, teaching processes, and their socio-political implications, less attention has been given to the representation of school authority figures such as principals, headmasters, and headmistresses. This study addresses this gap by exploring classic children’s stories from the 19th and 20th centuries, highlighting recurring representational characteristics and uncovering a persistent gender bias when women are depicted in positions of school leadership and authority. Through a combined literary and historical analysis, this paper underscores the enduring significance of these figures in fostering critical reflections on the role of educational institutions in shaping societal values and childhood experiences. By situating these portrayals within the broader historical context of schooling, the study reveals how literature engages with evolving educational philosophies, gender norms, and cultural identities.