Rulers, rebels and reformers: transnational, religious and gendered perspectives in the history of education

Click to increase image sizeClick to decrease image size

Notes

1 The Centre for the History of Women’s Education (CHWE) at the University of Winchester promotes research into policy and the practice of education for women and girls. For further information please contact [email protected]

2 From 1928 until 2004, the University of Winchester was known as King Alfred’s College.

3 Tim Allender and Stephanie Spencer, ‘Travelling across national, paradigmatic and archival divides: new work for the historian of education’, History of Education 38:6 (2009): 721-727.

4 Ibid., 721.

5 See particularly Joyce Goodman, ‘International Citizenship and the International Federation of University Women before 1939’, History of Education 40, no. 6 (2011): 701–21; Kay Whitehead, ‘Transnational Connections in Early Twentieth Century Women Teachers’ Work’, Paedagogica Historica 48, no. 3 (2012): 381–90; Sue Middleton, ‘Clare Soper’s Hat: New Education Fellowship Correspondence between Bloomsbury and new Zealand, 1938–1946’, History of Education 42, no. 1 (2013): 92–114.

6 Bärbel Pauline Kuhn, ‘Gender and Education: A Commentary’, Paedagogica Historica 48, no. 3 (2012): 337.

7 A similar relationship with inherent tensions between citizenship, progressive education and ideas of nationalism has been identified by Julie McLeod in Australia, Julie McLeod, ‘Educating for “World Mindedness”: Cosmopolitanism, Localism and Schooling the Adolescent Citizen in Interwar Australia’, Journal of Educational Administration and History 44, no. 4 (2012): 339–59.

8 Jane Martin, ‘Interpreting Biography in the History of Education: Past and Present’, History of Education 41, no. 1 (2012): 87–102.

9 Deirdre Raftery, ‘Religions and the History of Education: A Historiography’, History of Education 41, no. 1 (2012): 41–56.

10 For example see: Huda Yoshida al-Khaizaran, ‘The Emergence of Private Universities and New Social Formations in Meiji Japan 1868–1912’, History of Education 40, no. 2 (2012): 157–78, which discusses Catholicism, morality, missionaries and citizenship. See also Thomas S. Popkewitz, ‘Curriculum History, Schooling and the History of the Present’, History of Education 40, no. 1 (2011): 1–19 and Ins Seri-Hersch, ‘Towards Social Progress and Post-Imperial Modernity? Colonial Politics of Literacy in the Anglo Egyption Sudan 1946–1956’, History of Education 40, no. 3 (2011): 333–56.

11 In 2008 Rob Freathy stated ‘the historiography of education often neglects to provide a detailed analysis of Christian perspectives…’. Rob Freathy, ‘The Triumph of Religious Education for Citizenship in English Schools 1935–1949’, History of Education 37, no. 2 (2008): 295–316, and James Arthur in 2012 commented, ‘Some contemporary educationists have underestimated the continuing importance of Christian and other religious perspectives on education…’. James Arthur, ‘Christian Commentary and Education 1930–1960’, History of Education 41, no. 3 (2012): 339–59.

12 The debates surrounding the links between citizenship, religion and education formed the focus of the 2011 History of Education Society conference. See David Crook, Rob Freathy and Susannah Wright, ‘Citizenship, Religion and Education’, History of Education 40, no. 6 (2011): 695–700.

13 Stephanie Spencer, ‘Educational Administration, History and Gender as a Useful Category of Historical Analysis’, Journal of Educational Administration and History 42, no. 2 (2010): 105–13.

14 Joyce Goodman, ‘The Gendered Politics of Historical Writing in History of Education’, History of Education 41, no. 1 (2012): 9–24. In the article Goodman draws on the work of Ruth Watts, see Ruth Watts, ‘Gendering the Story: Change in the History of Education’, History of Education 34, no. 3 (2005): 225–41.

15 Ian Grosvenor, ‘Back to the Future, or Towards a Sensory History of Schooling’, History of Education 41 , no. 5 (2012): 675–87.