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ABSTRACT
This article considers how past and current research on the history of education has intersected with the histories of emotions, senses and experience. The article suggests that addressing these features and by drawing on approaches from a burgeoning field of research on the emotions and senses, as well as using methodologies from the ‘new’ history of experience, offers fresh possibilities for the writing and understanding of education in the past. Following a brief survey of current and past research, the article proceeds to highlight some of the possible directions where researchers might engage with the emotions, senses and experience more deeply to produce innovative and original research that would further expand the history of education.
Acknowledgements
I am most grateful to the British Academy (grant ref: pf170088) for their support of this work. I am indebted to the valuable feedback, comments, and suggestions received on this work from Stephanie Olsen and from the generous peer reviewers and editors of The History of Education.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 Gary McCulloch, The Struggle for the History of Education (London: Routledge, 2011).
2 Rob Boddice, The History of Emotions (Manchester: Manchester University Press, 2018).
3 Rob Boddice and Mark Smith, Emotion, Sense, Experience (Cambridge: Cambridge University Press, 2020), 12–13.
4 See Peter N. Stearns and Carol Z. Stearns, ‘Emotionology: Clarifying the History of Emotions and Emotional Standards’, American Historical Review 90, no. 4 (1985): 813–36; William Reddy, The Navigation of Feeling: A Framework for the History of Emotions (Cambridge: Cambridge University Press, 2001); Barbara H. Rosenwein, Emotional Communities in the Early Middle Ages (Ithaca, NY: Cornell University Press, 2006); Boddice, The History of Emotions.
5 Silvy Chakkalakal, ‘The Child of the Senses. Education and the Concept of Experience in the Eighteenth Century’, The Senses and Society 14, no. 2 (2019): 148–72. See also Danilo R. Streck, ‘Emotions in the History of Latin American Popular Education: Constructions for a Thinking-Feeling Pedagogy’, International Journal of Lifelong Education 34, no. 1 (2015): 32–46.
6 Annemarieke Willemsen, ‘“That the Boys Come to School Half an Hour before the Girls”: Order, Gender, and Emotion in School, 1300–1600’, in Gender and Emotions in Medieval and Early Modern Europe: Destroying Order, Structuring Disorder, ed. Susan Broomhall (Farnham: Ashgate, 2015), 175–95.
7 G. H. Bantock, ‘Educating the Emotions: An Historical Perspective’, British Journal of Educational Studies 34, no. 2 (1986): 122–41.
8 Jeroen J. H. Dekker and Inge J. M. Wichgers, ‘The Embodiment of Teaching the Regulation of Emotions in Early Modern Europe’, Paedagogica Historica 54, no. 1–2 (2018): 48–65.
9 Peter N. Stearns, ‘Girls, Boys, and Emotions: Redefinitions and Historical Change’, Journal of American History 80, no. 1 (1993): 36–74.
10 Peter N. Stearns and Timothy Haggerty, ‘The Role of Fear: Transitions in American Emotional Standards for Children, 1850–1950’, American Historical Review 96, no. 1 (1991): 63–94.
11 Ute Frevert, Pascal Eitler, Stephanie Olsen, et al., Learning How to Feel: Children’s Literature and Emotional Socialisation, 1870–1970 (Oxford: Oxford University Press, 2014).
12 Dekker and Wichgers, ‘The Embodiment of Teaching’.
13 Thomas Dixon, ‘Educating the Emotions from Gradgrind to Goleman’, Research Papers in Education 27, no. 4 (2012): 481–95.
14 Joakim Landahl, ‘Emotions, Power and the Advent of Mass Schooling’, Paedagogica Historica 51, no. 1–2 (2015): 104–16.
15 Stephanie Olsen, ‘The Authority of Motherhood in Question: Fatherhood and the Moral Education of Children in England, c. 1870–1900’, Women’s History Review 18, no. 5 (2009): 765–80; Sanne Parlevliet and Jeroen J. H. Dekker, ‘A Poetic Journey: The Transfer and Transformation of German Strategies for Moral Education in Late Eighteenth-Century Dutch Poetry for Children’, Paedagogica Historica 49, no. 6 (2013): 745–68.
16 Stephanie Olsen, Juvenile Nation: Youth, Emotions and the Making of the Modern British Citizen, 1880–1914 (London: Bloomsbury Academic, 2014); Stephanie Olsen, ‘“Happy Home” and “Happy Land”: Informal Emotional Education in British Bands of Hope, 1880–1914’, Historia y Memoria de La Educación 2 (2015): 195–218.
17 Susannah Wright, ‘Educating the Secular Citizen in English Schools, 1897–1938’, Cultural and Social History 15, no. 2 (2018): 215–32; Susannah Wright, Morality and Citizenship in English Schools: Secular Approaches, 1897–1944 (London: Palgrave Macmillan, 2017); Susannah Wright, ‘Citizenship, Moral Education and the English Elementary School’, in Mass Education and the Limits of State Building, c.1870–1930, ed. Laurence Brockliss and Nicola Sheldon (Basingstoke: Palgrave Macmillan, 2012), 21–45; Susannah Wright, ‘There Is Something Universal in Our Movement Which Appeals Not Only to One Country, but to All: International Communication and Moral Education 1892–1914’, History of Education 37, no. 6 (2008): 807–24; Clarissa Carden, ‘Reading to the Soul: Narrative Imagery and Moral Education in Early to Mid-Twentieth-Century Queensland’, History of Education 47, no. 2 (2018): 269–84; Karen Racine, ‘Monitors and Moralists: The Lancasterian System of Mutual Education and the Vision of a New Moral Order in Spanish America, 1818–1831’, History of Education 49, no. 2 (2020): 143–59; James Arthur, ‘Christianity and the Character Education Movement 1897–1914’, History of Education 48, no. 1 (2019): 60–76; Nathan Roberts, ‘Character in the Mind: Citizenship, Education and Psychology in Britain, 1880–1914’, History of Education 33, no. 2 (2004): 177–97.
18 Ásgeir Tryggvason, ‘Democratic Education and Agonism: Exploring the Critique from Deliberative Theory’, Democracy and Education 26, no. 1 (2018): 1–9; Claudia W. Ruitenberg, ‘Educating Political Adversaries: Chantal Mouffe and Radical Democratic Citizenship Education’, Studies in Philosophy and Education 28, no. 3 (2009): 269–81; Michalinos Zembylas, ‘Political Emotions in the Classroom: How Affective Citizenship Education Illuminates the Debate Between Agonists and Deliberators’, Democracy and Education 26, no. 1 (2018): 1–5.
19 Kira Mahamud, ‘Emotional Indoctrination through Sentimental Narrative in Spanish Primary Education Textbooks during the Franco Dictatorship (1939–1959)’, History of Education 45, no. 5 (2016): 653–78.
20 Carlos Zúñiga Nieto, ‘The Concept of Sentimental Boyhood: The Emotional Education of Boys in Mexico during the Early Porfiriato, 1876–1884’, Boyhood Studies 11, no. 1 (2018): 27–46.
21 Zeynep Kezer, ‘Moulding the Republican Generation: The Landscapes of Learning in Early Republican Turkey’, in Designing Modern Childhoods: History, Space, and the Material Culture of Children, ed. Marta Gutman and Ning de Coninck-Smith (London: Rutgers University Press, 2008), 128–52.
22 Marcelo Caruso, ‘Emotional Regimes and School Policy in Colombia, 1800–1835’, in Childhood, Youth and Emotions in Modern History: National, Colonial and Global Perspectives, ed. Stephanie Olsen (Basingstoke: Palgrave Macmillan, 2015), 139–58.
23 Marcus Aurelio Taborda de Oliveira, ‘Education of Senses and Sensibilities: Between the Trend and the Possibility of Research Renovation in History of Education’, História Da Educação 22, no. 55 (2018): 116–33.
24 Heather Ellis, ‘Corporal Punishment in the English Public School in the Nineteenth Century’, in Childhood and Violence in the Western Tradition, ed. Heather Montgomery and Laurence Brockliss, Children in Archaeology, 1 (Oxford: Oxbow Books, 2010), 141–50; Jane Hamlett, ‘Space and Emotional Experience in Victorian and Edwardian English Public School Dormitories’, in Olsen, Childhood, Youth and Emotions in Modern History, 119–38; Jenny Holt, Public School Literature, Civic Education and the Politics of Male Adolescence (London: Routledge, 2016); J. A. Mangan, Athleticism in the Victorian and Edwardian Public School: The Emergence and Consolidation of an Educational Ideology (London: Falmer Press, 1986); Heather Ellis, ‘Elite Education and the Development of Mass Elementary Schooling in England, 1870–1930’, in Mass Education and the Limits of State Building, c.1870–1930, ed. Laurence Brockliss and Nicola Sheldon (Basingstoke: Palgrave Macmillan, 2012), 46–70; Tom Hulme, ‘A Nation Depends on Its Children: School Buildings and Citizenship in England and Wales, 1900–1939’, Journal of British Studies 54, no. 2 (2015): 406–32.
25 Hester Barron, ‘Changing Conceptions of the “Poor Child”: The Children’s Country Holiday Fund, 1918–1939’, Journal of the History of Childhood and Youth 9, no. 1 (2016): 29–47; Siân Edwards, Youth Movements, Citizenship and the English Countryside: Creating Good Citizens, 1930–1960 (Cham: Palgrave Macmillan, 2018); Ruth Colton, ‘Savage Instincts, Civilising Spaces: The Child, the Empire and the Public Park, c. 1880–1914’, in Children, Childhood and Youth in the British World, ed. Shirleene Robinson and Simon Sleight (London: Palgrave Macmillan UK, 2016), 255–70; Dorothy Blair, ‘The Child in the Garden: An Evaluative Review of the Benefits of School Gardening’, The Journal of Environmental Education 40, no. 2 (2009): 15–38; Sally Gregory Kohlstedt, ‘“A Better Crop of Boys and Girls”: The School Gardening Movement, 1890–1920’, History of Education Quarterly 48, no. 1 (2008): 58–93; Libby Robin, ‘School Gardens and beyond: Progressive Conservation, Moral Imperatives and the Local Landscape’, Studies in the History of Gardens & Designed Landscapes 21, no. 2 (2001): 87–92; Elsie Rockwell, ‘The Multiple Logics of School Gardening: A “Return to Nature” or “Love of Labour”?’, History of Education 49, no. 4 (2020): 536–52; Susan Herrington, ‘The Garden in Fröbel’s Kindergarten: Beyond the Metaphor’, Studies in the History of Gardens & Designed Landscapes 18, no. 4 (1998): 326–38.
26 Stephen J. Ball, Foucault, Power, and Education, 1st ed. (New York: Routledge, 2013).
27 Michel Foucault, Discipline and Punish: The Birth of the Prison (New York: Pantheon Books, 1977), 173.
28 Kate Rousmaniere, Kari Dehli and Ning de Coninck-Smith, Discipline, Moral Regulation, and Schooling: A Social History (London: Garland Publishing Ltd, 1997); Stephen A Toth, Mettray: A History of France’s Most Venerated Carceral Institution, 2019; Laura M. Mair, Religion and Relationships in Ragged Schools: An Intimate History of Educating the Poor, 1844–1870 (London: Routledge, 2019); Alannah Tomkins, ‘Poor Law Institutions through Working-Class Eyes: Autobiography, Emotion, and Family Context, 1834–1914’, Journal of British Studies 60, no. 2 (2021): 285–309; Jane Humphries, ‘Care and Cruelty in the Workhouse: Children’s Experiences of Residential Poor Relief in Eighteenth- and Nineteenth-Century England’, in Childhood and Child Labour in Industrial England: Diversity and Agency, 1750–1914, ed. Nigel Goose and Katrina Honeyman (Farnham: Ashgate, 2013), 115–34; Claudia Soares, A Home from Home? Children and Social Care in Victorian and Edwardian Britain, 1870–1920 (Oxford: Oxford University Press, forthcoming); Soni, ‘Learning to Labour: “Native” Orphans in Colonial India, 1840s–1920s’, International Review of Social History 65, no. 1 (2020): 15–42.
29 Megan Boler, Feeling Power: Emotions and Education (London: Routledge, 1999), x–xi.
30 For ‘emotional formations’ and ‘emotional frontiers’, see Karen Vallgårda, Kristine Alexander, and Stephanie Olsen, ‘Emotions and the Global Politics of Childhood’, in Olsen, Childhood, Youth and Emotions in Modern History, 12-34. See also Josephine Hoegaerts, ‘Learning to Love: Embodied Practices of Patriotism in the Belgian Nineteenth-Century Classroom (and Beyond)’, in Emotions and Everyday Nationalism in Modern European History, ed. Andreas Stynen, Maarten Van Ginderachter, and Xosé M. Núñez Seixas (London: Routledge, 2020), 66-83; Stephanie Olsen, ‘Learning How to Feel through Play: At the Intersection of the Histories of Play, Childhood and the Emotions’, International Journal of Play 5, no. 3 (2016): 323–8; Zsuzsa Millei, ‘Affective Practices of Everyday Nationalism in an Australian Preschool’, Children’s Geographies 19, no. 5 (2021): 526–38; Rebecca Swartz, ‘Educating Emotions in Natal and Western Australia, 1854–65’, Journal of Colonialism and Colonial History 18, no. 2 (2017), doi:10.1353/cch.2017.0022; Hester Barron and Claire Langhamer, ‘Feeling through Practice: Subjectivity and Emotion in Children’s Writing’, Journal of Social History 51, no. 1 (2017): 101–23.
31 Landahl, ‘Emotions, Power and the Advent of Mass Schooling’, 104–5.
32 Kate Rousmaniere and Noah W. Sobe, ‘Education and the Body: Introduction’, Paedagogica Historica 54, no. 1–2 (2018): 1–3.
33 Ellis, ‘Corporal Punishment in the English Public School’.
34 Björn Norlin, ‘School Jailhouse: Discipline, Space and the Materiality of School Morale in Early-Modern Sweden’, History of Education 45, no. 3 (2016): 263–84.
35 Jacob Middleton, ‘The Experience of Corporal Punishment in Schools, 1890–1940’, History of Education 37, no. 2 (2008): 253–75.
36 Inés Dussel, ‘When Appearances Are Not Deceptive: A Comparative History of School Uniforms in Argentina and the United States (Nineteenth – Twentieth Centuries)’, Paedagogica Historica 41, no. 1–2 (2005): 179–95; Inés Dussel, ‘Historicising Girls’ Material Cultures in Schools: Revisiting Photographs of Girls in Uniforms’, Women’s History Review 29, no. 3 (2020): 429–43; Stephanie Spencer, ‘A Uniform Identity: Schoolgirl Snapshots and the Spoken Visual’, History of Education 36, no. 2 (2007): 227–46.
37 Mark Freeman, ed., Sport, Health and the Body in the History of Education (London: Routledge, 2016); Eilidh H.R. Macrae, ‘Exercise and Education: Facilities for the Young Female Body in Scotland, 1930–1960’, History of Education 41, no. 6 (2012): 749–69; Mangan, Athleticism in the Victorian and Edwardian Public School.
38 John Tagg, The Burden of Representation: Essays on Photographies and Histories (Amherst: University of Massachusetts Press, 1988), 83–4.
39 Seth Koven, ‘Dr. Barnardo’s ‘Artistic Fictions’: Photography, Sexuality, and the Ragged Child in Victorian London’, Radical History Review 1997, no. 69 (1997): 6–45; Clare Rose, ‘Raggedness and Respectability in Barnardo’s Archive’, Childhood in the Past: An International Journal 1, no. 1 (2009): 136–50; Deborah Wynne, ‘Reading Victorian Rags: Recycling, Redemption, and Dickens’s Ragged Children’, Journal of Victorian Culture 20, no. 1 (2015): 34–49.
40 Catherine Burke and Helena Ribeiro de Castro, ‘The School Photograph: Portraiture and the Art of Assembling the Body of the Schoolchild’, History of Education 36, no. 2 (2007): 213–26.
41 Christina Firpo and Margaret D. Jacobs, ‘Taking Children, Ruling Colonies: Child Removal and Colonial Subjugation in Australia, Canada, French Indochina, and the United States, 1870–1950s’, Journal of World History 29, no. 4 (2018): 529–62; Andrew Woolford, This Benevolent Experiment: Indigenous Boarding Schools, Genocide, and Redress in Canada and the United States, illustrated edition (Lincoln: University of Nebraska Press, 2015).
42 See for example Patrick Wolfe, ‘Settler Colonialism and the Elimination of the Native’, Journal of Genocide Research 8, no. 4 (2006): 387–409; Andrew Woolford and Jeff Benvenuto, ‘Canada and Colonial Genocide’, Journal of Genocide Research 17, no. 4 (2015): 373–90; Andrew Woolford and Jeff Benvenuto, Canada and Colonial Genocide (Oxford: Routledge, 2018); Karen Stote, An Act of Genocide: Colonialism and the Sterilisation of Aboriginal Women (Winnipeg, Manitoba: Fernwood Publishing, 2015); A. Dirk Moses, ed., Genocide and Settler Society: Frontier Violence and Stolen Indigenous Children in Australian History, Studies in War and Genocide, v. 6 (New York: Berghahn Books, 2004); Philip Dwyer and Lyndall Ryan, ‘Reflections on Genocide and Settler-Colonial Violence’, History Australia 13, no. 3 (2016): 335–50; Shirleene Robinson and Jessica Paten, ‘The Question of Genocide and Indigenous Child Removal: The Colonial Australian Context’, Journal of Genocide Research 10, no. 4 (2008): 501–18; Asafa Jalata, ‘The Impacts of English Colonial Terrorism and Genocide on Indigenous/Black Australians’, SAGE Open 3, no. 3 (2013): 1–12; Larissa Behrendt, ‘Genocide: The Distance between Law and Life’, Aboriginal History Journal 25 (2001): 132–47.
43 See for example David Wallace Adams, Education for Extinction: American Indians and the Boarding School Experience, 1875–1928 (Lawrence: University Press of Kansas, 1997); Jon Reyhner and Jeanne Eder, American Indian Education: A History (Norman: University of Oklahoma Press, 2017); Margaret D. Jacobs, White Mother to a Dark Race: Settler Colonialism, Maternalism, and the Removal of Indigenous Children in the American West and Australia, 1880–1940 (Lincoln: University of Nebraska Press, 2009).
44 See for example Margaret Archuleta, Brenda J Child, and K. Tsianina Lomawaima, Away from Home: American Indian Boarding School Experiences, 1879–2000 (Phoenix, AZ: Museum of New Mexico Press, 2009); Adrea Lawrence, Lessons from an Indian Day School: Negotiating Colonisation in Northern New Mexico, 1902–1907 (Lawrence: University Press of Kansas, 2011); J. R. Miller, Shingwauk’s Vision: A History of Native Residential Schools (Toronto: University of Toronto Press, 1996); Anna Haebich and Doreen Mellor, Many Voices: Reflections on Experiences of Indigenous Child Separation (Canberra: National Library of Australia, 2002); Michael C. Coleman, American Indian Children at School, 1850–1930 (Jackson: Lean Marketing Press, 2007); Margaret D. Jacobs, A Generation Removed: The Fostering and Adoption of Indigenous Children in the Post-war World (Lincoln: University of Nebraska Press, 2014); Anna Haebich, Broken Circles: Fragmenting Indigenous Families 1800–2000 (Fremantle, W.A: Fremantle Press, 2000); Paulette Regan, Unsettling the Settler Within: Indian Residential Schools, Truth Telling, and Reconciliation in Canada (Vancouver: UBC Press, 2010); Elizabeth Furniss, Victims of Benevolence: The Dark Legacy of the Williams Lake Residential School (Vancouver: Arsenal Pulp Press, 1995); Celia Haig-Brown, Resistance and Renewal: Surviving the Indian Residential School (Vancouver: Arsenal Pulp Press, 1988); John S. Milloy, A National Crime: The Canadian Government and the Residential School System, 1879 to 1986 (Winnipeg, Manitoba: University of Manitoba Press, 1999).
45 See also Jeffrey Montez de Oca and José Prado, ‘Visualising Humanitarian Colonialism: Photographs From the Thomas Indian School’, American Behavioural Scientist 58, no. 1 (2014): 145–70; Allyson Stevenson, ‘Karen B., and Indigenous Girlhood on the Prairies: Disrupting Images of Indigenous Children in Adoption Advertising in North America’, in Children’s Voices from the Past: New Historical and Interdisciplinary Perspectives, ed. Kristine Moruzi, Nell Musgrove and Carla Pascoe Leahy (Basingstoke: Palgrave Macmillan, 2019), 159–91; Carol Williams, ‘Residential School Photographs: The Visual Rhetoric of Indigenous Removal and Containment’, in Photography and Migration (London: Routledge, 2018), 45-62; Alexandra Giancarlo et al., ‘Methodology and Indigenous Memory: Using Photographs to Anchor Critical Reflections on Indian Residential School Experiences’, Visual Studies, advance online publication (2021): 1–15.
46 Lonna Malmsheimer, ‘“Imitation White Man”: Images of Transformation at the Carlisle Indian School’, Studies in Visual Communication 11, no. 4 (2017): 54–75.
47 Eric Margolis and Jeremy Rowe, ‘Images of Assimilation: Photographs of Indian Schools in Arizona’, History of Education 33, no. 2 (2004): 199–230; Eric Margolis, ‘Looking at Discipline, Looking at Labour: Photographic Representations of Indian Boarding Schools’, Visual Studies 19, no. 1 (2004): 72–96; Eric Margolis and Sheila Fram, ‘Caught Napping: Images of Surveillance, Discipline and Punishment on the Body of the Schoolchild’, History of Education 36, no. 2 (2007): 191–211.
48 Sherry Farrell Racette, ‘Haunted: First Nations Children in Residential School Photography’, in Depicting Canada’s Children, ed. Loren Lerner (Waterloo, Ontario: Wilfred Laurier University Press, 2009), 49–85.
49 Vallgårda, Alexander, and Olsen, ‘Emotions and the Global Politics of Childhood’; Stephanie Olsen, ‘The History of Childhood and the Emotional Turn’, History Compass 15, no. 11 (2017): e12410.
50 Stephanie Olsen, ‘Children and Childhood’, in A Cultural History of Education in the Age of Empire, ed. Heather Ellis (London: Bloomsbury Academic, 2020), 59–75.
51 See for example, Linda Tuhiwai Smith, Decolonising Methodologies: Research and Indigenous Peoples (London: Zed Books Ltd, 2012); Kathy Absolon and Cam Willett, ‘Putting Ourselves Forward: Location in Aboriginal Research’, in Research as Resistance: Critical, Indigenous and Anti-Oppressive Approaches (Toronto: Canadian Scholars’ Press, 2005), 97–126; Margaret Elizabeth Kovach, Indigenous Methodologies: Characteristics, Conversations, and Contexts (Toronto: University of Toronto Press, 2010).
52 See for example, Terri-Lynn Fox, ‘Indian Residential Schools: Perspectives of Blackfoot Confederacy People’ (unpublished PhD thesis, Calgary, University of Calgary, 2021); Tricia Logan, ‘Indian Residential Schools, Settler Colonialism and Their Narratives in Canadian History’ (unpublished PhD thesis, Royal Holloway University of London, 2017).
53 Margolis and Fram, ‘Caught Napping’.
54 Peter N. Stearns and Clio Stearns, ‘American Schools and the Uses of Shame: An Ambiguous History’, History of Education 46, no. 1 (2017): 58–75.
55 Joakim Landahl, ‘The Eye of Power(−Lessness): On the Emergence of the Panoptical and Synoptical Classroom’, History of Education 42, no. 6 (2013): 803–21.
56 Catherine Burke, ‘Designing for “Touch”, “Reach” and “Movement” in Post-War (1946–1972) English Primary and Infant School Environments’, The Senses and Society 14, no. 2 (2019): 207–20.
57 Joakim Landahl, ‘Learning to Listen and Look: The Shift from the Monitorial System of Education to Teacher-Led Lessons’, The Senses and Society 14, no. 2 (2019): 194–206.
58 Pieter Verstraete, ‘Silence or the Sound of Limpid Water: Disability, Power, and the Educationalisation of Silence’, Paedagogica Historica 53, no. 5 (2017): 498–513; Pieter Verstraete and Josephine Hoegaerts, ‘Educational Soundscapes: Tuning in to Sounds and Silences in the History of Education’, Paedagogica Historica 53, no. 5 (2017): 491–97.
59 Josephine Hoegaerts, ‘Silence as Borderland: A Semiotic Approach to the ‘Silent’ Pupil in Nineteenth-Century Vocal Education’, Paedagogica Historica 53, no. 5 (2017): 514–27.
60 Pablo Toro-Blanco, ‘History of Education and Emotions’, in Oxford Research Encyclopaedia of Education (Oxford: Oxford University Press, 2020).
61 Kate Darian-Smith and Julie Willis, Designing Schools: Space, Place and Pedagogy (Abingdon: Routledge, 2016).
62 Thomas A Markus, Buildings & Power: Freedom and Control in the Origin of Modern Building Types (London: Routledge, 1993).
63 Carolyn Steedman, Childhood, Culture and Class in Britain: Margaret McMillan, 1860–1931 (London: Virago, 1990).
64 Lydia Murdoch, Imagined Orphans: Poor Families, Child Welfare, and Contested Citizenship in London (New Brunswick, NJ: Rutgers University Press, 2006).
65 Claudia Soares, ‘A Permanent Environment of Brightness, Warmth, and ‘Homeliness’: Domesticity and Authority in a Victorian Children’s Institution’, Journal of Victorian Culture 23, no. 1 (2018): 1–24.
66 Claudia Soares, ‘“The Many Lessons Which the Care of Some Gentle, Loveable Animal Would Give”: Animals, Pets, and Emotions in Children’s Welfare Institutions, 1870–1920’, History of the Family 26, no. 2 (2021): 236–65. See also Katherine C. Grier, ‘Childhood Socialisation and Companion Animals: United States, 1820–1870’, Society & Animals 7, no. 2 (1999): 95–120.
67 Mark Dudek, Architecture of Schools: The New Learning Environments (Abingdon: Routledge, 2000); Andrew Saint, Towards a Social Architecture: The Role of School-Building in Post-War England (New Haven, CT: Yale University Press, 1987).
68 Catherine Burke and Ian Grosvenor, School (London: Reaktion Books, 2008), 23–24.
69 Hamlett, ‘Space and Emotional’.
70 Burke and Grosvenor, School, 12.
71 Roy Kozlovsky, ‘Architecture, Emotions and the History of Childhood’, in Olsen, Childhood, Youth and Emotions in Modern History, 95–119; Roy Kozlovsky, The Architectures of Childhood (Farnham: Ashgate, 2013).
72 Roy Kozlovsky, ‘The Architecture of Educare: Motion and Emotion in Post-war Educational Spaces’, History of Education 39, no. 6 (2010): 702.
73 Daniel Miller, The Comfort of Things (Cambridge: Polity Press, 2008); Stephanie Downes, Sally Holloway and Sarah Randles, eds., Feeling Things: Objects and Emotions through History (Oxford: Oxford University Press, 2018); Serena Dyer, ‘State of the Field: Material Culture’, History 106, no. 370 (2021): 282–92.
74 Martin Lawn and Ian Grosvenor, Materialities of Schooling: Design, Technology, Objects, Routines (Oxford: Symposium Books Ltd, 2005); Saint, Towards a Social Architecture.
75 Catherine Burke, ‘The Decorated School: Cross-Disciplinary Research in the History of Art as Integral to the Design of Educational Environments’, Paedagogica Historica 49, no. 6 (2013): 813–27.
76 Burke, ‘Designing for “Touch”, “Reach” and “Movement” in Post-War (1946–1972) English Primary and Infant School Environments’.
77 Hamlett, ‘Space and Emotional’.
78 Alex Dowdall, ‘War in the Classroom: The Materiality of Educational Spaces in the French Front-Line Towns, 1914–1920’, Cultural and Social History 17, no. 5 (2020): 659–75.
79 Rosalie Triolo, ‘Our Schools and the War’ (North Melbourne, Victoria: Australian Scholarly Publishing, 2012); Ana Carden-Coyne and Kate Darian-Smith, ‘Young People and the World Wars: Visuality, Materiality and Cultural Heritage’, Cultural and Social History 17, no. 5 (2020): 589–95; Stephanie Olsen, ‘Children’s Emotional Formations in Britain, Canada, Australia and New Zealand, around the First World War’, Cultural and Social History 17, no. 5 (2020): 643–57.
80 Mark A. Jones, ‘The Hidden Heritage of Mothers and Teachers in the Making of Japan’s Superior Students’, in Children, Childhood and Cultural Heritage, ed. Kate Darian-Smith and Carla Pascoe (Abingdon: Routledge, 2013), 74–85; Gwenda Beed Davey, Kate Darian-Smith and Carla Pascoe, ‘Playlore as Cultural Heritage: Traditions and Change in Australian Children’s Play’, in Children, Childhood and Cultural Heritage, ed. Kate Darian‐Smith and Carla Pascoe (Abingdon: Routledge, 2013), 40–55; Andrew Burn, ‘The Case of the Wildcat Sailors: The Hybrid Lore and Multimodal Languages of the Playground’, in Children, Childhood and Cultural Heritage, ed. Kate Darian-Smith and Carla Pascoe (Abingdon: Routledge, 2013), 55–74; Roy Kozlovsky, ‘Adventure Playgrounds and Post-War Reconstruction’, in Gutman and Coninck-Smith, Designing Modern Childhoods, 171-190.
81 Anene Cusins-Lewer and Julia Gatley, ‘The ‘Myers Park Experiment’ in Auckland, New Zealand, 1913–1916’, in Gutman and Coninck-Smith, Designing Modern Childhoods: History Space, and the Material Culture of Children, 82–107.
82 Toro-Blanco, ‘History of Education and Emotions’.
83 Ahmed, Sara, The Cultural Politics of Emotion (Edinburgh: Edinburgh University Press, 2004).
84 Rosenwein, Emotional Communities in the Early Middle Ages.
85 Vallgårda, Alexander and Olsen, ‘Emotions and the Global Politics of Childhood’.
86 Lucinda Matthews-Jones, ‘“I Still Remain One of the Old Settlement Boys”: Cross-Class Friendship in the First World War Letters of Cardiff University Settlement Lads’ Club’, Cultural and Social History 13, no. 2 (2016): 195–211; Claudia Soares, ‘Leaving the Victorian Children’s Institution: Aftercare, Friendship and Support’, History Workshop Journal 87 (2019): 94–117.
87 Mair, Religion and Relationships.
88 See for example Boler, Feeling Power; Andy Hargreaves, ‘The Emotional Practice of Teaching’, Teaching and Teacher Education 14, no. 8 (1998): 835–54; Rosemary E. Sutton and Karl F. Wheatley, ‘Teachers’ Emotions and Teaching: A Review of the Literature and Directions for Future Research’, Educational Psychology Review 15, no. 4 (2003): 327–58; Michalinos Zembylas, Teaching with Emotion: A Postmodern Enactment (Greenwich, CT: Information Age Publishing, 2006); Hargreaves, ‘The Emotional Practice of Teaching’.
89 Andy Hargreaves, ‘Mixed Emotions: Teachers’ Perceptions of Their Interactions with Students’, Teaching and Teacher Education 16, no. 8 (2000): 811–26.
90 Megan Watkins, ‘Teachers’ Tears and the Affective Geography of the Classroom’, Emotion, Space and Society, Emotional Geographies of Education, 4, no. 3 (2011): 137–43.
91 Philip Gardner, ‘Oral History in Education: Teacher’s Memory and Teachers’ History’, History of Education 32, no. 2 (2003): 175–88; Julie McLeod, ‘Memory, Affective Practice and Teacher Narratives: Researching Emotion in Oral Histories of Educational and Personal Change’, Methodological Advances in Research on Emotion and Education (2016): 273; Peter Cunningham and Philip Gardner, Becoming Teachers: Texts and Testimonies, 1907–1950 (London: Woburn Press, 2004).
92 Arlie Russell Hochschild, ‘Emotion Work, Feeling Rules, and Social Structure’, American Journal of Sociology 85, no. 3 (1979): 551–75.
93 Monique Scheer, ‘Are Emotions a Kind of Practice (and Is That What Makes Them Have a History)? A Bourdieuian Approach to Understanding Emotion’, History and Theory, 51 (2012): 193–220.
94 Ian Mcintosh and Sharon Wright, ‘Exploring What the Notion of “Lived Experience” Offers for Social Policy Analysis’, Journal of Social Policy 48, no. 3 (2019): 449–67.
95 See for example, Maurice Merleau-Ponty, Phenomenology of Perception, trans. Donald A. Landes (Abingdon: Routledge, 2013); John Brewer, ‘Microhistory and the Histories of Everyday Life’, Cultural and Social History 7, no. 1 (2010): 87–109; Jill Lepore, ‘Historians Who Love Too Much: Reflections on Microhistory and Biography’, Journal of American History 88, no. 1 (2001): 129–44; Alain Corbin, Time, Desire, and Horror: Towards a History of the Senses (Cambridge, UK: Polity Press, 2007); Joan W. Scott, ‘The Evidence of Experience’, Critical Inquiry 17, no. 4 (1991): 773–97; Anna Wierzbicka, Experience, Evidence, and Sense: The Hidden Cultural Legacy of English (Oxford: Oxford University Press, 2010); Ville Kivimäki, Sami Suodenjoki and Tanja Vahtikari, ‘Lived Nation: Histories of Experience and Emotion in Understanding Nationalism’, in Lived Nation as the History of Experiences and Emotions in Finland, 1800–2000, ed. Ville Kivimäki, Sami Suodenjoki and Tanja Vahtikari, Palgrave Studies in the History of Experience (Cham: Springer International Publishing, 2021), 1–28; Olsen, ‘Children and Childhood’; Martin Jay, Songs of Experience: Modern American and European Variations on a Universal Theme (Berkeley: University of California Press, 2005); Raymond Williams, Keywords: A Vocabulary of Culture and Society (Oxford: Oxford University Press, 1976); Diana Mulinari and Kerstin Sandell, ‘Exploring the Notion of Experience in Feminist Thought’, Acta Sociologica 42, no. 4 (1999): 287–97; Michael Pickering, History, Experience and Cultural Studies (Basingstoke: Palgrave, 1997); David Carr, Experience and History: Phenomenological Perspectives on the Historical World (New York: Oxford University Press, 2014).
96 Boddice and Smith, Emotion, Sense, Experience.
97 June Purvis, Hard Lessons: The Lives and Education of Working-Class Women in Nineteenth-Century England (Minneapolis: University of Minnesota Press, 1989); Gary McCulloch and Tom Woodin, ‘Towards a Social History of Learners and Learning’, Oxford Review of Education 36, no. 2 (2010): 133–40; Tom Woodin, ‘Working‐class Education and Social Change in Nineteenth‐ and Twentieth‐century Britain’, History of Education 36, no. 4–5 (2007): 483–96.
98 Fabiana Loparco, ‘Former Teachers’ and Pupils’ Autobiographical Accounts of Punishment in Italian Rural Primary Schools during Fascism’, History of Education 46, no. 5 (2017): 618–30.
99 Mervi Kaarninen, ‘Red Orphans’ Fatherland: Children in the Civil War of 1918 and Its Aftermath’, in Kivimäki et al., Lived Nation as the History of Experiences and Emotions in Finland, 163–87; Vallgårda, Alexander and Olsen, ‘Emotions and the Global Politics of Childhood’.
100 For emotional regimes, see Reddy, The Navigation of Feeling.
101 Russell Grigg, ‘“Wading through Children’s Tears”: The Emotional Experiences of Elementary School Inspections, 1839–1911’, History of Education 49, no. 5 (2020): 597–616.
102 Vallgårda, Alexander and Olsen, ‘Emotions and the Global Politics of Childhood’.
103 See for example Steven Mintz, ‘Children’s History Matters’, American Historical Review 125, no. 4 (2020): 1286–92; Robin P. Chapdelaine, ‘Little Voices: The Importance and Limitations of Children’s Histories’, The American Historical Review 125, no. 4 (2020): 1296–99; Ishita Pande, ‘Is the History of Childhood Ready for the World? A Response to “The Kids Aren’t All Right”’, The American Historical Review 125, no. 4 (2020): 1300–1305.
104 McCulloch and Woodin, ‘Towards a Social History of Learners and Learning’; Burke and Castro, ‘The School Photograph’; Ian Grosvenor, Martin Lawn, and Kate Rousmaniere, Silences & Images: the Social History of the Classroom (Canterbury: Peter Lang, 1999); Rousmaniere, Dehli and Coninck-Smith, Discipline, Moral Regulation, and Schooling; Lawn and Grosvenor, Materialities of Schooling; Ian Grosvenor and Martin Lawn, ‘Ways of Seeing in Education and Schooling: Emerging Historiographies’, History of Education 30, no. 2 (2001): 105–8; Gardner, ‘Oral History in Education’; Cunningham and Gardner, Becoming Teachers.
105 Downes, Holloway, and Randles, Feeling Things.
106 Johanna Ilmakunnas, ‘Embroidering Women and Turning Men’, Scandinavian Journal of History 41, no. 3 (2016): 306–31.
107 Burke and Castro, ‘The School Photograph’.
108 Josephine Hoegaerts and Stephanie Olsen, ‘The History of Experience: Afterword’, in Kivimäki et al., Lived Nation as the History of Experiences and Emotions in Finland’ 377.
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Claudia Soares
Dr Claudia Soares is a British Academy Postdoctoral Fellow at Queen Mary University of London, where she is researching the social and emotional experiences of children in care institutions in Britain, Australia, and Canada between 1820-1930. From January 2022 she will join Newcastle University as a NUAcT Fellow, where she will research a long history of fostering and adoption between 1800-1930, and children’s social care experiences across the twentieth century. Her first monograph A Home from Home? Children and Social Care in Victorian and Edwardian Britain is under contract with Oxford University Press. She has recent publications in History Workshop Journal and Journal of Victorian Culture.