The Afterword to this special issue of Paedagogica Historica entitled Breaking Boundaries: Women in Higher Educationfocuses on the question of time and the temporalities, rhythms and tempos that thread through the special issue and and shed light on change, contingency and continuity as women sought to become and to be academics and to belong in the

This article explores the work of history and philosophy in publications by Willystine Goodsell, professor of history and philosophy at Teachers College, Columbia University, and the entanglement of Goodsell’s approach to scholarship with that of her doctoral supervisor John Dewey. The article experiments with diffractive reading to examine Dewey’s and Goodsell’s approach to history, as

The ‘turns and twists’ of the title of the special issue of Women’s History Review concerned with new readings in histories of women’s education that Sue Anderson Faithful and I co-edited in 2020 takes its starting point from the approach to intellectual developments that Kathryn Gleadle highlights in the Women’s History Review article, ‘The Imagined Communities

Written with Sue Anderson-Faithful, Turning and Twisting Histories of Women’s Education: Matters of Strategy discusses established and more recent methodological and theoretical strategies in histories of women’s education. The established approaches to histories of women’s education with which the article begins include networks, sites, technologies of the self and Bourdieusian notions of reproduction. To explore recent approaches

The Afterword to the special issue of Women’s History Review, entitled, Turns and Twists in Histories of Women’s Education, which I co-edited with Sue Anderson-Faithful discusses continuities and differences in how researchers are positioned in feminist themes and emerging feminist perspectives as they play out in debates around researcher reflexivity and diffraction as methodological strategies. The