Written with my colleagues Sue Anderson-Faithful, Alys Blakeway and Stephanie Spencer the chapter on Life Histories in volume 5 of A Cultural History of Education in the Age of Empire explores educational life history through Cremin’s view of educational biography as a “life history prepared with educational matters uppermost in mind” (1980: 588). It uses Cremin’s view

This chapter (in French) in L’internationalismes éducatif entre débats et combats  (fin du 19e – premier 20e siècle) explores the entanglement of Bahá’í belief, internationalism and educational activism in the pursuit of peace. It focuses on the activities of a number of women who were associated with the Geneva Bahá’í’ Bureau from its establishment in 1925 to

This chapter in Women, Power Relations and Education in a Transnational World examines comparison and abstraction as systems of reason in stadial accounts that facilitated the transnational circulation of the ‘idea’ of women’s education. It discusses the transnational circulation of texts in which stadial approaches were developed, the processes of abstraction that facilitated transnational transfer across national

International Women’s Organisations and Education in The Handbook of Historical Studies in Education: Debates, Tensions and Directions uses spatial analysis to discuss the engagement of international women’s organisations in educational policy-making and educational policy-networks around the League of Nations and the United Nations (UN). It considers power relations of gender and East/West framings in historiography that have

The introduction to the section on governance, policy and management in the Handbook of Historical Studies in Education: Debates, Tensions and Directions uses contributions from section authors to map the contested terrain of governance, policy and management and to discuss scholarly approaches to circulation(s) through which notions of governance, policy-making and management have been and continue to

This chapter in The Transnational in the History of Education: Concepts and Perspectives explores temporalities in the historical and comparative approaches underpinning the 1933 comparative account of girls’ education in England, Germany, France, America, and Japan that Yoshi Kasuya, a teacher from Tsuda College, Japan, produced for her doctorate at Teachers College Columbia, where she was supervised

In her report to the League of Nations’ Liaison Committee of Major International Associations (which reported to the League’s International Committee of Intellectual Co-operation), Laura Dreyfus-Barney, a wealthy American domiciled in Paris and an important figure in the International Council of Women, quoted Mussolini’s opening words to the major congress organised in 1934 by League’s Rome Institute of

This chapter in The Palgrave Handbook of Global Approaches to Peace uses the published records of the International Federation of University Women (IFUW now Graduate Women International GWI) and of the Women’s International Democratic Federation (WIDF) to analyze how the positioning of international women’s organizations around neutrality played out in organizational configurations of peace and peacebuilding. The