Pub Date : 2018-06-04DOI: 10.1108/HER-12-2016-0037
Clarissa Carden
Purpose Westbrook Farm Home for Boys in Queensland, Australia, existed in various forms for over 100 years. As such, it offers a valuable window into Australian approaches to managing and reforming boys through the twentieth century. The purpose of this paper is to examine its approach to reforming teenage boys during a period marked by a mass escape in 1961. It argues that the reformatory education initially intended was no longer tenable during this moment in history, and that this period represents a breakdown of that approach. Design/methodology/approach This paper draws on material including newspaper reports, memoirs, and the report of an inquiry into an escape by inmates in 1961. These are analysed in order to construct a picture of the type of reformatory education during this period and the public and official responses to this. Findings Westbrook Farm Home for Boys was, during this period, an institution attempting to provide a reformatory education at a historical moment when such an education was no longer viewed as appropriate means of addressing the criminal behaviour of youths. This, combined with the leadership of a domineering figure in Superintendent Roy Golledge, led to a culture of abuse, rather than education. The uncovering of this culture was a pivotal moment in the transition of Westbrook into an institution explicitly dealing with criminal youths. Originality/value No academic work relating to this moment in Westbrook’s history has been previously published.
{"title":"A breakdown of reformatory education: remembering Westbrook","authors":"Clarissa Carden","doi":"10.1108/HER-12-2016-0037","DOIUrl":"https://doi.org/10.1108/HER-12-2016-0037","url":null,"abstract":"\u0000Purpose\u0000Westbrook Farm Home for Boys in Queensland, Australia, existed in various forms for over 100 years. As such, it offers a valuable window into Australian approaches to managing and reforming boys through the twentieth century. The purpose of this paper is to examine its approach to reforming teenage boys during a period marked by a mass escape in 1961. It argues that the reformatory education initially intended was no longer tenable during this moment in history, and that this period represents a breakdown of that approach.\u0000\u0000\u0000Design/methodology/approach\u0000This paper draws on material including newspaper reports, memoirs, and the report of an inquiry into an escape by inmates in 1961. These are analysed in order to construct a picture of the type of reformatory education during this period and the public and official responses to this.\u0000\u0000\u0000Findings\u0000Westbrook Farm Home for Boys was, during this period, an institution attempting to provide a reformatory education at a historical moment when such an education was no longer viewed as appropriate means of addressing the criminal behaviour of youths. This, combined with the leadership of a domineering figure in Superintendent Roy Golledge, led to a culture of abuse, rather than education. The uncovering of this culture was a pivotal moment in the transition of Westbrook into an institution explicitly dealing with criminal youths.\u0000\u0000\u0000Originality/value\u0000No academic work relating to this moment in Westbrook’s history has been previously published.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"26 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86137890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.1108/HER-01-2017-0002
C. Bryant, B. Mascitelli
Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
{"title":"The “special experiment” in languages","authors":"C. Bryant, B. Mascitelli","doi":"10.1108/HER-01-2017-0002","DOIUrl":"https://doi.org/10.1108/HER-01-2017-0002","url":null,"abstract":"\u0000Purpose\u0000The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings.\u0000\u0000\u0000Design/methodology/approach\u0000The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system.\u0000\u0000\u0000Findings\u0000The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz.\u0000\u0000\u0000Originality/value\u0000To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"78 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75469125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.1108/HER-10-2017-0020
H. Forsyth
{"title":"Diploma Mills: How for-Profit Colleges Stiffed Students, Taxpayers, and the American Dream","authors":"H. Forsyth","doi":"10.1108/HER-10-2017-0020","DOIUrl":"https://doi.org/10.1108/HER-10-2017-0020","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"87 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84096766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.1108/her-01-2018-0003
ArCasia James
{"title":"Maintaining Segregation: Children and Racial Instruction in the South, 1920-1955","authors":"ArCasia James","doi":"10.1108/her-01-2018-0003","DOIUrl":"https://doi.org/10.1108/her-01-2018-0003","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"7 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/her-01-2018-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72486738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.1108/HER-07-2016-0029
Clarissa Carden
Purpose The purpose of this paper is to examine the work of the Bible in State Schools League in Queensland during the late nineteenth and early twentieth centuries, culminating in the 1910 referendum on religious education in Queensland government schools. Through examining its campaign and the statements of supporters and opponents this paper seeks to examine the role of the school in relation to morality in this early period of the Queensland history. Design/methodology/approach This paper draws upon archival material, parliamentary debates, materials published by the Bible in State Schools League and contemporaneous newspaper accounts. These data are thematically analysed. Findings There was widespread agreement within the early Queensland society that the school was a place for moral formation. The Bible in State Schools League highlighted the tensions in the relationship between morals and religion in relation to the school. Research limitations/implications This research problematises the notion that developments in education have followed a straight line from religiosity to secularisation. Originality/value Very little has been published to date about the Queensland Bible in State Schools League. This paper goes some way to filling this lacuna.
{"title":"Bibles in State schools","authors":"Clarissa Carden","doi":"10.1108/HER-07-2016-0029","DOIUrl":"https://doi.org/10.1108/HER-07-2016-0029","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine the work of the Bible in State Schools League in Queensland during the late nineteenth and early twentieth centuries, culminating in the 1910 referendum on religious education in Queensland government schools. Through examining its campaign and the statements of supporters and opponents this paper seeks to examine the role of the school in relation to morality in this early period of the Queensland history.\u0000\u0000\u0000Design/methodology/approach\u0000This paper draws upon archival material, parliamentary debates, materials published by the Bible in State Schools League and contemporaneous newspaper accounts. These data are thematically analysed.\u0000\u0000\u0000Findings\u0000There was widespread agreement within the early Queensland society that the school was a place for moral formation. The Bible in State Schools League highlighted the tensions in the relationship between morals and religion in relation to the school.\u0000\u0000\u0000Research limitations/implications\u0000This research problematises the notion that developments in education have followed a straight line from religiosity to secularisation.\u0000\u0000\u0000Originality/value\u0000Very little has been published to date about the Queensland Bible in State Schools League. This paper goes some way to filling this lacuna.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"51 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76250692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.1108/HER-05-2017-0009
R. Coloma
Purpose The purpose of this paper is to analyze the relationship between theory and history, or more specifically the role and use of theory in the field of history of education. It will explore the following questions: What is theory, and what is it for? How do historians and, in particular, historians of education construe and use theory? And how do they respond to openly theoretical work? The author poses these questions in light of ongoing discussions in the field of history of education regarding the role, relevance, and utility of theory in historical research, analysis, and narratives. Design/methodology/approach The explicit use of theory in historical research is not altogether new, tracing an intellectual genealogy since the mid-1800s when disciplinary boundaries among academic fields were not so rigidly defined, developed and regulated. The paper analyzes three books that are geographically located in North America (USA), Australia, Europe (Great Britain) and Asia (India), thereby offering a transnational view of the use of theory in history of education. It also examines how historians of education respond to explicitly theoretical work by analyzing, as a case study, a 2011 special issue in History of Education Quarterly. Findings First, the paper delineates theory as a multidimensional concept and practice with varying and competing meanings and interpretations. Second, it examines three book-length historical studies of education that employ theoretical frameworks drawing from cultural, feminist poststructuralist and postcolonial approaches. The author’s analysis of these manuscripts reveals that historians of education who explicitly engage with theory pursue their research in reflexive, disruptive and generative modes. Lastly, it utilizes a recent scholarly exchange as a case study of how some historians of education respond to theoretically informed work. It highlights three lenses – reading with insistence, for resistance, and beyond – to understand the responses to the author’s paper on Foucault and poststructuralism. Originality/value Setting theory to work has a fundamentally transformative role to play in our thinking, writing and teaching as scholars, educators and students and in the productive re-imagining of history of education.
本文的目的是分析理论与历史的关系，或者更具体地说，理论在教育史领域的作用和应用。它将探讨以下问题:什么是理论?理论的目的是什么?历史学家，特别是教育历史学家是如何解释和运用理论的?他们如何回应公开的理论工作?作者提出这些问题，是根据教育史领域正在进行的关于理论在历史研究、分析和叙述中的作用、相关性和效用的讨论。设计/方法/方法在历史研究中明确使用理论并不完全是新的，追溯自19世纪中期以来的知识谱系，当时学术领域之间的学科界限还没有如此严格地定义、发展和规范。本文分析了地理位置分别位于北美(美国)、澳大利亚、欧洲(英国)和亚洲(印度)的三本书，从而提供了理论在教育史中应用的跨国视角。它还通过分析2011年《教育史季刊》(History of education Quarterly)的一期特刊，作为案例研究，考察了教育历史学家如何回应明确的理论工作。首先，本文将理论描述为具有不同和竞争意义和解释的多维概念和实践。其次，它考察了三本书长度的教育历史研究，这些研究采用了来自文化、女权主义、后结构主义和后殖民方法的理论框架。作者对这些手稿的分析表明，明确从事理论研究的教育历史学家以反思性、破坏性和生成模式进行研究。最后，它利用最近的学术交流作为一些教育历史学家如何回应理论告知工作的案例研究。它强调了三个视角——坚持阅读、抵抗阅读和超越阅读——来理解对作者关于福柯和后结构主义的论文的回应。作为学者、教育工作者和学生，让理论发挥作用对我们的思考、写作和教学，以及对教育史的富有成效的重新想象，都具有根本性的变革作用。
{"title":"Setting theory to work in history of education","authors":"R. Coloma","doi":"10.1108/HER-05-2017-0009","DOIUrl":"https://doi.org/10.1108/HER-05-2017-0009","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to analyze the relationship between theory and history, or more specifically the role and use of theory in the field of history of education. It will explore the following questions: What is theory, and what is it for? How do historians and, in particular, historians of education construe and use theory? And how do they respond to openly theoretical work? The author poses these questions in light of ongoing discussions in the field of history of education regarding the role, relevance, and utility of theory in historical research, analysis, and narratives.\u0000\u0000\u0000Design/methodology/approach\u0000The explicit use of theory in historical research is not altogether new, tracing an intellectual genealogy since the mid-1800s when disciplinary boundaries among academic fields were not so rigidly defined, developed and regulated. The paper analyzes three books that are geographically located in North America (USA), Australia, Europe (Great Britain) and Asia (India), thereby offering a transnational view of the use of theory in history of education. It also examines how historians of education respond to explicitly theoretical work by analyzing, as a case study, a 2011 special issue in History of Education Quarterly.\u0000\u0000\u0000Findings\u0000First, the paper delineates theory as a multidimensional concept and practice with varying and competing meanings and interpretations. Second, it examines three book-length historical studies of education that employ theoretical frameworks drawing from cultural, feminist poststructuralist and postcolonial approaches. The author’s analysis of these manuscripts reveals that historians of education who explicitly engage with theory pursue their research in reflexive, disruptive and generative modes. Lastly, it utilizes a recent scholarly exchange as a case study of how some historians of education respond to theoretically informed work. It highlights three lenses – reading with insistence, for resistance, and beyond – to understand the responses to the author’s paper on Foucault and poststructuralism.\u0000\u0000\u0000Originality/value\u0000Setting theory to work has a fundamentally transformative role to play in our thinking, writing and teaching as scholars, educators and students and in the productive re-imagining of history of education.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"16 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88917800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.1108/HER-03-2018-0009
N. Riemer
{"title":"The Australian Idea of a University","authors":"N. Riemer","doi":"10.1108/HER-03-2018-0009","DOIUrl":"https://doi.org/10.1108/HER-03-2018-0009","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"42 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91184991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.1108/HER-10-2017-0017
Sam Oldham
Purpose Enterprise education (EE) is a growing educational phenomenon. Despite its proliferation globally, there is little critical research on the field. In particular, the ideological potential of EE has been ignored by education scholars. This paper is the first to review the history of the Enterprise New Zealand Trust (ENZT) (known as the Young Enterprise Trust from 2009), as the largest and oldest organisation for the delivery of EE in New Zealand. It examines the activities of the ENZT and its networks in the context of the ascent of neoliberalism including its cultural manifestation in the form of a national “enterprise culture”. The purpose of this paper is to investigate the precise nature of the proximity between the ENZT and neoliberal ideology. Design/methodology/approach This paper uses document analysis, internet searches and interviews to reconstruct aspects of the history of the ENZT. Historical examination of the ENZT is in part obstructed by a lack of access to direct source material prior to the 1990s, as publications and materials of the ENZT are only available in archives from the early 1990s. The ENZT was, however, important to broader historical networks and actors, such as employer associations and think tanks, who left behind more robust records. Unlike the ENZT itself, these actors are given significant attention in literature which can be drawn upon to further enhance understandings of the ENZT and its relationship to neoliberalism. Findings This paper reveals that the ENZT has been a major conduit for enterprise culture and neoliberalism since its inception. It has been explicitly concerned with the development of enterprise culture through activities targeting both school students and the general public. Its educational activities, though presented in non-ideological terms, were designed to inculcate students in neoliberal or free market capitalist principles, including amenability towards private ownership of goods and services, private investment, private finance of public projects, free markets and free trade. These findings might serve to encourage critical attitudes among researchers and policy actors as to the broader ideological role of EE on a general scale. Research limitations/implications EE on the whole requires closer examination by critical education researchers. The overwhelmingly majority of existing research is concerned with enhancing the practices of EE, while deeper questions regarding its ideological implications are ignored. Perhaps as a result, EE as a conceptual category lacks definitional clarity, as researchers and policy actors grapple with its meaning. If it can be established that EE schemes are not merely “neutral” or non-ideological educational projects, but rather are serious purveyors of ideology, this should have implications for future research and particularly for policy actors involved in the field. A review of the history of the ENZT may be illuminative in this respect, as
{"title":"“To think in enterprising ways”: enterprise education and enterprise culture in New Zealand","authors":"Sam Oldham","doi":"10.1108/HER-10-2017-0017","DOIUrl":"https://doi.org/10.1108/HER-10-2017-0017","url":null,"abstract":"\u0000Purpose\u0000Enterprise education (EE) is a growing educational phenomenon. Despite its proliferation globally, there is little critical research on the field. In particular, the ideological potential of EE has been ignored by education scholars. This paper is the first to review the history of the Enterprise New Zealand Trust (ENZT) (known as the Young Enterprise Trust from 2009), as the largest and oldest organisation for the delivery of EE in New Zealand. It examines the activities of the ENZT and its networks in the context of the ascent of neoliberalism including its cultural manifestation in the form of a national “enterprise culture”. The purpose of this paper is to investigate the precise nature of the proximity between the ENZT and neoliberal ideology.\u0000\u0000\u0000Design/methodology/approach\u0000This paper uses document analysis, internet searches and interviews to reconstruct aspects of the history of the ENZT. Historical examination of the ENZT is in part obstructed by a lack of access to direct source material prior to the 1990s, as publications and materials of the ENZT are only available in archives from the early 1990s. The ENZT was, however, important to broader historical networks and actors, such as employer associations and think tanks, who left behind more robust records. Unlike the ENZT itself, these actors are given significant attention in literature which can be drawn upon to further enhance understandings of the ENZT and its relationship to neoliberalism.\u0000\u0000\u0000Findings\u0000This paper reveals that the ENZT has been a major conduit for enterprise culture and neoliberalism since its inception. It has been explicitly concerned with the development of enterprise culture through activities targeting both school students and the general public. Its educational activities, though presented in non-ideological terms, were designed to inculcate students in neoliberal or free market capitalist principles, including amenability towards private ownership of goods and services, private investment, private finance of public projects, free markets and free trade. These findings might serve to encourage critical attitudes among researchers and policy actors as to the broader ideological role of EE on a general scale.\u0000\u0000\u0000Research limitations/implications\u0000EE on the whole requires closer examination by critical education researchers. The overwhelmingly majority of existing research is concerned with enhancing the practices of EE, while deeper questions regarding its ideological implications are ignored. Perhaps as a result, EE as a conceptual category lacks definitional clarity, as researchers and policy actors grapple with its meaning. If it can be established that EE schemes are not merely “neutral” or non-ideological educational projects, but rather are serious purveyors of ideology, this should have implications for future research and particularly for policy actors involved in the field. A review of the history of the ENZT may be illuminative in this respect, as ","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"115 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79023711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.1108/HER-01-2018-0002
C. Campbell
{"title":"Educational Reform and Environmental Concern: A History of School Nature Study in Australia","authors":"C. Campbell","doi":"10.1108/HER-01-2018-0002","DOIUrl":"https://doi.org/10.1108/HER-01-2018-0002","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"92 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80786590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.1108/her-01-2018-0001
T. Allender
{"title":"A Frenchwoman’s Imperial Story: Madame Luce in Nineteenth-Century Algeria","authors":"T. Allender","doi":"10.1108/her-01-2018-0001","DOIUrl":"https://doi.org/10.1108/her-01-2018-0001","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"56 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79793012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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