The History of Education Society seeks to further the study of the history of education by providing opportunities for discussion among those engaged in its study and teaching.

In this blog you'll find the latest news on research, events and literature in the history of education.

Blog Author Biographies

Emma Anthony qualified as an archivist in 2011.  Since then, she has worked with medical, business, and technical records.  Her most recent post has involved cataloguing the papers of Educator and Psychologist Professor Sir Godfrey Thomson (1881-1955) at the University of Edinburgh.  Interests include the provision of access for vulnerable users, and outreach and audience development.

Pavel Bilichenko is a PhD (Candidate of Pedagogic Sciences in UkraineAssociate Professor at the Department of general pedagogy, psychology and management education in Olexander Dovzenko Glukhiv National Pedagogical University in Ukraine. The research of the original experience of pedagogical searching's in the public activities of the original enthusiasts of different social experiments in XIX − beg. XX century in different regions of the World is in the center of his scientific interest. His PhD thesis is devoted to educational activity in the sphere of public education in the Russian Empire of family members of famous manufacturers and patrons Tereschenko. Pavel actively involve his students in the scientific researches. He leads their preparation of scientific works, publicities, speeches at the conferences of different levels. In 2014 he became  a member of Britain History of Education Society because of his desire to establish a wide international relations in the sphere of history  of education. 

Christopher Bischof is a Visiting Assistant Professor of History at Franklin & Marshall College in Lancaster, Pennsylvania. His current book project, “Teaching Britain: Elementary Education, State, and Society, 1846-1902,” argues that Victorian elementary teachers were more than just familiar agents of discipline and control, education and civilization. By following teachers as they nurtured secret romances at training colleges, patrolled the streets after school hours, and spent their summer holidays traveling the empire and wider world, “Teaching Britain” argues that they also acted as crucial cultural brokers and social mediators.  

 Catherine Burke is Reader in History of Childhood and Education at the University of Cambridge, and serves as President of the History of Education Society UK. Her interests lie in the cultural and material histories of educational contexts and of childhood in the 19th, 20th and 21st centuries. Her current research examines the relationship between innovation in teaching and the design of formal and informal learning spaces; the view of the child and young person in the design of education; the history of 20th century school architecture and its pioneers.Her latest book is latest book is A Life in Education and Architecture. Mary Beaumont Medd 1907-2005 (Ashgate, 2013).

Sharon Clancy is currently undertaking her PhD, a collaboration between the National Trust and University of Nottingham funded by AHRC, on the subject of the Shropshire Adult Education College and short-term residential adult education. She left her post as Head of Community Partnerships at the University of Nottingham – which she held from 2007 - to research full-time in December 2013. Prior to that, she was CEO of Mansfield Council for Voluntary Services for 7 years and has also taught at a number of universities in the subjects of civil society, social policy and community engagement. Before that,  she worked for a range of charities in the area of learning disability and lead a small team supporting disabled students on curriculum and access issues at Sheffield Hallam University. Her academic background is in English Literature and, later, Psychology and her MA dissertation was on the subject of Higher Education and social justice.She blogs at

Ken Clayton is a recent recruit to the ranks of those researching education. He has been concentrating on research into education in 17th century England for five years and has recently begun to concentrate on the effects of the English Civil Wars on schools and schoolmasters. As part of his research, he is currently working with the papers of Christopher Wase. He is now studying for a degree in history from the Open University having retired from a long career in business.

Dr Steven Cowan currently teaches on the BA Education Studies programme at UCL-IOE as well as working with students following the MA and PhD programmes. In 2014 he edited New Directions for Chinese Education Research, published by IOE Press and An Indian Childhood: Child Workers in Haryana, published by Legends. He is currently researching educational campaigning during the Second World War and examining the enduring reception of John Dewey's 1916 classic Democracy and Education. In recent years Steve has taught about Inclusive Education at Nizwa University in Oman, lectured in many universities across China and worked with child labourers in Haryana, India. In 2013 he co-authored with Gary McCulloch and Tom Woodin Secondary Education and the Raising of the School Leaving Age: Coming of Age? published by Palgrave Macmillan

Peter Cunningham is an Emeritus Fellow at Homerton College, Cambridge, and is currently working on teacher professional development projects for the University of Cambridge in Kazakhstan and Mongolia. His research interests lie in social and cultural history, and as an educationist he aims to apply insights from history to current policy and practice. He has studied school curriculum and pedagogy, teacher education and teacher identity, using oral history and focusing especially on the impact of WW2 and on progressive practice in twentieth century primary schooling. Activity within HES and the International Standing Conference on the History of Education (ISCHE) led to membership of organising committee for ISCHE 36 in 2014 on War, Peace and Education. Participation in the Decorated Schools network, an AHRC funded research project on school murals and school sculptures, resulted in co-editing and contributing to The Decorated School: Essays on the Visual Culture of Schooling (Black Dog, November 2013). In 2012 he published Politics and the Primary Teacher (Routledge) and articles in Oxford Review of Education (October 2012), and in History of Education (January 2012). Forthcoming in January 2015 is ‘Professional identities and the watershed of war: teachers, histories and memories’ in the first issue of a new journal Historia y Memoria de la Educación.

Jack Dougherty is associate professor of educational studies at Trinity College, Hartford, where he and his students use digital tools to explore the history of cities, suburbs, and schools in metropolitan Hartford, Connecticut. His most recent open-access publications include Writing History in the Digital Age (co-edited with Kristen Nawrotzki, University of Michigan Press, 2013), and Web Writing: Why and How for Liberal Arts Teaching and Learning (co-edited with Tennyson O’Donnell, University of Michigan Press, 2015),

Jonathan Doney (@Jonathan_Doneyis a Research Fellow and Associate Lecturer at the University of Exeter. He holds a BA in Theological Studies (Bristol) and a Masters in Educational Research (Exeter). Jonathan has a diverse research background covering agriculture, theology and education; his current doctoral work, funded by the ESRC, centres on the role of the Ecumenical movement in the development of English Religious Education, especially the adoption of World Religions Teaching in English RE during the 1960s and 1970s. His wider research interests are in methodological innovation, poststructural and critical studies, the role played by education in developing identity and issues of gender. Alongside his historical work, he is involved in theoretical and empirical work focusing on the teaching of Religious Education in schools today. He is co-editor of History of Education Researcher.

Heather Ellis is Senior Lecturer in History of Education at Liverpool Hope University. Between 2008 and 2012 she was Lecturer and Researcher in British History at the Humboldt-Universitaet zu Berlin. Her doctoral research investigated the importance of generational conflict in the process of university reform in eighteenth and nineteenth-century Oxford. A monograph based on the thesis, entitled Generational Conflict and University Reform: Oxford in the Age of Revolution, was published with Brill in August 2012. Heather is currently working on a book project for Palgrave Macmillan exploring the connections between masculinity and scientific authority in nineteenth and early twentieth-century Britain. It focuses on the British Association for the Advancement of Science, on the role which discourses of gender and masculinity played in its foundation and development as well as in the self-fashioning of its leading members. She has also published a number of journal articles and book chapters on the importance of age and generation in the construction of masculine identities, the history of higher education, and the reception of classical scholarship. She is currently editing two collections of essays on nineteenth and twentoeth-century juvenile delinquency and Anglo-German scholarly networks in the long nineteenth century. She is a Fellow of the Royal Historical Society.

Charlotte Hastings is an author at Dr Hastings works on the intersection between gender, education and Africa, most recently in terms of the work of a early 20C teacher in colonial Lagos. Fascinated by texts, Igbo-learner, book junkie and Freshlyground fan. Teaches African history, gender history and interdisciplinary gender and urban studies.

Lottie Hoare (postgraduate representative, History of Education Society and Student Member 2014 ISCHE Executiveis a teacher and writer. Published work on education includes articles on Dame Margaret Miles (FORUM: 54/1, 2012); Hilary Pepler (History of Education Researcher 91/May 2013) and an ODNB entry on Dorothy Elmhirst. Lottie completed an MA in the History of Education at the Institute of Education and is currently studying for an AHRC-funded PhD at the Faculty of Education, University of Cambridge, supervised by Dr Catherine Burke. She has research interests in the history of comprehensive schooling; educational interactions as recorded on radio and in documentary film and the use of multiple intelligences in educational research. Her PhD study will examine the representation of secondary education in the broadcast media, in England, 1954-1965.

Andrea Jacobs is a Visiting Research Fellow at the University of Winchester, where she was a founder member of the Centre for the History of Women’s Education in 2002 and completed her PhD in 2003. She has published on girls and examinations, the subject of her PhD, on music education in girls’ schools with Joyce Goodman and on the Alumni Voices project with Stephanie Spencer and Camilla Leach. 

Alice Kirke is a PhD student in ICHRE, UCL Institute of Education. Her thesis examines the tensions over rural education that developed in the interwar years through the state, voluntary initiatives and schools. It draws on the records of the Women's Institute and the Young Farmers' Clubs, the archives of two schools- the Farmhouse School and the Garden School as well as key policy reports to explore the relationships between voluntary initiatives and the state as providers of education, and to assess the representational significance of the countryside in the history of education.

Kristen Nawrotzki is a historian of early childhood education, motherhood, and related social policy in the USA, UK, and Germany and a lecturer at the University of Education in Heidelberg, Germany.  With Jack Dougherty, she co-edited Writing History in the Digital Age (Ann Arbor: University of Michigan Press, 2013), web-book OA version at, publisher’s OA version at . She most recently published a volume of essays co-edited with Harry Willekens and Kirsten Scheiwe, entitled The Development of Early Childhood Education in Europe and North America. Historical and Comparative Perspectives (Basingstoke: Palgrave Macmillan, 2015). 

Nancy G. Rosoff serves as Dean of Graduate and Undergraduate Studies at Arcadia University (USA). She is a Visiting Research Fellow at the Centre for the History of Women’s Education, University of Winchester. Her publications include articles in the Women’s History Magazine, the Journal of American Culture, and the OAH Magazine of History, as well as a chapter in Sport, Rhetoric, and Gender: Historical Perspectives and Media Representations. Her research interests include history of women; women’s athletic activity; sports and popular culture; history of education; and gender and popular culture.

Catherine Sloan is undertaking doctoral research at the University of Oxford. Her study explores changes to nineteenth-century juvenile sociability from the perspectives of young people, focusing on the boom in school magazine publication in England over the period 1864-1902. I examine how these magazines were used to carve out a 'juvenile' public sphere, disseminating a new middle-class school culture of sociability, and shaping English education.

Adrienn Sztana-Kovács (née Kovács) is an historian and former archivist of the University Archives, University of Pécs, Hungary, and former lecturer at the University of Pécs. She earned MA degree in history and history teaching at University of Pécs. In the same year she gained admittance to the Doctoral Programme on Europe and Hungary in the 18–20th Century, University of Pécs. Her PhD study will examine the pupulation in county Fejér in the 18th century in the context of history of European population studies. She started to research the history of third level education when she took a position at the University Arcives in 2006. She has built many databases from the sources of the Royal Hungarian Erzsébet University (predecessor of the Unversity of Pécs). One of her most important project was the database of the meetings of faculty and university councils. She has compiled and edited threebooks of the latter project. The second volume has been rewarded with ’The Publication of the Year 2012’ Award of the Association of Hungarian Archivists, Category of Professional Publications. She also published numerous papers in the field of history of third education and of Hungarian population in the 18th century. She is currently writing a book on the foreign relations of the Royal Hungarian Erzsébet University between 1920 and 1950.

Suzanne Manning is a married mother of three school and university aged children, working part-time at Whitireia NZ in Wellington as a Learning Advisor, and enrolled as PhD student with the University of Auckland, NZ. I have had a long involvement in Playcentre, early childhood and adult education.  My current learnings are centred on completing a PhD on the impact of ECE policy on Playcentre over the last 25 years, increasing my use of social media for academic purposes, and how to be an effective advocate for causes I believe in.  I can be contacted on Twitter (@slmanning1), Facebook (S L Manning), and my blog Thinking about Ideas.

Stephen Parker (Secretary of the History of Education Society UK) is Professor of the History of Religion and Education at the University of Worcester. His PhD, published as Faith on the Home Front (Oxford, 2005), focused upon popular religion during the Second World War and the role of the churches during the blitz. Stephen has recently authored and co-edited a further volume stemming from the themes of his thesis: God and War: the Church of England and armed conflict in the twentieth century (Ashgate, 2012). He has published widely (with Dr Rob Freathy) on the history of religious education in the twentieth-century. Stephen is a Fellow of the Royal Historical Society and of the Royal Society for Arts, a Member of the International Seminar on Religious Education and Values, and Associate Editor and Reviews Editor of the Journal of Beliefs and Values. Recently Stephen successfully bid to the Leverhulme Trust for a Research Project Grant to investigate a project entitled ‘Faith on the Air: a religious educational broadcasting history, c. 1922-present’ (funded 2014-2017).

Charlotte Rochez (inaugural Peter Gosden Fellow, History of Education Society 2014-2015) is based in the Faculty of Education, University of Cambridge. Her research concerns the histories of education outside of, and beyond, schools and formal institutions. In her work at the CCE initiative ‘Youth on the Urban Fringe’ (YOTUF), Charlotte explores the experiences of marginalised urban youth from the 1950s to the present. Her PhD concerns the social histories of home-education and home-learning in England, UK and British Columbia, Canada from the 1960s to the present. Charlotte’s theoretical interests lie in online oral history and the implications of digital communication for hermeneutic theory. 

Malcolm Tozer taught at Uppingham School from 1966 until 1989 and served as a housemaster for fourteen years. For six years from 1989 he was Northamptonshire Grammar School’s first Headmaster and then Headmaster of Wellow House School for a further ten years. Since retiring in 2004, he has led inspections for the Independent Schools Inspectorate, served as a governor at Repton School and Foremarke Hall, and promoted partnerships in physical education and sport between state and independent schools.

Susannah Wright is a Senior Lecturer in Education Studies at Oxford Brookes University. Her research interests lie in the history of moral education and citizenship, national and international, with a focus on secular approaches in the late nineteenth and first half of the twentieth century (she is currently preparing a monograph on this topic, which should be published in 2017). A second research interest is local studies of schools, communities and informal educational and welfare provision in urban areas. Her main project at the moment is an interdisciplinary research project examining remembrance in schools, which will combine empirical research with philosophical, historical and anthropological perspectives. For details see:

Helen Young is an ESRC funded doctoral student at the University of Stirling, having completed her undergraduate studies in history at the University of York in the 1990s. Her current research is focused on ‘The small rural school and community relations in Scotland, 1872-2000’. Adopting an interdisciplinary approach, utilising social theory and combining archival research with oral history interviewing and quantitative analysis, her aim is to provide a detailed historical account of rural education across Scotland as well as focusing down at local level to explore the role that small schools, and their teachers, played in community life during this period. Prior to this, Helen worked as a policy officer for an international development agency, conducting policy research and analysis with a particular focus on child rights issues. More details of her work can be found at 

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