Sight, Sound and Text in the History of Education
This volume contributes to the study of ‘new’ sonic and visual sources and their intertextual relationship with the documentary, as well as traditional understandings of ‘text’, in the history of education. It both presents case studies of research and points to new avenues of further research.
This volume arose from a joint conference of the History of Education Society, UK, and the Australian and New Zealand History of Education Society, held in 2016, on the theme ‘sight, sound and text in the history of education’. The conference drew together educational and media historians, as well as archivists and museum professionals, to examine methodological issues, and a range of examples of sensory and textual histories. The event from which this book arose showed that there is so much more to consider in this area.
This book was originally published as a special issue of History of Education.
Table of Contents
Introduction - Sight, sound and text in the history of education 1. ‘What do they know of England who only England know’: a case for an alternative narrative of the ordinary in twenty-first-century Britain 2. Enlivening the senses: engaging sight and sound to (re)consider the hidden narratives of academics in the histories of university education 3. ‘I feel I am really pleading the cause of my own people’: US southern white students’ study of African-American history and culture in the 1930s through art and the senses 4. Gender and hyper-linear history in the representation of the female Australian primary school teacher in Marion (ABCTV, 1974) 5. Art and sonic mining in the archives: methods for investigating the wartime history of Birmingham School of Art 6. Blocks are educational: revealing discourses through early childhood policy illustrations 7. Humanism, modernism and designing education: exploring progressive relations between Australia, New Zealand and the West Riding of Yorkshire 1930s–1970s 8. Reading to the soul: narrative imagery and moral education in early to mid-twentieth-century Queensland 9. ‘Embodied knowing’: exploring the founding of the Melbourne Rudolf Steiner school in 1970s Victoria, Australia
Jody Crutchley is a Lecturer in the History of Education at Liverpool Hope University, UK, and a historian of empire, citizenship, and education. Previously, she worked as a Leverhulme Trustfunded postdoctoral researcher on the ‘Faith on the Air’ project.
Stephen Parker is Professor of the History of Religion and Education at the University of Worcester, UK. His research focuses upon the late modern and contemporary histories of education, faith, childhood, media, and culture. He has published widely on the history of religious education in the English school system from the nineteenth century onwards. He is editor-in-chief of the Journal of Beliefs and Values: Studies in Religion & Education and Brill Research Perspectives in Religion and Education. He is the incoming President of the History of Education Society, UK.
Siân Roberts is a Lecturer in the Department of Education and Social Justice at the School of Education at the University of Birmingham, UK. Her research interests include transnational educational and humanitarian interventions in contexts of war or displacement, and the history of school broadcasting. She previously worked as a Leverhulme Trust-funded postdoctoral researcher on the ‘Faith on the Air’ project.