Work, work work! Joint HES/ANZHES conference, Sydney, Australia, December 8-11 2008. Follow the link to HES conferences. Bursary applications welcomed.

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Catherine Burke is Senior Lecturer at the School of Education , University of Leeds , UK , where she has developed and teaches an undergraduate B. A. programme, Childhood, Education and Culture. Her writing and publications have focussed on new ways of seeing the history of educational spaces, using visual methodologies. Current research interests include, material cultures of childhood and education; the historical and contemporary relationship between pedagogy and architecture and design in learning environments; and visual methods in incorporating a child’s view or perspective in research. Wrote The School I’d Like with Ian Grosvenor (Routledge 2003) and edited a special issue of Paedagogica Historica, ‘Containing the School Child. Architectures and Pedagogies’, August, 2005. She is currently lead convenor of the History of Education Network within the European Education Research.

Malcolm Dick teaches at the Centre for Lifelong Learning and School of Education at the University of Birmingham where he also manages the Joseph Priestley and Birmingham Project and the University’s day and summer school programmes. After teaching in further education, he managed and edited the outputs of a widening participation project in the Black Country (1999-2000) and two community history projects in Birmingham: Millennibrum (2000-2002) and Revolutionary Players (2002-2004). He also works as a consultant for projects which are exploring the histories of minority communities. After completing a PhD at Leicester University with Don Jones, David Reeder and Brian Simon, Malcolm published work on the origins of English mass schooling. Since then he has written on the histories of migration, Birmingham, the West Midlands and the Midlands Enlightenment. In 2005 he contributed to Encarta 2005, edited Joseph Priestley and Birmingham (Brewin Books) and completed Birmingham: a history of the city and its people (Birmingham City Council). He has jointly edited a book on the Muslim Heritage (forthcoming 2006), is writing a history of the University of Birmingham and co-editing a book of conference papers: Ethnicity and Culture in the Global City with Tahir Abbas and Rajinder Dudrah.  His research interests include cultural transmission during the English Enlightenment, the history of community relations and migrant groups and the ways in which identities are formed through education and other processes.   

Rob Freathy is a Lecturer in History of Education and Programme Director for Education Studies at the University of Exeter’s School of Education & Lifelong Learning. Rob taught in secondary schools in Devon and Somerset before undertaking a PhD at Exeter (Religious Education and Education for Citizenship in English Schools, 1934-1944, 2005). He worked as a Research Assistant / Fellow on numerous Religious Education projects before undertaking collaborative research with Professor William Richardson on vocational and technical education in post-Second World War England (e.g. Colleges of Further Education in their Community Settings funded by the Esmée Fairbairn Foundation in 2007). Rob has taught on the Secondary PGCE, Education Studies, Childhood & Youth Studies, MSc Educational Research, EdD and MPhil/PhD programmes. He has published articles in History of Education, British Journal of Religious Education, Oxford Review of Education and Journal of Beliefs and Values. He has contributed articles to G. McCulloch and D. Crook’s The Routledge International Encyclopedia of Education (London: Routledge, 2008), as well as a chapter to A Creative Approach to Values Education through the Arts, Citizenship, PSHE and Religious Education (London: Cre8ed, 2001) by K. Underwood et al. Rob is currently undertaking a pilot project for Exe Libris: The UK History of Education Society On-line Bibliography (in association with the University of Exeter). His contact details are: Dr. R. J. K. Freathy, School of Education and Lifelong Learning, University of Exeter, Heavitree Road, Exeter, EX1 2LU. Telephone: 01392 264818. Email: r.j.k.freathy@ex.ac.uk.

Joyce Goodman is Professor of History of Education and Dean of  the Faculty of Education at The University of Winchester. She is the President of the History of Education Society. Joyce's research lies predominantly in the history of women's education and she has a particular interest in methodology and the relation of history and theory in the construction of 'new ways of seeing' in history of education. Joyce is a founding member of the Centre for the History of Women's Education. With Jane Martin, Joyce is a former co-editor of
History of Education, having previously been co-editor of the History of Education Society Bulletin (renamed History of Education Researcher). Joyce is Secretary to the International Standing Conference for the
History of Education (ISCHE), where she has responsibility for developing activities with postgraduate students. She is also a member of the Australian and New Zealand History of Education Society and an editorial board member of ANZHES' History of Education Review . Joyce edited Women, Educational Policy-Making and Administration in England:Authoritative Women since 1800 (Routledge, 2000) with Sylvia Harrop, and Gender, Colonialism and Education: the Political Experience of Education (Woburn, 2002) with Jane Martin, with whom she jointly authored Women and Education 1800-1976: Educational Reform and Personal Identity (Palgrave, 2004). Joyce has also co-edited two special editions of History of Education, which included papers from two conferences which she convened for the society with Jane Martin, and has contributed toseveral other special editions. With Sylvia Harrop, Joyce co-directed a project funded by the major grants programme of the Spencer Foundation (USA), researching the role of women in the governance of girls' secondary education since 1870.

Ian Grosvenor is Professor of Urban Educational History at the School of Education, University of Birmingham, UK. He has been involved in anti-racist politics and curriculum activity around Birmingham since the early 1980s. His first book was Assimilating Identities: Racism and Education in Post 1945 Britain (Lawrence and Wishart, 1997). Wrote The School I’d Like (Routledge 2003)and School (Reaktion 2008) with Catherine Burke and co-edited with Martin Lawn Materialities of Schooling. Design, Technology, Objects, Routines (Symposium Books, 2005).Current research focuses on new ways of conceptualising and presenting the educational past through consideration of issues relating to space, design, technology, the visual in education, artefacts and identity formation.  Founding convenor of the History of Education Network within the European Education Research Association and co-founder of the Domus Centre for Interdisciplinary Research into the Cultural Histories of Education and Childhood at Birmingham.  

Helen Loader
Helen is due to complete a part time Masters course, focusing on education in the 'Long Eighteenth Century', at Southampton University in September 2008. Since completing her undergraduate degree, she has been employed as a researcher at Winchester University in the Education Faculty on a variety of IT, database, and Learning and Teaching based projects. Helen is currently involved in co-ordinating student conferences on behalf of the History of Education Society and will be pleased to hear from students and members. Email Helen.Loader@Winchester.ac.uk

Jane Martin is Reader in History of Education at the Institute of Education, University of London where she is course leader for the MA in History of Education. The author of Women and the Politics of Schooling in Victorian and Edwardian England (Leicester University Press, 1999) which won the History of Education Society Book Prize for 2002 and Women and Education 1800-1980 (Palgrave, 2004) with Joyce Goodman, she was the Brian Simon Educational Research Fellow 2004-05 nominated by the British Educational Research Association. She is currently completing a book length manuscript for Manchester University Press under the title: Making Socialists: Mary Bridges Adams and the Fight for Knowledge and Power. Her research interests are focused on the educational experiences of girls and women, women’s engagement in educational policy-making through participation in local and national politics, socialist politics around education, biographical theory and biographical method, gender, education and empire. She is Editor of the journal History of Education. Address: Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL.

 Gary McCulloch is past President of the History of Education Society, and has been a member of the Society since 1981 and of its executive committee since 1992.  He was the Editor of the journal History of Education from 1996 until 2003.  Since September 2003 he has been the first Brian Simon Professor of Education at the Institute of Education London , and currently also serves as the Dean of Research and Consultancy at the Institute.  He is a member of the Research Assessment Exercise sub-Panel in Education in the UK .  Prior to taking up his current post, Gary was Professor of Education at the University of Sheffield , and before that he was Professor of Educational Research at Lancaster University.  His research interests in the history of education include the history of secondary education, teachers, the school curriculum, comparative and international approaches, and theoretical and methodological approaches.  He was joint organiser (with Joyce Goodman and William Richardson) of the Economic and Social Research Council seminar series ‘Social change in the history of education’ (2004-2006) and chairs the monthly History of Education Seminar series at the University of London's Institute of Historical Research.  His recent publications include Cyril Norwood and the Ideal of Secondary Education (Palgrave Macmillan), The Routledge International Encyclopedia of Education (jointed editor with David Crook, Routledge), History, Politics and Policy-making: A festschrift for Richard Aldrich (joint editor with David Crook, Institute of Education), The Death of the Comprehensive High School (joint editor with Barry Franklin, Palgrave Macmillan), Social Change in the History of Education (joint editor with Joyce Goodman and William Richardson, Routledge). 

Kevin Myers teaches social history, with a particular focus on children and education, in The School of Education at the University of Birmingham. He is a member of the DOMUS research group that is based in Birmingham and co-editor (with Stephanie Spencer) of the History of Education Researcher . His doctoral thesis examined the settlement and education of refugee children in Britain between 1937-1945 and he has published widely in this area. He was awarded the inaugural ISCHE prize in 1998. His more recent research is focused in two areas. The first explores histories of outcast children in the 19th and 20th centuries, with a particular interest in the emergence of mental health services and policies for young people. The second examines the philosophy and presentation of community histories in urban regeneration policies.     

Deirdre Raftery is Deputy Head of the School of Education and Lifelong Learning, at University College Dublin.  She has a PhD from Trinity College Dublin, where she lectured for five years before being appointed to the School of Education at University College Dublin. She has been external examiner at Dublin City University/Mater Dei College of Education, and at Trinity College Dublin, and is an honorary Life Member of Girton College Cambridge. She has published extensively in the field of history of education, and has delivered papers and guest lectures in Europe and North America. Deirdre Raftery is a Corresponding Editor for History of Education (Routledge Taylor Francis). She is also joint Editor-in-Chief of Gender & Education (Special Edition, Routledge Taylor Francis, 2008). Her book publications include Female Education in Ireland, 1700-1900: Minerva or Madonna (with S. M. Parkes; 2007); Choosing a School: Second Level Education in Ireland (with C. KilBride; 2007); Emily Davies: Selected Letters, 1861-1875. (with A.B. Murphy; 2004) and Women & Learning in English Writing, 1600-1900 (1997). She is currently working on a contracted book, Irish Education: a Visual History.  Chapters contributed to books include 'Strictures and Vindications: the use of eighteenth-century English writers in the education of the Irish poor, 1750-1850' in Education and Culture in the Long Eighteenth Century: Prescriptions, Perceptions, Realities (eds. M. Hilton and J. Shefrin, forthcoming); ‘The Higher Education of Women in Ireland, 1860-1904’ in A Danger to the Men: A History of Women at Trinity College Dublin, 1904-2004  (ed. S. M. Parkes, 2004); ‘The nineteenth century governess: image and reality’ in Women and Work in Ireland, 1500-1930  (ed. B. Whelan, 2002); ‘Frances Power Cobbe’ in Women, Power and Consciousness in 19^th Century Ireland (ed. M. Cullen & M. Luddy, 1996).

Stephanie Spencer is currently a lecturer in Education Studies at The University of Winchester with special interest in the history and gender modules. She completed her PhD ‘Girls and Career Choice in the late 1950s: constructions of the female role' in 2001. An article based on research for the thesis, ‘Schoolgirl to Career Girl: the city as educative space', won the ISCHE prize for best paper by new scholar at the Birmingham conference in 2001. She co-edits the History of Education Researcher ( formerly Bulletin) .Stephanie is actively involved in the National Women's History Network and together with Nicola Pullin co-organised the 2002 annual conference at Royal Holloway College, ‘Earning and Learning'; they are joint editors of   the forthcoming special edition of Women's History Review based on papers from the conference. Publications include articles in History of Education, Women's History Review, Paedagogica Historica and Journal of Access and Credit Studies. Her current research interests include the Spencer funded project based at King Alfred's and Liverpool University on ‘Women and the Governance of Girls' Schools 1880-1990'. Work on this project is being developed in conjunction with the Centre for the History of Women's Education, based at The University of Winchester. Recent work has focused on the current experience of women returners to Higher Education. This included research for the Elizabeth Nuffield Educational Fund five year review in 2003. Stephanie is particularly interested in research methodology which combines the use of Oral History with archival research.

Ruth Watts is Professor of History of Education and co-convenor of the Domus Centre for Interdisciplinary Research into Histories of Education and Childhood at the University of Birmingham, England. Her teaching and research interests are in history of education, gender and women’s history and she has published on all these. Her many publications on the history of gender and education have included Gender, Power and the Unitarians in England , 1760-1860 (1998, Longman). She has published much in History of Education and Paedagogica Historica, including jointly editing  special editions of both them and Educational Review. Her current research is on the social and cultural history of women in science and she is keenly interested in issues of knowledge and power and in exploring the use of biography and local studies in history. She is ex-President of the History of Education Society and her presidential address, ‘Gendering the story: change in the history of education’, given at the Dublin conference of 2004, was subsequently published in History of Education, (May, 2005). Ruth is also a long-standing active member of the International Standing Conference for the History of Education (ISCHE) and a keen member of the Women’s History Network. She is on the editorial boards of History of Education and the Researcher. She jointly ran the 2005 annual History of Education conference on ‘Education for All’.

Susannah Wright is serving on the Committee as graduate student representative.   She is studying part-time for a PhD in the history department at Oxford Brookes University.   Her PhD is on moral education (particularly moral instruction) in elementary schools in the late nineteenth and early twentieth centuries, examining ideas and implementation at the local level in Leicester and Birmingham and contextualising moral education within educational and other concerns of the period.   She is also interested in present-day educational debates, particularly those around how an appropriate moral education and citizenship can be achieved.   She is currently working as research officer for a Nuffield-Foundation funded review of 14-19 education and training at Oxford University Department of Educational Studies.

hits since 13 July 2006

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