‘Educating Londoners’ Event at London Metropolitan Archives

On Friday 9 May, 2014, along with London Metropolitan Archives (LMA), we are holding a study day conference, Educating Londoners: Sharing Experiences in the Archives, taking place at LMA.

Join us for a day of talks, recollections and document viewing to explore the stories of Londoners and their education. LMA partners with the Archives at the University of London’s Institute of Education to inspire discussion and reflection on education in London in the 20th century. From school architecture to school yard play, teacher unionism to after school detention, school dinners to curriculum reform, this day’s timetable can cover it all.

Places can be reserved here, free of charge.

Architects & Buildings Branch Archive Collection

Architects & Buildings Branch Archive Collection

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Programme for the day

As the programme illustrates, subjects for the day will be quite varied, and we’re looking forward to hearing about attendee’s experiences with their own education, in addition to hearing from four very unique, engaging speakers…

Professor Jane Martin (University of Birmingham) is the School of Education’s Deputy Head with responsibility for Strategic Development and Head of Department of Education and Social Justice. She moved to Birmingham from the Institute of Education, University of London, where she was Head of Department of Humanities and Social Sciences. She has lectured in Education Studies, History, Sociology and Women’s Studies. Her publications include Women and the Politics of Schooling in Victorian and Edwardian England, winner of the History of Education Society (UK) Book Prize 2002 and Making Socialists: Mary Bridges Adams and the Fight for Knowledge and Power 1855-1939 (2010). Her books with Joyce Goodman include Women and Education 1800-1980 (2004) and a 4-volume set for Routledge Women and Education: Major Themes in Education (2011). She is a past editor of the journal History of Education, past president of the UK History of Education Society and was the Brian Simon BERA Educational Research Fellow for 2004/5. She is a member of the Education Sub-panel for the 2014 Research Excellence Framework (REF) on behalf of the UK Higher Education Funding Councils and the holder of a British Academy / Leverhulme Small Grant: Caroline DeCamp Benn: A Comprehensive Life, 1926-2000.

Professor Michael Fielding: Currently Emeritus Professor of Education at the Institute of Education, University of London and Visiting Professor of Education at the University of Bristol, Michael Fielding taught for 19 years in some of the UK’s pioneer radical secondary comprehensive schools and for a similar period and with identical commitments at the universities of Cambridge, London and Sussex.

Widely published in the fields of student voice, educational leadership and radical democratic education, his latest book, co-authored with Peter Moss, Radical Education and the Common School – a democratic alternative (Routledge 2011) seeks to reclaim education as a democratic project and a community responsibility and school as a public space of encounter for all citizens. He has recently received a grant from the Leverhulme Foundation to continue his research on the life and work of Alex Bloom, from 1945-55 headteacher of St George-in-the East, Stepney, one of the most radical democratic secondary schools England has ever seen.

Dr Hilda Kean is former dean of Ruskin College, Oxford where she taught history for many years (and campaigned to keep their student archives from destruction!) She has published widely on cultural/public history/family history and non-human animals. Hilda’s numerous books include Deeds not Words. The Lives of Suffragette Teachers (Pluto,1990), London Stories. Personal Lives, Public Histories (Rivers Oram, 2004) and The Public History Reader (Routledge, 2013) edited with Paul Martin. She is currently writing a book for the University of Chicago Press on the animal-human relationship on the Home Front during the 1939 – 45 war. Hilda has run many workshops on researching and writing family history at the London Metropolitan Archives and conducts guided walks with a London animal theme. She can be contacted via her website http://hildakean.com/

Professor Ken Jones has been Professor of Education at Goldsmiths since 2010, having previously worked in London secondary schools, at the Institute of Education, and at Keele University. As a teacher, he was secretary of the Barking & Dagenham Association of the NUT and for 8 years a member of the union’s national executive.

As an academic, the main area of his current interest is education policy, and the conflicts around it. He writes about the economic and social crisis through which Britain, and other countries in Europe, have been living since the financial crash of 2008. He analyses the education policies developed by governments in this period, and the ways in which these policies are critiqued and challenged by those who do not share current policy orthodoxies. Some of his articles are about the ideas and practices developed in the radical education of the twentieth century; others look at more recent alternatives. His two latest, edited, books are ‘Education in Europe: the politics of austerity’ (free to download at http://radicaledbks.files.wordpress.com/2013/09/education-in-europe.pdf) and, with Catherine Burke ‘Education, Childhood and Anarchism; talking Colin Ward’.

 

We hope to see you there!  If you’d like any further details, please contact me at alexandra.hall@ioe.ac.uk. 

Parliament, Stars and ‘Suffragette’

One of my favourite things about the NUWT collection is the range of causes members were involved in throughout the first half of the twentieth century.  Obviously the issue of equal pay for women teachers was the driving force of their campaigning, but that didn’t stop them from becoming involved in a range of causes – including the interwar peace movement; the education of girls; the impact of cinema on children; the nationality of married women issue; and women’s suffrage.

If you’re interested in any of the issues that pop up in our NUWT archive or this blog, you’ll probably also be keen to see the new film, currently titled ‘Suffragette’, currently shooting in London.  While filming has primarily been taking place in East London, the film is also set to shoot in the Houses of Parliament at Westminster.  The fact that this is the first commercial film to be given filming prvileges in Parliament says a great deal about the value of sharing this very significant period in history (I cannot even imagine the bad press for Westminster if they had said no to filming scenes for ‘Suffragette’).  The film stars Carey Mulligan, Helena Bonham Carter and Meryl Streep as suffragette leader, Emmeline Pankhurst (see photos of Streep in costume as Pankhurst here).

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NUWT members laying a wreath at the statue of Emmeline Pankhurst outside the Houses of Parliament c1932.  Doc Ref: UWT/G/2/39

While we don’t necessarily need a star studded film to appreciate the women’s suffrage movement, it is nice to see it being recognised. Also, in the often male dominated film industry, it is pretty great to see such a talented female cast under the direction of Sarah Gavron.

*Also, a huge thanks to our volunteer, Jeremy, for making documents – like the photograph seen above – more accessible.  As part of our HLF project, Jeremy, who has been with us since January, spends Monday afternoons on an NUWT digitisation project.  He scans and organises the NUWT archive collection’s photographs (such as the one above) so that they are preserved and accessible for archive readers, regardless of geographical proximity to the IOE.  Thanks again, Jeremy!*

History Reporters Workshop: the interwar peace movement

With the 2014 First World War Centenary, heritage organisations around the world are delivering exhibitions, programmes and lectures, recognising the 100 years since the outbreak of war.  As the IOE’s archives are predominantly twentieth century, many collections reflect the impact of war on education, children and teachers in the UK and Europe.

The National Union of Women Teachers (NUWT) collection spans 1904 to the early 1960s, with documents reflecting both World Wars, pre & post war England, and the interwar period. It’s within that interwar period that the NUWT collection holds a wealth of material relating to the peace movements which emerged in the wake of the First World War.

Back in January, we delivered workshops on this interwar peace movement to Year 6 classes in Islington. The pupils previously learned about the World Wars, life in Britain in the 1930s, and had recently discussed bias in the news and other sources.  Their teachers were also keen for students to hone their skills of historiography and accurate research. So, we combined archives and the peace movement, with the skills and responsibilities of both historians and reporters, for a few Friday afternoon workshops.

Here is a sampling of what we got up to…

UWT/D/18/38

A pamphlet, created by the Women’s International League for Peace and Freedom (WILPF), addresses the potential dangers of Air Raid Precautions.  c1930.  Document Reference: UWT/D/18/38

When students first saw the cover of the above Women’s International League for Peace and Freedom (WILPF) pamphlet for Educators and Mothers, a few pupils commented on how funny the children looked with their gas masks on.  Students then read the following passage from the booklet…

… in every factory, office and school were people are together, they must be trained to expect war…What are we doing to the minds of a whole generation of children if we surround them with these ever-present… proofs of our expectation of war?

Students were amazing at distinguishing different biases… they acknowledged that WILPF wasn’t a 100% impartial source (citing how irresponsible it would be to not be at all prepared for a future war… as one student commented, ‘peace is great – but we can’t just always hope it’ll all be okay!’), while still being critical of government air raid precautions (‘Is a gas mask REALLY gonna save you if your home is bombed?!‘ questioned one student).

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A student takes a read through WILPF’s pamphlet.

After investigating the document, some had a new perspective on the cover image.  One pupil commented, ‘those kids don’t even look like kids…’

We then looked at the peace movement through a specific event – a disarmament demonstration at Royal Albert Hall on 11 July 1931. Students explored the organisations involved in the peace movement, including the NUWT, The League of Nations and the Women’s International League for Peace and Freedom (WILPF); debated the reliability of sources and potential biases; and did primary source investigations with leaflets, postcards, memos, letters and petitions.

Document Reference UWT/D/20/85

WILPF Leaflet, Document Reference UWT/D/20/85

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Year 6 students work in groups to complete a Primary Source Investigation, analysing a document from the archives.  Here, students investigate a letter addressed to the NUWT, from the League of Nations, asking for their support in educating the public in the peace cause.

Finally, the Year 6s put on their reporter hats and were asked to imagine it’s July, 1931… as junior reporters for The Guardian, their Editor-in-Chief handed them an assignment: write an article to inform readers about an upcoming disarmament demonstration taking place on July 11th.  In groups, they got to work investigating their documents for the who, what, where, when, why and how, and then shared their findings with the class.

When I asked students what they know about the World Wars, hands immediately shot in the air.  The Year 6s had thorough prior knowledge: they knew the causes, trench warfare, munitions production, Winston Churchill, Hitler, the Holocaust. Their responses also reinforced how history curriculum (and history in general) favours the grand narratives of the past: the major events, battles and historical figures. While these histories certainly have their place, there’s something to be said for investigating multiple perspectives – and experiences – when it comes to the past.  Throughout the History Reporters workshops, students were still indirectly learning about the world wars and political and social climate of the time, but were doing so through a perspective of a group of individuals – in this case, predominantly women – whose stories and experiences are perhaps less often shared.

A big thank you to teachers, Anna and Bea, and the Year 6s, for having us into your classrooms (on Friday afternoons, nonetheless)!

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Teachers: below you will find an interdisclipinary lesson plan based on the History Reporters workshop.  The resource pack includes National Curriculum core standards; lesson details; archive documents and worksheets.
History Reporters Lesson Plan Key Stage 2-3

Students take a hands-on approach to source-based historical research as they investigate the interwar peace movement.  Topics include bias; how to decide whether a source is reliable or not; and recognising the similarities between the responsibilities of a historian and news reporter.  Students take on the role of journalists as they investigate archives as research for a newspaper article.

Upcoming Adult Learning Events

If you happened to have stumbled upon this page, I highly suspect you have an interest in either women’s history, archives, education, activism, or perhaps all of the above.

If this is the case (… I sincerely hope this is the case, or you’ll likely find this site pretty disappointing…), this is just a quick post to direct you toward our events page, as we have several workshops and open days on offer in the next couple of months.

While we are still offering school workshops, we’re also focusing on adult learning opportunities… so take a look, and see if there’s anything of interest.  We’re looking forward to engaging with new audiences, so we hope to see some of your faces!

Events include…

A Valentine for a Cause

Since it’s February 14th, also known as Valentine’s Day, also known as one of the most contested of ‘Hallmark holidays’, it’s an opportune time to share some Valentines from the NUWT archive collection.

In 1949, NUWT members took the opportunity to add an activist twist to Valentine’s Day, when they arranged for every MP to receive at least one Valentine, reminding them of the pressing issue of ‘Equal Pay for Equal Work’…

Document Reference: UWT/D/1/18

NUWT Valentine to MPs, Cover.  Document Reference: UWT/D/1/18

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NUWT Valentine to MPS, Inside.  Document Reference: UWT/D/1/18

The Valentine campaign caught the attention of both MPs and the press…

Document Reference: UWT/D/1/18

Card from MP Harry Legge-Bourke in repsonse to Valentines sent on behalf of the NUWT. Document Reference: UWT/D/1/18

Document Reference: UWT/D/1/18

Inside of card from Legge-Bourke, quoting T.S. Eliot.  Document Reference: UWT/D/1/18

Document Reference: UWT/D/1/18

Response from MP Sir William Darling.  Document Reference: UWT/D/1/18

Here, a clipping from the Tuesday, Feb. 15, 1949 issue of the Daily Telegraph & Morning Post reports on the NUWT’s intentions for the Valentines.

Document Reference: UWT/D/1/18

Document Reference: UWT/D/1/18

The text reads:

Every MP received at least one Valentine yesterday. The National Union of Women Teachers took a novel opportunity to inform the Commons that they do not think the “Equal Pay for Equal Work” campaign is progressing as it should.

Miss A.M. Pierotti, the union’s secretary, tells me that the card is meant to remind MPs that women are still waiting for action on a principle already accepted by the Government.

“It is really time,” she said, “that the Government implemented the words of Magna Carta: ‘To no one will we refuse or delay right or justice.’”

This quotation appears inside the card.  On the front… the moral is rubbed in by two others.  The first is Wordsworth’s:

“High heaven rejects the lore
Of nicely caclualted less or more.”
Then follows the couplet:
“Only the actions of the just
Smell sweet and blossom in the dust.”

These words were written by the 17th-century poet James Shirley.  How he would have regarded their present application is another matter.

Teacher Dress Codes… 1919 & 2014

There’s been plenty of chatter this week regarding teacher’s dress.  On Tuesday, The Telegraph reported on the topic, which I first saw shared on Schools Improvement:

Education inspectors are to launch a clampdown on scruffy teachers amid fears adults may be setting a bad example to pupils by wearing casual clothes in lessons. Ofsted said inspections of teacher training would be overhauled to place a greater focus on “professional dress and conduct” in the classroom. - Graeme Paton, The Telegraph

In the past, Chief Inspector, Sir Michael Wilshaw, has previously stressed the importance of teachers adopting ‘business-like’ attire. The changes, which suggest a focus on suits, ties and shirts for men and smart skirts or dresses for women, are reported as coming from a shake-up of the way Ofsted inspects teacher training courses.  Last month’s published figures, which showed four out of ten teachers fail to last longer than five years on the job, suggest teachers are poorly prepared for the demands of the classroom.  There is also the concern that too many new teachers struggle to control ‘unruly pupils’ and ‘conduct themselves properly in front of lessons’ (The Telegraph).

Having taught in several struggling schools in London, I always dressed professionally…  I also had my fair share of classroom management challenges that no number of wool pencil skirts could singlehandedly resolve.  We’ll leave this debate for another day – and this is in no way advocating a teacher dress code of jeans and t-shirts – but a focus on increased support for new teachers during the first years on the job is apt to do more for teacher success and retention rates than a dress code inspection ever will.

In the meantime, I want to share my very favourite advertisement from a 1919 issue of the National Union of Women Teachers’ journal publication, The Woman Teacher

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Somehow, muffs and feathered hats didn’t make it on to the suggested teacher dress code for 2014.  Document Ref: UWT/H/1… The Woman Teacher, Vol. 1, Iss. 7, 1919.

Study Day: “Anthem for doomed youth”?: exploring conflict and resolution through archives

Join us on Tuesday, March 25th 2014, for our annual Friends of Newsam Library & Archives’ (FNLA) Study Day.  This year’s event, “Anthem for doomed youth”?: exploring conflict and resolution through archives, considers the concepts of war, conflict and peace through the lense of learning and education. 

Document Reference: BDN/64

Document Reference: BDN/64

The day’s programme:

9.45-10.00 Welcome and Introductions (Sean Curran)
10.00-10.30 Activities in the Library and Archives (Sarah Aitchison)
10.30-11.30 Professor Stuart Foster Centenary First World War Battlefields Project
11.30-12.30 Dr Barry Blades, Teachers and the Great War, 1914-1919
12.30-13.30
Lunch (please bring your own).  Tea and coffee will be provided.
13.30- 14.30 Walter Lewis, Educating Service Children in the 20th Century
14.30-15.30 Alix Hall, Thinking Outside the Box: Using Archives to Teach Perspectives on Wartime
15.30-16.00 Archive showcase of relevant collections from the Library Special Collections and Archives

Where: Newsam Library & Archives, Institute of Education, 20 Bedford Way, London
When: Tuesday, 25 March 2014 from 09:30 to 16:00
Register for free tickets here.

Find out more about the Friends of Newsam Library & Archives, including how to become a member, here.

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