Turns and Twists in the History of Women’s Education, the special issue of Women’s HIstory Review that Sue Anderson Faithful and I co-edited takes its starting point from the approach to intellectual developments that Kathryn Gleadle highlights in the Women’s History Review article, ‘The Imagined Communities of Women’s History: Current Debates and Emerging Themes: A Rhizomatic Approach’. The special issue illustrates some of the dynamic and heterogeneousmethodological developments and manifold tracks that characterise the history of girls’ and women’s education that Gilles Deleuze and Felix Guattari’s rhizomatic metaphor suggests. Contributions to the special issue illustrate what Gleadle terms ‘fresh nodes of departure’—the emerging methodological approaches in histories of women’s education that run alongside ‘more prolonged conduits of inquiry’. As Gleadle’s essay on women’s history illustrates, when taken together ‘fresh nodes of departure’ and ‘more prolonged conduits of inquiry’ produce ‘modulated and complicated intellectual chronologies’ in histories of education.
Anderson-Faithful, Sue, and Joyce Goodman, eds. Women’s History Review: Special Issue Turns and Twists in Histories of Women’s Education, 2020.
