This paper discusses Rosa Branson’s quest to become an artist. It outlines her rejection of her formal art education at Camberwell School of Art and the Slade and her self education as an artist copying works in the National Gallery. The paper discusses how Arendt’s (1958) notion of natality links with the structuring of Rosa’s
Writing a Life in Art: Educational Transitions in the Career of Rosa Branson (b.1933)
This paper discusses writing ‘a life in art’ by focussing on three transitions in the life of artist Rosa Branson (b.1933): transitions in the 1930s and 1940s to school and to and from art college into work as an independent artist during the 1950s. The paper frames these transitions methodologically through two assemblages – art-life
Temporalities, Trajectories and Histories of (Women’s) Education
This keynote address uses three vignettes from the history of women’s education to discuss the potential of multiple temporalities for historians of education. Helge Jordheim (2014) describes multiple temporalities as messy, moving temporal relations between past, present and future that are plural and distributed across geographical, cultural or historical spaces, with slower, faster, and other
Historians and Archivists: Conversations in Common
This keynote lecture aimed to stimulate discussion of the overlapping professional interests of archivists and historians. It used examples from our archival research into the history of girls’ education to consider the importance of the individual school to wider histories of education and of women’s lives. It also considered how the duties of historians overlap
The “Value and Attraction …of a Centre like Reid Hall” : Reid Hall, Crosby Hall and University Women of the World
The 1922 conference of the International Federation of University Women (IFUW now GWI) at Reid Hall in Paris provided the British Federation of University Women (BFUW, now BFWG) with a platform to launch their fund raising for Crosby Hall, the British Federation’s international hall of residence in London. As Caroline Spurgeon told conference delegates “…
Creating a “League of Educated Women”: Comparative Knowledge, Transnational Flows and Dividing Practices in the International Federation of University Women, 1919-48
The International Federation of University Women (IFUW) founded in 1919 defined itself as a “league of educated women” (IFUW 1920, 76) who “by reason of a common type of education and training, have also in common certain traditions and ideals and who in a very real sense, therefore, speak a common language”(IFUW 1920, 10). For
Visualising from “Above” Or From the Margins? Defining the “University Woman” and Internationalising Knowledge: Types of University Training (IFUW, 1934)
This paper traces the social processes and social categories codified in the numerical data and inscription devices deployed in Types of University Training (IFUW 1934). This survey was initially compiled by the Committee of Standards of the International Federation of University Women to advise its Council on the requirements for membership in national associations wishing
Noreen Branson (1910-2003): Inside/Outside Social History and Histories of the Communist Party of Great Britain?
This symposium presentation for International Women’s Day asks who counts as a scholar and what counts as scholarly work by exploring some of the relations between education, political activism, political networking, and genres of writing in the work of Noreen Branson (1910-2003) whose Guardian Obituary (10 November 2003) describes her as “a social historian whose
Overseas Headteachers and St.Swithun’s School: Women Educators in Winchester and Beyond
As chair of the Overseas Committee of the Association of Headmistresses from 1908, Miss Mowbray, headmistress of St Swithun’s School Winchester from 1884 to 1916, corresponded on behalf of the Association with headmistresses in schools outside Britain. She encouraged overseas headmistresses to become associate members of the Association of Headmistresses and welcomed visiting headteachers at
Gender and Transnational Perspectives in the History of Education: Theoretical Frameworks and Research Methods
This symposium paper outlines some strategies for researching gendered and transnational perspectives in history of education (Goodman 2015, 2017a, 2017b). The paper begins by deploying a gendered lens to discuss varieties of networked approaches to transnational circulation and to comment on personal, institutional, spatial and temporal aspects of cultural transfer (Goodman and Martin 2007). It
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