Colloque – « L’habit ne fait pas l’élève », 22-23 oct. 2021, cité de Sorrèze

Vendredi 22 octobre

Matin – 8h45-12h30 – Présidence de séance : Rémy Cazals

Accueil des participants : Mme Claudie Bonnet Présidente du syndicat mixte de l’Abbaye-école de Sorèze et Mr François Godicheau directeur de Framespa. Présentation du colloque par Véronique Castagnet-Lars

  • 9h30-10h – « L’identité de l’élève à travers ses vêtements. Une approche juridique », Adrian Loretan, Professeur en histoire du droit de l’Église, Université de Lucerne (Suisse)
  • 10h-10h30 – « L’habit fait-il le genre de l’écolier ? La question du genre à l’épreuve de l’institution scolaire dans la France des années 1950-1970 », Aude Le Guennec, Enseignant-chercheur en anthropologie de la mode, Université Heriot-Watt, Ecosse (UK) & Nicolas Coutant, Directeur Adjoint, Musée National de l’Éducation (Munaé), Rouen

Débat – échanges

Présidence de séance : Véronique Castagnet-Lars

  • 11h30-12h – « Lacordaire et l’uniforme sorézien », Marie-Thérèse Duffau, Chargée de recherche au CNRS/FRAMESPA

Débat – échanges

Après-midi 14h-18h30

  • 14h15-15h15 – « Questionner le vêtement à l’école : retour sur une expérience pédagogique menée avec les élèves de Sorèze », Nathalie Lasportes, Professeur des écoles, et ses élèves de CE1

15h15-16h45 – visite de l’Abbaye-école pour tous les participants, accompagnés des élèves de l’école primaire

Présidence de séance : Guy Astoul

  • 17h00-17h30 – « Discipline et pratiques vestimentaires dans les écoles et universités médiévales XIIe-XVe siècles », Nathalie Gorochov, Professeure des Universités en histoire du Moyen Âge, Université de Paris-Est Créteil, Centre de Recherche en Histoire Européenne Comparée (C.R.H.E.C.).
  • 17h30-18h – « Codifier le vêtement des écoliers dans les structures éducatives aux XVIe-XVIIIe siècles », Véronique Castagnet-Lars, Maîtresse de conférences en histoire moderne, Université de Toulouse – Jean Jaurès, FRAMESPA

Débat – échanges

Samedi 23 octobre 2021

Matin 9h-12h30 – Présidence de séance : Caroline Barrera

  • 9h-9h30 – « Bernhard Christian Faust (1755-1842) ou le projet d’un vêtement libre, sain, uniforme et national », Alexa Craïs, Maîtresse de conférences en allemand, Université de Toulouse – Jean Jaurès (France)
  • 9h30-10h – « Les élèves du secondaire et l’uniforme. Entre signe distinctif apprécié, fardeau financier et carcan antihygiénique (1802-1914) », Jean-François Condette, Professeur en histoire contemporaine à l’Université de Lille (INSPE-Académie de Lille-HdF) et membre du laboratoire IRHIS (UMR-CNRS 8529)

Débat – échanges

  • 10h30-11h – « Le vêtement et son langage dans le monde universitaire britannique au XXe siècle : retour sur quelques romans de campus », Jacques Cantier, Professeur d’histoire contemporaine, Université de Toulouse – Jean Jaurès (France)
  • 11h-11h30 – « Habillées à la dernière mode européenne… Le vêtement et l’école entre mission civilisatrice et émancipation. Religion, éducation, nation au Proche-Orient, des Ottomans aux États-nations (XIXe-XXe siècles) », Jérôme Bocquet, Professeur en histoire contemporaine à l’Université Tours et membre du laboratoire EMAM (Equipe Monde Arabe et Méditerranée) – UMR 7324 CITERES (CNRS / Université de Tours)
  • 11h30-12h – « L’habit fait-il l’assimilé? Expériences vestimentaires d’un élève de Casamance (Sénégal) de l’école de village à l’école normale (1930-1941) », Cécile Labrune-Badiane, Maîtresse de conférence à l’Université Assane Seck de Ziguinchor

12h30-13h – Conclusions du colloque

Argumentaire

Le récent renouvellement des recherches en histoire de l’éducation met en lumière le rôle d’un acteur jusque-là cité mais resté, dans le fond, méconnu : l’élève, quel que soit son âge, de la petite école à l’université. Historiens, archivistes, anthropologues, sociologues parviennent à placer écoliers et écolières dans les structures éducatives au sein desquelles ils évoluent, entourés de maîtres qui les aident à acquérir des compétences voire une formation professionnelle. Un nouveau regard doit désormais être porté sur ces acteurs de l’éducation afin de cerner davantage leur identité. Or cette dernière est fortement révélée par leurs vêtements, porteurs de signes et de symboles essentiel pour signifier la place de l’écolier dans la société qui lui est contemporaine. Le détournement du proverbe « L’habit ne fait pas le moine » place ainsi le lecteur dans cette réflexion centrale.

Plusieurs axes sont à privilégier dans cette exploration collective. Le premier consiste à poser la question des types de vêtements portés par les écoliers en fonction de leur âge, de leur sexe, de leur époque. La récente crise sanitaire a sans doute ajouté à la liste des accessoires vestimentaires le masque, en plus du couvre-chef, des chaussures, des ceintures, des barrettes etc qui agrémentent possiblement la tenue des élèves. Le deuxième axe revient sur la symbolique sociale, politique, religieuse, des vêtements portés, qu’ils soient prescrits, obligatoires, recommandés, interdits dans les structures éducatives par les différents pouvoirs (politique, religieux, mais aussi par le phénomène de mode qui relève d’une tendance plus sociale). Le troisième axe enfin devra s’attacher à l’évocation du corps de l’écolier et de l’écolière que le vêtement cache, dévoile en partie, change et s’adapte aux différentes activités de l’écolier (le tablier, la blouse scientifique, la tenue de sport etc).

Parution – « Regards sur l’histoire de l’éducation, une perspective internationale » [Looking at History of Education, an international perspective], revue Histoire de l’éducation, 2021

https://journals.openedition.org/histoire-education/5465

Dossier

Rita Hofstetter et Solenn Huitric

La carte et le miroir. Ancrages, enjeux et horizons de l’histoire de l’éducation 

Carmen Sanchidrián Blanco, Andrés Payà Rico et Tatiane de Freitas Ermel

Twenty-five years of History of Education Doctoral Dissertations in Spain (1990-2015). Academic and Institutional Issues Vingt-cinq ans de thèses de doctorat en histoire de l’Éducation en Espagne (1990-2015). Questions académiques et institutionnelles

Iveta Kestere et Irena Stonkuviene

From National to Global? Research on the History of Education in the Baltic States (1990–2015): Examining Doctoral Theses Du national au global ? La recherche en histoire de l’éducation dans les États baltes (1990-2015) : le cas des thèses de doctorat

Solenn Huitric

Les thèses françaises en histoire de l’éducation depuis 1990 : un miroir de la discipline ? French doctoral theses in history of education since 1990: a reflection of the discipline?

Gary McCulloch

History of education in Britain since 1960 L’histoire de l’éducation en Grande-Bretagne depuis 1960

Renaud Enfert (d’) et Rebecca Rogers

Orientations et lieux de la recherche en histoire contemporaine de l’éducation en France depuis 2000 Modern educational history in France: research orientations and spaces in France since 2000

José Luis Hernández Huerta, Sara González Gómez et Iván Pérez Miranda

History of Education in the Iberian Peninsula (2014-2019). Societies, Journals and Conferences in Spain and Portugal L’histoire de l’éducation dans la péninsule ibérique (2014-2019) : associations savantes, revues et colloques en France et en Espagne

Varia

Julien Cahon

Réformer les rythmes scolaires en France (1848-2017) Reforming school time in France (1848-2017)


Français / French

L’histoire de l’éducation est un domaine de recherche foisonnant, aux contours fluctuants, dont l’analyse rétrospective est susceptible de renforcer une réflexivité critique. Les contributions de ce dossier s’y emploient, en analysant les travaux et les évolutions de la discipline en France, en Espagne, en Angleterre, au Portugal et dans les pays baltes. Elles prennent appui sur une recension des ancrages institutionnels et réseaux de communications qui conditionnent et favorisent le renouvellement des connaissances. Ces dernières sont analysées via les pratiques et productions de ceux qui se reconnaissent dans ce champ. Un accent particulier est porté sur les thèses de doctorat. À partir d’un matériau comparable, les articles montrent que les thèses permettent de cerner les logiques de positionnement d’une discipline, attestant que cette étape doctorale peut tantôt être investie comme moyen pour « cadrer » le devenir d’un champ (consolider un courant, une école de pensée), tantôt constituer un espace de renouvellement. Les bilans historiographiques confirment le dynamisme du domaine mais aussi les tensions qu’il connaît. Le rythme soutenu des changements institutionnels de la péninsule ibérique témoigne ainsi de la fragmentation de la recherche historienne. Les restructurations institutionnelles et éditoriales sont également au cœur de l’étude sur la France, pour éclairer sous un nouveau jour la vitalité du domaine. Enfin, la vision panoramique sur les évolutions depuis 1960 de l’histoire de l’éducation en Grande-Bretagne permet d’allier une historicisation de ses réseaux de communications avec celle de ses contenus.

Anglais / English

History of education is a rich field of study whose outlines vary and retrospective analysis may contribute to strengthening critical thinking. The articles in this special issue work towards this by studying research in this field and its evolution in France, Spain, Britain, Portugal and the Baltic States. They build on the identification of institutional anchoring and communication networks that condition and foster a renewal of knowledge. Specific focus is given to doctoral dissertations. Working on comparable material, the articles show that dissertations help to identify the logics of positioning for a discipline. This first step in a career can sometimes be taken as a means to “framing” the future of a field (to consolidate a school of thought), or it can sometimes constitute a space for renewal. The historiographical assessments show the dynamism of the history of education as well as its tensions. Thus, the sustained pace of institutional changes in the Iberian Peninsula demonstrates the fragmentation of historical research. Institutional and editorial restructuration are also at the heart of the study of the French situation, shedding new light on the vitality of the field. Lastly, the panoramic vision of the evolution of History of Education in Britain since 1960, offers a way to link the historicization of its communication networks with its contents.

Parution – History of Education Review, Volume 49, Issue 2, 2020

https://www.emerald.com/insight/publication/issn/0819-8691/vol/49/iss/2

“The NOSCA Mafia”: overseas student activism in Australia, 1985–1994

Tim Briedis

The New South Wales Teachers Federation, the Conciliation Committee of 1927-1929, and the Formation of the Educational Workers League

Dorothy KassMartin Sullivan

Collegial governance in postwar Australian universities

Joel Barnes

Education in the apocalypse: disaster and teaching on British television

Marcus Harmes

Remembering and forgetting the arts of technical education

John Pardy

The quarantine archives: educators in “social isolation”

Ligia (Licho) López LópezChristopher T. McCawRhonda Di BiaseAmy McKernanSophie RudolphAristidis GalatisNicky DulferJessica GerrardElizabeth McKinleyJulie McLeodFazal Rizvi

Australian university and medical school life during the 1919 influenza pandemic

James Waghorne

A history of university income in the United Kingdom and Australia, 1922–2017

Tamson Pietsch

“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980

Stephen James Jackson

Parution – « Outdoor Education in Historical Perspective », History of Education Review, Volume 49, Issue 1, 2020

https://www.emerald.com/insight/publication/issn/0819-8691/vol/49/iss/1

Outdoor education in historical perspective

Mark FreemanJayson Seaman

Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976

Jayson SeamanRobert MacArthurSean Harrington

Czech education in nature traditions

Andrew MartinGeoff WatsonJan NeumanIvana TurčováLucie Kalkusová

‘Doing nature’ and being a Guide: the problem of the town guide in the British Girl Guides Association, 1930–1960

Sian Edwards

“You can’t be an atheist here”: Christianity and Outward Bound in Britain, c.1941–1965

Mark Freeman

Outdoor education: the Romantic origins at the University of St Mark and St John

Mark LeatherGil FewingsSu Porter

The adventure (sex)pedition: revisiting Kurt Hahn’s educational aims

Franklin Vernon

Parutions récentes du Journal of Educational Administration and History, 2020-2021

2021

2020

Parution – History of Education, Volume 50, Issue 2 (2021)

https://www.tandfonline.com/toc/thed20/50/2?nav=tocList

Children of the state: Rousseau’s republican educational theory and child abandonment

Graeme Garrard

Russian emigrant Scouts and their activities regarding the construction of national identity

Ivan Bulatov

‘For me, St Paul’s would always be among the pine trees of Berkshire’: English public schools and wartime evacuation (1939-45)

Clémence Pillot

The political and national character of institutions of higher education and the University of Prishtina in Kosovo (1958–1980)

Atdhe Hetemi

An individualistic turn: citizenship in Swedish history and social studies syllabi, 1970–2017

Henrik Åström Elmersjö

One hundred years of the gender gap in examination results at the University of Oxford

Dennis A. Ahlburg & Brian P. McCall

Parution – Robert Troschitz, « Higher Education and the Student. From welfare state to neoliberalism », Routledge, 2017

https://www.routledge.com/Higher-Education-and-the-Student-From-welfare-state-to-neoliberalism/Troschitz/p/book/9780367133498

As one of the pioneers and leading advocates of neoliberalism, Britain, and in particular England, has radically transformed its higher education system over the last decades. Universities have increasingly been required to act like businesses, and students are frequently referred to as customers nowadays. Higher Education and the Student investigates precisely this relation between the changing function of higher education and what we consider the term ‘student’ to stand for.

Based on a detailed analysis of government papers, reports, and speeches as well as publications by academics and students, the book explores how the student has been conceptualised within the debate on higher education from the birth of the British welfare state in the 1940s until today. It thus offers a novel assessment of the history of higher education and shows how closely the concept of the student and the way we comprehend higher education are intertwined. Higher Education and the Student opens up a new perspective that can critically inform public debate and future policy – in Britain and beyond.

The book should be of great interest to scholars, researchers, and postgraduate students in the fields of higher education; educational policy and politics; and the philosophy, sociology, and history of higher education.

Parution – History of Education, Volume 49, Issue 5 (2020)

https://www.tandfonline.com/toc/thed20/49/5?nav=tocList

‘Wading through children’s tears’: the emotional experiences of elementary school inspections, 1839–1911

Russell Grigg

Child guidance, dynamic psychology and the psychopathologisation of child-rearing culture (c. 1920-1940): a transnational perspective

Nelleke Bakker

Cleavage structures and school politics: a Rokkanian comparative-historical analysis

Katharina Sass

‘Gems Unwrought Can Form Nothing Useful’: Socialist China’s Pedagogical Erasure of Individuality, 1949–1958

Zhipeng Gao

A very English revolution: the impacts of co-residence at the University of Oxford

Dennis A. Ahlburg & Brian P. McCall

Parution – « Cultivating Children and Youth: Transnational Explorations of the Urban and the Natural », History of Education, Volume 49, Issue 4 (2020)

https://www.tandfonline.com/toc/thed20/49/4?nav=tocList

Editorial: Cultivating children and youth: transnational explorations of the urban and the natural

Ian GrosvenorFrederik Herman & Siân Roberts

‘Nature’ in German colonial literature for children and young people

Elke Kleinau & Lilli Riettiens

The urban and the natural in education reform: the development of Hamburg Schullandheime (rural school hostels) in the 1920s

Christine Mayer

Natura et urbis in the socio-educational renovation of Barcelona City Council (1909–1933)

Francisca Comas Rubí & Sara González Gómez

Cultivating an ‘earthly paradise’: nature, informal education, and the contested politics of youth citizenship, 1910s–1940s

Siân Roberts

‘Dirt and the child’: a textual and visual exploration of children’s physical engagement with the urban and the natural world

Ian Grosvenor & Kevin Myers

The multiple logics of school gardening: a ‘return to nature’ or ‘love of labour’?

Elsie Rockwell

Images of industrial life and vocational training: Scouting as a liminal space for educating a workers’ elite in 1920s Luxembourg

Frederik Herman & Karin Priem

From savages to capitalists: progressive images of education in the UK and the USA (1920–1939)

Sjaak Braster & María del Mar del Pozo Andrés

Parution – « Varia », History of Education, Volume 49, Issue 3 (2020)

https://www.tandfonline.com/toc/thed20/49/3?nav=tocList

Comenius, moral and pious education, and the why, when and how of school discipline

Björn Norlin

Challenging the bifurcation of nature: women workers’ education through process philosophy

Maria Tamboukou

Science in the making: 1930s citizen science on the BBC

Allan Jones

A history of higher and professional correspondence education in the UK

Stephen A. Hunt

Communism, anti-communism and education in Greece from the Axis occupation until the early Cold War era (1944–1967)

Sofia Iliadou-Tachou

Reforming education in post-partition Northern Ireland: state control and churches’ interference

Cecilia Biaggi

Folded Files, Unfolding Narratives: Psycho-Pedagogical Observation in the Belgian Juvenile Reformatories, 1912–1945.

Sarah Van Ruyskensvelde & Laura Nys

Parution – History of Education, Volume 49, Issue 2 (2020)

https://www.tandfonline.com/toc/thed20/49/2?nav=tocList

Articles

Monitors and moralists: the Lancasterian system of mutual education and the vision of a new moral order in Spanish America, 1818–1831

Karen Racine

Progress and the people: histories of mass education and conceptions of Britishness, 1870–1914

Christopher Bischof

God and Man at Yali College: the short, troubled history of an American College in China

Ethan W. Ris

In search of the unconscious: the science-based diagnostic observation of girls in a Dutch reformatory in the 1950s

Nelleke Bakker

Rhodes Boyson: a Janus of education?

David Jeremy Parry

Were we right? A re-evaluation of the perceived potential of technology to transform the educational opportunities and outcomes of learners with special educational needs

Jane Seale

Parution – Stephen Jackson, « Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonization in Australia, Canada, and New Zealand », Brill, 2020

https://brill.com/view/title/57607

Focusing on Australia, Canada, and New Zealand, Religious Education and the Anglo-World historiographically examines the relationship between empire and religious education. The analysis centres on three formative eras in the development of religious education in each case: firstly, the foundational moments of publicly funded education in the mid- to late nineteenth centuries when policy makers created largely Protestant systems of religious education, and frequently denied Roman Catholics funding for private education. Secondly, the period from 1880-1960 during which campaigns to strengthen religious education emerged in each context. Finally, the era of decolonisation from the 1960s through the 1980s when publicly funded religious education was challenged by the loss of Britishness as a central ideal, and Roman Catholics found unprecedented success in achieving state aid in many cases. By bringing these disparate national literatures into conversation with one another, Stephen Jackson calls for a greater transnational approach to the study of religious education in the Anglo-World.

Parution – Donatella della Porta, Lorenzo Cini et César Guzmán-Concha, « Contesting Higher Education. Student Movements against Neoliberal Universities », Bristol UP, 2020

https://bristoluniversitypress.co.uk/contesting-higher-education

Français

S’appuyant sur de nouvelles recherches sur l’enseignement supérieur au Royaume-Uni, au Canada, au Chili et en Italie, cette étude comparative rigoureuse examine les épisodes clés des manifestations étudiantes contre les politiques et pratiques néolibérales dans les universités d’aujourd’hui. Tout en examinant les origines et les résultats des réformes de l’enseignement supérieur, les auteurs replacent ces vagues de manifestations dans le contexte plus large des mouvements étudiants, de l’activisme politique et des questions sociales, notamment l’inégalité et les droits civils. Offrant de nouveaux arguments théoriques sophistiqués basés sur un travail empirique fascinant, les idées et les conclusions révélées dans cette étude originale sont précieuses pour quiconque s’intéresse aux études sociales, politiques et connexes.

Anglais

Using new research on higher education in the UK, Canada, Chile and Italy, this rigorous comparative study investigates key episodes of student protests against neoliberal policies and practices in today’s universities. As well as examining origins and outcomes of higher education reforms, the authors set these waves of demonstrations in the wider contexts of student movements, political activism and social issues, including inequality and civil rights. Offering sophisticated new theoretical arguments based on fascinating empirical work, the insights and conclusions revealed in this original study are of value to anyone with an interest in social, political and related studies.

Parution – « The material turn in the History of Education », revue Educació i Història, n° 38, 2021

http://revistes.iec.cat/index.php/EduH/issue/view/9984/showToc

EditorialPDF (Anglès)
Vera Lucia Gaspar Da Silva, Juri Meda, Gizele De Souza9-10
The material turn in the History of EducationPDF (Anglès)
Diana Gonçalves Vidal, Wiara Alcântara11-32
Finding traces, researching silences, analysing materiality: notes from the United KingdomPDF (Anglès)
Martin Lawn, Ian Grosvenor33-54
From educational theories to school materialities: The genesis of the material history of school in Italy (1990-2020)PDF (Anglès)
Juri Meda, Simonetta Polenghi55-77
Material school culture in the fields and gardens1 of the history of education: a look at academic production in Brazil (2000-2020)PDF (Anglès)
Vera Lucia Gaspar da Silva, Gizele de Souza79-104
The materiality of education: heritage conservation and new approaches to the history of education in Spain (1990-2020)PDF (Anglès)
Bernat Sureda Garcia, Gabriel Barceló Bauzà105-133
Mémoire, patrimoine et matérialité de l’école: regard sur une approche française de la culture scolairePDF (Francès)
Marguerite Figeac-Monthus135-152
History of education in Greece: towards a new material culture of education?PDF (Anglès)
Georgios Tzartzas153-169

Parution – « Spaces and Places of Education », revue Paedagogica Historica, Volume 57, Issue 1-2 (2021)

Parution – Vladislav Rjéoutski et Willem Frijhoff (eds.), « Language Choice in Enlightenment Europe. Education, Sociability, and Governance », De Gruyter, 2018

This multinational collection of essays challenges the traditional image of a monolingual Ancient Regime in Enlightenment Europe, both East and West. Its archival research explores the important role played by selective language use in social life and in the educational provisions in the early constitution of modern society. A broad range of case studies show how language was viewed and used symbolically by social groups – ranging from the nobility to the peasantry – to develop, express, and mark their identities.

https://www.degruyter.com/document/doi/10.1515/9789048535507/html

Parution – Varia, revue Paedagogica Historica, Volume 56, Issue 3 (2020)

Parution – Stephen McKinney et Raymond McCluskey (eds.), A History of Catholic Education and Schooling in Scotland. New Perspectives », Palgrave MacMillan, 2019

This book analyses the development of Catholic schooling in Scotland over the course of the nineteenth and twentieth centuries. Scholarship of this period tends to be dominated by discussions of the 1872 and 1918 Education (Scotland) Acts: while these crucial acts are certainly not neglected in this volume, the editors and contributors also examine the key figures and events that shaped Catholic education and Catholic schools in Scotland. Focusing on such diverse themes as lay female teachers and non-formal learning, this volume illuminates many under-researched and neglected aspects of Catholic schooling in Scotland. This wide-ranging edited collection will illuminate fresh historical insights that do not focus exclusively on Catholic schooling, but are also relevant to the wider Scottish educational community. It will appeal to students and scholars of Catholic schooling, schooling in Scotland, as well as Christian schooling more generally. 

Parution – David Phillips, « Educating the Germans. People and Policy in the British Zone of Germany, 1945–1949 », Bloomsbury, 2018

Educating the Germans examines the role of the British in the ‘reconstruction’ of education in occupied Germany from 1945 to 1949. It covers war-time planning for a future role in overseeing education at all levels in Germany, looks at policy and its implementation, describes the British personnel involved and their interaction with German authorities, and assesses the lasting effects of the British effort in securing the future development of education from Kindergarten to university in the emerging Federal Republic.

Thoroughly researched and employing a wide range of sources in Britain and Germany, this is an important study for anyone looking to further their understanding of Germany, and Britain’s relationship with Germany in the immediate post-war era.

Parution – Laura M. Mair, « Religion and Relationships in Ragged Schools. An Intimate History of Educating the Poor, 1844-1870 », Routledge, 2019

Focusing on the interaction between teachers and scholars, this book provides an intimate account of « ragged schools » that challenges existing scholarship on evangelical child-saving movements and Victorian philanthropy. With Lord Shaftesbury as their figurehead, these institutions provided a free education to impoverished children. The primary purpose of the schools, however, was the salvation of children’s souls.

Using promotional literature and local school documents, this book contrasts the public portrayal of children and teachers with that found in practice. It draws upon evidence from schools in Scotland and England, giving insight into the achievements and challenges of individual institutions. An intimate account is constructed using the journals maintained by Martin Ware, the superintendent of a North London school, alongside a cache of letters that children sent him. This combination of personal and national perspectives adds nuance to the narratives often imposed upon historic philanthropic movements.

Investigating how children responded to the evangelistic messages and educational opportunities ragged schools offered, this book will be of keen interest to historians of education, emigration, religion, as well as of the nineteenth century more broadly.

Laura M. Mair is a Research Fellow at the School of Divinity, University of Edinburgh, UK. She has published on the ragged schools in the Journal of Victorian Culture and Studies in Church History. Mair was a consultant to the V&A Museum of Childhood in connection with the ‘On Their Own: Britain’s Child Migrants’ exhibition. She is currently an advisor to London’s Ragged School Museum.