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This paper explores the educational experiences of a specific group of refugees, namely academic women refugees who were members of various branches of the International Federation of University Women, and who came to Britain under the auspices of the British Federation of University Women from 1933. As a result of voluntary or forced migration some 400 such women from Germany, Poland, Czechoslovakia and Austria sought entry to Britain following Hitler's accession to power in Germany in 1933. The help they received from the specially formed Emergency Refugee Committee of the British Federation of University Women, not only in gaining entry to the country but in refashioning their pre-migration educational and academic achievements, is looked at in detail, and the extent to which the women were able to retrain, re-qualify or complete training courses curtailed by political events and migration is considered. [ABSTRACT FROM AUTHOR]

This article seeks to explore the ways in which education functioned as a core tenet of the anti-tuberculosis (TB) movement in early twentieth-century Britain. Education can be seen to have taken on a unique role in the therapeutic regimes for TB from the late 1880s with Robert Philips’s Edinburgh Dispensary system. The focus on the ‘social management’ of the disease, however, continued to evolve throughout this period as it interacted with a broad and varied landscape of therapeutic provision for TB. By looking at the case of the Post Office Sanatorium Society (POSS), this article brings to light the ways in which themes of working-class sociability, respectability and autonomy created and sustained a unique system of therapeutic pedagogy for the tuberculous worker. Such pedagogy was emblematic of what Melanie Keene has termed ‘familiar science’, a mode of scientific education with its origins in early nineteenth-century educational practice. [ABSTRACT FROM PUBLISHER]