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Over the past two decades there has been a growing interest in the exploration of "transnational history". This work has focused in general on understanding the "movement, ebb and circulation" of ideas across borders and in particular on the introduction, transmission, reception and appropriation of ideas through the process of cultural transfer. This interest in the transnational and cultural transfer at the same time has been paralleled by an increasing use of spatialised approaches to understand the making and maintenance of knowledge and the influence in particular of geographies of texts, talk and testimony. Historians in recent years, whether operating within a "transnational" or a "spatial" paradigm, have given increasing attention to the role of exhibitions in the circulation of ideas and practices and to the power of the visual in carrying knowledge across borders. This article is an attempt to engage with methodological questions associated with adopting a transnational or spatial approach by exploring two case studies involving texts, travel, and translation. The first case study, from the late nineteenth century to the period up to the Second World War, considers the transmission role of annual reports of a charitable institution dedicated to projects of social reform which linked England, Canada and Australia. In particular, attention is focused on the construction, function and reception of photographic evidence "displayed" in the reports. The second case study is from the latter half of the twentieth century and analyses campaigns for textbook revisions that drew inspiration and resources from people and ideas that journeyed across national boundaries. The analysis here focuses on the formation of communities of interpretation whose coming together enabled the production of new kinds of ideas and their representation in new educational spaces and technologies. In choosing what appear to be thematically distinct topics from different periods, the article is concerned with the publication of different kinds of educational texts--some directly didactic, others more informally so; it considers mechanisms for travel in two different periods and explores the ways in which "reliable knowledge" travels.

Historical amnesia besets the consensus that Britain faces an unprecedented "crisis of childhood", and of child well-being. Drawing on evidence about changing uses of instruments and measures of well-being over time, this article explores and critiques claims about historical change and trends over time that are central to the imagined crisis of childhood in both diagnostic and therapeutic terms. It argues that diagnostic labels about the state of children's well-being arising from changing methodologies and measures, and the therapeutic and pedagogical models they create, cannot be isolated from social conditions. This means that claims about a crisis of childhood, and the kinds of interventions that follow, require critical debate and cautious application. In the current climate of crisis, however, such reflection and debate are notable only by their absence.

This article is an attempt to shed some further light on the people and the processes involved in the identification of mental deficiency in children and young people. In order to do this, it turns away from the themes that have been most prominent in the historiography to date: elite and professional ideas, parliamentary and public debates and the formulation of policy. Instead, the paper is concerned with a single instance of diagnosis of imbecility in an 11-year-old schoolboy in a rural village in the English county of Hertfordshire. As far as is possible it reconstructs this diagnosis and charts and explains a remarkable and successful challenge to it in the High Court. In doing so, it draws on a variety of documentary records--educational, legal and medical--as well as the testimony of some of the surviving members of the family concerned. In employing these sources particular attention is paid to the actions of the people involved in diagnosis, and it seeks to explain and understand those actions with explanatory tools taken from cultural history. (Contains 74 footnotes.)

In this article, the authors examine policies and interventions concerning special children in the United States and Europe from 1900 to 1960. They focus on concerns about, and interventions on, children defined as having "special needs". They explore interventions, both in the form of words and practices, and examine their effects on children and families, and on the wider construction of childhood in the first half of the twentieth century. The category of the "normal child" emerged at the end of the nineteenth century as a direct consequence of the rationalisation of social relations and the scientific investigation of adults as well as children. Body, mind and subjectivity were studied and inscribed in texts, images, statistics and graphs. Professionalised description and analysis of children helped to create childhoods that were either "normal" or "abnormal"/"deviant" in specific dimensions and characteristics. The probabilistic background of the new scientific methods of approaching children underlined the increasing belief that social interventions could influence and improve the child's body and mind, and thus children's lives and their well-being. Categorisation and classification became crucial, both in discourses and in social interventions. (Contains 32 footnotes.)

This article employs a broad concept of memory in order to examine the reconstruction of the past in various migrant religious and educational settings in the period after 1970. In educational projects designed to promote good community relations, and in attempts to develop non-dogmatic forms of religious belief, British history became the subject of extensive discussion and debate. A small space opened up in which the legacies of British imperial history, so often a matter of visceral feeling, could be publicised, explored and taken seriously. Using case studies from London and Birmingham the article argues that religious groups played a small but important role in enabling new, more inclusive and more critical historical narratives to enter metropolitan British society. (Contains 67 footnotes.)

Existing knowledge of supplementary education, that is education organised and run by political, faith or ethnic groups outside of formal schooling, is patchy. This article is an exploration of the histories of supplementary education in the twentieth century. It is organised into three sections. The article begins by reviewing some existing literature and argues that supplementary education has been a topic of marginal concern for social historians, sociologists and historians of education. This marginal status has often been reflected in the way in which a dominant account of the history of supplementary education has entered the research literature despite a rather selective evidential base. The second section of the article deploys an expansive definition of education, and presents some new historical evidence concerning African Caribbean and Irish supplementary education. A final arguments section reflects on the significance of supplementary education and suggests some topics for a future research agenda. (Contains 83 footnotes.)

The experience of immigrants and ethnic minorities in post-war Europe represents a significant silence in the history of education in Europe. Published research in the field on this theme is negligible in quantity, and is largely restricted to brief and narrative descriptions of policy changes that are organised around concepts of assimilation, cultural pluralism or integration. A review of the British case suggests that these kinds of accounts stymie our understanding of the importance of education for immigrants and their children. A more productive approach may be to pay greater attention to the lives of immigrant groups in post-war Europe and, in particular, to reconstruct those diverse forms of educational agency that were deployed in the construction and negotiation of new identities. It is argued that this approach will require both new empirical research and a sustained and critical engagement with the ideas and practices of postcolonial scholarship. (Contains 62 footnotes.)

Through an analysis of both education policy and knowledge creation, this article explores the historical dimensions of two key features of the "new information age." In the field of education, it documents the development of a progressive education policy in late nineteenth- and early twentieth-century Birmingham, UK. This policy extended access to schooling, attempted to ameliorate the effects of poverty and ill health and made important innovations in school curricula, architecture and administration. These were real and important achievements, but they were also in many respects ambiguous ones. These ambiguities can be read in the vast set of educational records that the innovators were both responsible for and dependent on. For the knowledge created and stored as a result of educational progressivism was also used as a means of surveillance and as a method for monitoring and disciplining urban populations. Based on a critical reading of Foucault, the article presents evidence that helps illuminate processes of knowledge creation, storage and exchange.

Power number, pressure coefficient, and induced gas flow rate of a novel axial‐flow gas induction impeller with large openings for gas flow are reported. The effects of rotational speed, impeller diameter, submergence, and pumping mode are considered in turbulent operation. The pressure coefficient is measured using the reduction in pressure at speeds below the minimum induction speed as well as from the minimum induction speed. The minimum induction speed approach consistently yields lower pressure coefficient values, indicating the existence of impeller exit losses that are required to force gas from the centre of the impeller into the liquid. The induced gas flow rate is modelled using two approaches. The first approach relates the gas flow rate to the available pressure difference, and in this case, the relation is found to be strongly affected by impeller diameter. The second approach is a literature model that likens the induction process to water jet injection. While this approach appears promising, flow measurement device pressure losses make it difficult to definitively evaluate this method. [ABSTRACT FROM AUTHOR]

Discusses the hidden history of refugee schooling in England during 1914-18. Focuses primarily on the Belgian refugee children who escaped to England during World War I. Invites education researchers and historians to include the aspects and issues of refugee schooling to adequately convey a clear picture of educational history. (MER)

Explores the schooling of refugee children, who were evacuated from the Spanish Civil War to Cambridge between 1937 and 1938. Focuses on how the narrative account of refugee schooling relates to conceptions of national identity. Argues that the education of these children helped social progressives create a new type of citizen. (CMK)