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This article considers the impact of competing knowledge structures in teaching Australian Indigenous history to undergraduate university students and the possibilities of collaborative teaching in this space.

The authors, one Aboriginal and one non-Aboriginal, draw on a history of collaborative teaching that stretches over more than a decade, bringing together conceptual reflective work and empirical data from a 5-year project working with Australian university students in an introductory-level Aboriginal history subject.

It argues that teaching this subject area in ways which are culturally safe for Aboriginal and Torres Strait Islander staff and students, and which resist knowledge structures associated with colonial ways of conveying history, is not only about content but also about building learning spaces that encourage students to decolonise their relationships with Australian history.

This article considers collaborative approaches to knowledge transmission in the university history classroom as an act of decolonising knowledge spaces rather than as a model of reconciliation.

The purpose of this article is to introduce the themed section of History of Education Review on “The History of Knowledge and the History of Education”, comprising four empirical articles that together seek to bring the history of education into fuller dialogue with the approaches and methods of the nascent field of the history of knowledge.

This introductory article provides a broad overview of the history of knowledge for the benefit of historians of education, introduces the four themed section articles that follow, and draws out some of their overarching themes and concepts.

The history of knowledge concept of “arenas of knowledge” emerges as generative across the themed section. Authors also engage with problems of the legitimacy of knowledges, and with pedagogy as practice. In addition, focusing on colonial and postcolonial contexts raises reflexive questions about history of knowledge approaches that have so far largely been developed in European and North American scholarship.

The history of education has not previously been strongly represented among the fields that have gone into the formation of the history of knowledge as a synthetic, interdisciplinary approach to historical studies. Nor have historians of education much engaged with its distinguishing concepts and methodologies. The themed section also extends the history of knowledge itself through its strong focus on colonial and postcolonial histories.

To better understand states’ technologies of violence, colonisation, and military occupation, this chapter shares Jerusalemite children’s written and spoken opposition to the mundane yet intimate governance of Israel’s ‘combat proven’ politics over their lives. ‘Combat proven’ politics are forms of surveillance, strategies of control, imprisonment, torture, murder, and techniques of managing colonised populations that are mobilised in service of the state. Combat proven politics turn children’s everyday spaces into a ‘show room’ – a living laboratory – for states, arms companies, and security agencies (both private and public) to market their technologies as ‘tested positively’. As sites of violence proliferate in these contexts, children are folded into the testing ground of ‘combat proven’ politics, intensifying and incentivising infrastructural warfare. Occupied East Jerusalem, where the children in this study live, acutely illustrates how combat proven politics is driven by a concentration of biopolitics, geopolitics (including the topography of settlement and colonial architecture), and necropolitics. At the same time, children’s language of life subverts the logic of the death machines.

Using archival and primary source evidence, this chapter introduces the first real wage series from 1891 to 1930 for Brazil’s most important immigrant and industrial city, São Paulo. This is the first price series, nominal wage series, and real wage series for the city that covers the duration of the Old Republic. While scholars look to Rio de Janeiro evidence to compare Brazil’s cost of living to other southern cone and immigrant-receiving countries, it is preferable to use evidence from the primary destination city. Price deviations between the two cities underscore the need for these series. The results show foodstuff prices increased steadily over the period and more dramatically in the period during and after World War I. Hedonic wage regressions show hourly wages for unskilled, low-skilled, and medium-skilled workers did not increase accordingly. While the decline in real wages tapered off in the 1920s, real wages across skill levels did not recover to prewar levels. This new index suggests the city of São Paulo’s labor market was more integrated with Buenos Aires’s than with Rio de Janeiro’s and that Paulistano real wages did not recover in the 1920s to the extent that they did in other southern cone cities. Given these results, the puzzle as to why migrants continued to flock to the city prove more intriguing. The results also suggest that Vargas-era labor legislation had the potential to greatly improve the lives of the city’s working class, perhaps more so than in other cities.

This paper presents the findings of a survey of television advertisements broadcast on French and UK television channels. The findings show that advertisements which have elements common to both countries are still very much the minority. An analysis of the underlying spirit of national and partially standardised advertisements highlighted the difference in advertising styles between the two countries. UK advertisements continue to rely on humour or straightforward information, where their French counterparts rely on a dreamlike advertising style. These differences appear to be rooted in the individual national cultures and would seem to preclude the possibility of standardised cross‐cultural advertising for the majority of products in the short‐term.

MY reaction to being appointed Director of Library Services would be one of frank amazement, rather as if I had been a commercial traveller in a rather dubious line of trade, such as ladies' underwear, who had suddenly been offered a bishopric. The recovery from this amazement would take about ten seconds flat and I would doubtless find myself in the thick of finding an office, a desk, a rubber plant and a regulation‐size piece of carpet appropriate to my grade. My first real task would be to bring some order to the seven sections of the D.E.S. now dealing with library matters and to initiate among librarians generally some radical thinking on the problems that face us all.