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It is well-known that Beatrice Ensor, who founded the New Education Fellowship (NEF) in 1921, was a Theosophist and that from 1915 the Theosophical Fraternity in Education she established laid the foundations for the NEF. However, little research has been performed on the Fraternity itself. The travels of Theosophists, texts, money and ideas between Auckland, India and London from the late nineteenth century offer insights into “New Education” networking in the British Commonwealth more broadly. The paper aims to discuss these issues.

This paper draws on archival documents from the Adyar Library and Research Centre, International Theosophical Society (TS) headquarters, Chennai, India; the archive at the headquarters of the New Zealand Section of the TS, Epsom, Auckland; the NEF files at the archive of the London Institute of Education; papers past digital newspaper archive.

New Zealand’s first affiliated NEF group was set up by the principal of the Vasanta Gardens Theosophical School, Epsom, in 1933. She was also involved in the New Zealand Section of the Theosophical Fraternity, which held conferences from 1917 to 1927. New Zealand’s Fraternity and Theosophical Education Trust had close links with their counterparts in England and India. The setting up of New Zealand’s first NEF group was enabled by networks created between Theosophists in New Zealand, India and England from the late nineteenth century.

The contribution of Theosophists to the new education movement has received little attention internationally. Theosophical educational theory and Theosophists’ contributions to New Zealand Education have not previously been studied. Combining transnational historiography with critical geography, this case study of networks between New Zealand, Adyar (India) and London lays groundwork for a wider “spatial history” of Theosophy and new education.

In the early 1840s Edward Gibbon Wakefield's New Zealand Company recruited “emigrants of the labouring classes” promising: “every one of them who is industrious and thrifty, may be sure to become not merely an owner of land, but also in his turn an employer of hired labourers, a master of servants.” Letters sent “Home” to Ham (a village in Surrey, UK) from Wellington between 1841‐1844, by a group of labouring families, project textual personae consistent with this liberal image. The purpose of this paper is to explore educational processes involved in the production of these colonial identities.

The letters are read in relation to archival resources: the curriculum of the National School and alternative educational models in Ham, records of schools provided in Wellington, and pedagogical intentions signalled in the records of the New Zealand Company.

Arguing that migration resulted in a radical change in the subjectivity of these labouring class families, this paper contrasts the curricula of the “National School” attended by these children in Ham with the more secular offerings in Wellington. Their “National School” taught Ham's lower orders to accept their God‐given “stations” in life. Radical critique was suppressed. In Wellington the first schools, such as the Mechanics’ Institute, were non‐denominational, prioritising practical knowledge. Foundations for a secular society based on liberal values were laid.

There is little educational research on how participation in the Wakefield scheme transformed those who, in rural England, were required to remain subservient members of the power orders, into the enterprising independent subjects required in the new colony.

Considers the social, cultural and nutritional aspects of food consumption among low income families. For over a hundred years concern has been expressed about the diet of poor families. Qualitative research with 48 low income families is reported which investigated their food purchasing and consumption behaviour in order to understand their managing and coping strategies better. Rather than radically alter their diets, families adopt a cheaper imitation of conventional eating patterns. To do otherwise would entail an unacceptable risk of waste that could not be afforded. Further research is reported which indicates that families on income support cannot afford to purchase a healthy and socially acceptable diet.

The information which has hitherto appeared in the daily press as to the evidence laid before the Departmental Committee which is inquiring into the use of preservatives and colouring matters can hardly have afforded pleasant reading to the apologists for the drugging of foods. It is plainly the intention of the Committee to make a thorough investigation of the whole subject, and the main conclusions which, in the result, must bo forced upon unbiassed persons by an investigation of this character will be tolerably obvious to those who have given serious attention to the subject. At a later stage of the inquiry we shall publish a full account of the evidence submitted and of the Committee's proceedings. At present we may observe that the facts which have been brought forward fully confirm the statements made from time to time upon these matters in the BRITISH FOOD JOURNAL, and amply justify the attitude which we have adopted on the whole question. Representatives of various trade interests have given evidence which has served to show the extent to which the practices now being inquired into are followed. Strong medical evidence, as to the dangers which must attach to the promiscuous and unacknowledged drugging of the public by more or less ignorant persons, has been given; and some medical evidence of that apologetic order to which the public have of late become accustomed, and which we, at any rate, regard as particularly feeble, has also been put forward. Much more will no doubt be said, but those who have borne the heat and burden of the day in forcing these matters upon the attention of the Legislature and of the public can view with satisfaction the result already attained. Full and free investigation must produce its educational effect ; and whatever legal machinery may be devised to put some kind of check upon these most dangerous forms of adulteration, the demand of the public will be for undrugged food, and for a guarantee of sufficient authority to ensure that the demand is met.

The purpose of this paper is to set out three dilemmas that challenge historians of education who write for both professional and academic audiences. It focuses on the example of using fiction as a source for understanding the informal education of girls in the twentieth century. It contributes to the debate over the purpose of history of education and the possibilities that intersecting and contested analytical frameworks might contribute to the development of the discipline.

The paper discusses the rules of engagement and the duties of a historian of education. It reforms current concerns into three dilemmas: audience, method and writing. It gives examples drawn from research into girls’ school stories between 1910 and 1960. It highlights three authors and stories set in Australia, England and an international school in order to explore what fiction offers in getting “inside” the classroom.

Developed from a conference keynote that explored intersecting and contested histories of education, the paper sets up as many questions as it provides answers but re-frames them to include the use of a genre that has been explored by historians of childhood and literature but less so by historians of education.

The vast quantity of stories set in girls’ schools between 1910 and 1960 necessarily demands a selective reading. Authors may specialise in the genre or be general young people’s fiction authors. Reading such stories must necessarily be set against changing social, cultural and political contexts. This paper uses examples from the genre in order to explore ways forward but cannot include an exhaustive methodology for reasons of space.

This paper suggests fiction as a way of broadening the remit of history of education and acting as a bridge between related sub-disciplines such as history of childhood and youth, history and education. It raises practical implications for historians of education as they seek new approaches and understanding of the process of informal education outside the classroom.

This paper suggests that the authors should take more seriously the impact of children’s reading for pleasure. Reception studies offer an insight into recognising the interaction that children have with their chosen reading. While the authors cannot research how children interacted historically with these stories in the mid-twentieth century, the authors can draw implications from the popularity of the genre and the significance of the legacy of the closed school community that has made series such as Harry Potter so successful with the current generation.

The marginal place of history of education within the disciplines of history and education is both challenging and full of possibilities. The paper draws on existing international debates and discusses future directions as well as the potential that girls’ school stories offer for research into gender and education.

In this chapter, the authors explore entrepreneurial change in Stanton, a rural small town in New Zealand. This once-prosperous place has suffered economically and socially as its past core industries have vanished, and it can now be considered as a depleted community. Yet in recent years, the town has seen a rejuvenation, in part due to the endeavours of Sue, a high-profile entrepreneur from outside the town who has set up several businesses in the town and indeed in other small towns in the region. Theoretically, the authors take an entrepreneurial identity perspective in examining how Sue’s arrival has changed the town; the authors examine how her entrepreneurship was perceived as legitimate. The authors use a qualitative methodology based on semi-structured interviews. The authors contribute in demonstrating how an ascribed entrepreneurial identity can not only enable but also hinder change in this community, generating confidence and emotional contagion around entrepreneurship, and also uncertainty and resentment. In doing so, the authors challenge the universality of entrepreneurship benefits.

This chapter proposes an optimized innovative information technology as a means for achieving operational functionalities of real-time portable electronic health records, system interoperability, longitudinal health-risks research cohort and surveillance of adverse events infrastructure, and clinical, genome regions – disease and interventional prevention infrastructure. In application to the Dod-VA (Department of Defense and Veteran's Administration) health information systems, the proposed modernization can be carried out as an “add-on” expansion (estimated at $288 million in constant dollars) or as a “stand-alone” innovative information technology system (estimated at $489.7 million), and either solution will prototype an infrastructure for nation-wide health information systems interoperability, portable real-time electronic health records (EHRs), adverse events surveillance, and interventional prevention based on targeted single nucleotide polymorphisms (SNPs) discovery.

This paper aims to summarize a three‐year federal grant from the Institute of Museum and Library Services to create a statewide digital collection.

This paper describes the Cornerstone Project: its background, the processes used to determine appropriate standards, guidelines, and best practices for digital collections, the technology selected for the digital production centers and the web portal, and its plans for the future. The project is a collaborative statewide initiative to make unique historical treasures from Alabama's archives, libraries, museums, and other repositories electronically accessible to Alabama residents as well as students and scholars around the world.

The project has demonstrated a successful model for statewide collaboration among all types of repositories. NAAL member institutions are helping other repositories create digital collections of unique Alabama historical resources.

The Cornerstone Project offers practical procedures that can be replicated by any consortia considering distributed digital collection building.

The project offers training to help librarians, archivists, and other staff successfully plan, implement, and complete digitization projects. Three shared digital production facilities at the Alabama Department of Archives and History (ADAH), Auburn University, and The University of Alabama serve as training centers and assist with local digitization efforts.

Children's food insecurity experiences are largely unrepresented in academic literature. Parents and caregivers cannot always accurately evaluate their children's attitudes or experiences, and even within the same family unit, children and their parents may report differing views and experiences of family food insecurity. The purpose of this narrative review is to identify studies that include children's voices and their perceptions, understanding, and experience of food insecurity in the household.

This narrative review aimed to address the following questions: (1) “What research studies of household food insecurity include children's voices?” and (2) “Across these studies, how do children perceive, understand and experience food insecurity in the household?”. A database search was conducted in October 2022. After inclusion and exclusion criteria were applied, 16 articles remained for review.

The findings from this review were organised into three themes: Theme 1: Ways children coped with accessing food or money for food; Theme 2: Food-related strategies children used to avoid hunger; and Theme 3: Children attempt to mask food insecurity.

Future research should further explore the long-term consequences of social pressures and informal economic engagement on children's well-being and social development. By addressing the social determinants of food insecurity, this study can strive to create supportive environments that enable all children to access adequate nutrition and thrive.

Overall, the findings of this review demonstrate the significant social pressures that shape children's responses to food insecurity. Results suggest that children's decision-making processes are influenced by the desire to maintain social standing and avoid the negative consequences of being food insecure. As such, this review underscores the need for a comprehensive understanding of the social context in which food insecurity occurs and the impact it has on children's lives. Understanding these dynamics is crucial for developing effective interventions and policies addressing the multifaceted challenges food insecure children face.

This review has highlighted a need for interventions to incorporate trauma-informed strategies to protect children from and respond to the psychologically distressing experiences and impact of living in food insecure households.