Abstract
Nearly 25 years ago Joan Scott reviewed the progress of historical analysis that foregrounded gender as an analytical category. Her article in The American Historical Review has become one of the landmark expressions of the state of the field. While historical approaches utilising gender frameworks have become quite commonplace, this issue of Journal of Educational Administration and History demonstrates that the gender debate is by no means over. Indeed in specialised areas of historical research the precise challenge that Scott laid down for historians to identify the power structures embedded within narratives of the past becomes all the more pressing. The papers in this issue highlight the vibrant nature of an approach which allows us to cross disciplinary boundaries as we enhance our appreciation of the impact of education in its broadest sense.
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