Abstract
This article reflects on methodological and ethical issues that have shaped a collaborative project which aims to chart social, legal and political responses to child sexual abuse in England and Wales across the twentieth century. The etymological problem of searching for child sexual abuse in the historical archive is discussed, given that the term itself is a relatively recent one. Acknowledging that research tools will always be partial, it then focuses on the gaps and silences in the archive, most problematically in relation to the voices and experiences of victims and survivors themselves. Finally it discusses ethical issues relating to the naming or anonymising of those accused and convicted (as well as victims and survivors) in the writing up of research findings. The discussion focuses on two key periods – the 1920s and 1950s – and on education policy, including regulatory procedures for teachers in state and fee-paying schools.
Highlights
Historical child sexual abuse in England and WalesCitation for published version: Bingham, A, Delap, L, Jackson, L & Settle, L 2016, 'Historical child sexual abuse in England and Wales: The role of historians', History of Education, vol 45, no
In the UK allegations relating to past child sexual abuse in institutional and other settings have led to the appointment of a series of public inquiries
The discussion focuses on two key periods – the 1920s and 1950s – and on education policy, including regulatory procedures for teachers in state and fee-paying schools
Summary
Citation for published version: Bingham, A, Delap, L, Jackson, L & Settle, L 2016, 'Historical child sexual abuse in England and Wales: The role of historians', History of Education, vol 45, no.
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