ABSTRACT This article analyses two exercise books from the mid-Victorian period that once belonged to a pupil teacher named Joseph Prescott, who taught at St Mary’s School, a Catholic educational institution in Chorley, England. The exercise books act as a case study for curriculum structure and educational practice in Lancashire by highlighting several themes, including the role of religion in the Victorian school day. After addressing the deficiencies in accessing education in the Victorian period, the article contextualises the analysis of the exercise books by recounting the development of the pupil-teacher system in Britain. Key pages of the exercise books reflect the Catholic nature of the curriculum at St Mary’s School and show that educators of the period taught a range of subjects. The article addresses the role of the pupil-teacher system in mid-Victorian schooling, leading to a clearer understanding of the responsibilities and prospects of pupil teachers during the period.

ABSTRACT This article addresses the lack of historical perspectives in recent discussions about the impact of school inspections on teachers’ well-being. Viewed through the lens of emotional history, it explores the significance of school inspectors’ styles and personalities in shaping teachers’ emotional experiences of inspection. Based on wide-ranging sources, the findings show that teachers have experienced inspection-related anxiety and fear over a very long period. But they have also enjoyed moments of mutual respect, pride and satisfaction. The paper illustrates how inspectors’ roles, styles and personalities interacted and were key to either promoting or undermining teachers’ emotional well-being. It also highlights insights from the past to inform current debates about school inspections. The research breaks new ground in offering a long-term perspective and has relevance to those interested in the intersection of inspection practices, teacher well-being, and educational accountability.

ABSTRACT Mining education in India developed late, with no facilities available before the twentieth century. In 1901, the Indian Mines Act was enacted. It made it mandatory for mine managers to possess specific qualifications and improve training for persons who worked under them, leading the government to frame a mining education policy. It was designed to meet the needs of the coal mining sector, which was primarily located in Eastern India. Before the establishment of the Indian School of Mines (1926), the educational system on mining depended largely on evening classes held in the coalfields. This article explores the evolution of mining education in the coalfields during that period. It investigates the reasons behind its late introduction and the circumstances leading to its establishment. It examines how successful it was. This article also looks at the shortcomings of coalfield education that led to the founding of the Indian School of Mines.

ABSTRACT This paper shows how the reform of Greek education fails to affect meaningful change in schools and the policies that govern them or even pushes the majority of the population farther from the putative goals of “modernization.” Our primary source material is a monograph on the history of Greek education published in 1974, focused on the reform process of 1959–64, by Andreas Kazamias, a Greek-Cypriot-American scholar, in conjunction with Greek intellectual and policymaker Evangelos Papanoutsos. Kazamias casts himself as the always-already modern subject in contrast to the backwardness of Greek conservatives. Papanoutsos presents an identity of an entirely European Greek who has transcended the identity confusion of the traditional (and conservative) Greek. We argue that these historical accounts of Greek education reform, together with a liberal rationalisation for modern Greek humanism, should be interpreted as instances of ideology in the service of Western hegemony.

ABSTRACT This article explores the role of education in shaping new ideals of womanhood in the Late Ottoman Empire, focusing on the women’s magazine Kadınlar Dünyası (1913–1921). By utilising George Mosse’s conceptualisation of stereotypes as positive constructs together with David Tjeder’s countertypes, the study investigates how the emerging ideal of an educated Turkish woman was portrayed and how education influenced power relations among women. I argue that the roots of the ideal modern Republican woman can be traced back to discussions on women’s education and status in the modernising Ottoman Empire. By analysing articles and visual elements, I highlight the multifaceted nature of these ideals and the complex formation and relationship of stereotypes and countertypes. This study contributes to the scholarship surrounding women’s education and press by demonstrating how educational discourse provided a platform for women to influence sociopolitical changes, ultimately fostering the emergence of a modern Turkish identity.

ABSTRACT Historically settler and Indigenous childhoods have been defined in educational terms. However, scholarship has tended to focus on policy, curriculum, gender and the place of Indigenous Māori children as colonial education subjects, with less emphasis on settler children’s experiences or responses. This article explores this through a case study of two high school girls in interwar New Zealand, coinciding with centennial celebrations in 1940. British culture remained pervasive, especially through curriculum and school cultures. These two girls represent a teenaged cohort that was still relatively unreflective, for whom a non-European narrative was largely absent. The article uses two key sources, one educational and one literary. The girls’ thoughts, feelings and experiences of school are analysed within a broader matrix of documentary evidence. The article argues that, for these girls, imperial and colonial processes were experienced unreflectively, perpetuating euro-centric attitudes about what was societally important 100 years on from initial colonisation.