This article examines two venues where historians of education have in the past addressed serious, publicly significant questions: commissions of inquiry and courtrooms where education rights and educational injustices are litigated. The article argues that these two examples demonstrate historians’ particular skills and abilities as evidence-gatherers, clear communicators, strong generalists, and experts in making sense of change over time. The article also suggests that these particular skills and abilities can be the basis for historians’ continued contributions to answering questions of public significance.

This essay considers the usefulness of history of education, first, through the history of Australian university-based teacher education and then through the history of how, in the postwar period of schooling expansion, the provision of public schooling was transformed discursively from a policy solution into a policy problem—with opposing viewpoints from “left” and “right” projected through the print media. With a particular focus on “conservative” critique, two contrasting snapshots are presented of public writing from the 1970s-1980s to illustrate how, by this period, the focus of public debate about education policy in Australia was no longer on the principles and logistics of widening access, but on questioning the trustworthiness of the schools themselves—what and how they were teaching the nation’s children. The essay concludes by proposing that history itself is constantly invoked in debates about schooling by people who are trying to explain what needs to be changed or preserved.

The recent surge in inflation has led to an increase in research by academic economists into various aspects of central banking: in particular, central bank communication and trust in central banks. In addition, the move towards introducing Central Bank Digital Currency has increased the need for research in this area. This Special Issue of the National Institute Economic Review brings together some of this recent research and includes contributions from academic and policy-oriented researchers and leading experts on these recent developments in central banking research.

In 1901, Cemaleddin Dağıstani, a newly enrolled student at a madrasa in Bursa, sent a letter to his family in the district of Quba (now in Azerbaijan) in the Russian Empire. He excitedly shared what he had witnessed during his journey to the Ottoman Empire. Upon crossing the Russo–Ottoman border from Batum (now Batumi, Georgia) to Rize, he was met by Ottoman officials who registered him as a muhajir (refugee or immigrant). Alongside other muhajirs from Russia, including Circassians, Dagestanis, Tatars, and Muslim Georgians, he boarded a state ferry to Istanbul. In seven days, he arrived at the Ottoman capital. He recalled meeting Muslim refugees from Bulgaria, Greece, and Habsburg-occupied Bosnia, and Muslim subjects of the British, French, and German colonial empires. The lion’s share of muhajirs, however, like Cemaleddin, were former Russian subjects. In his letter, Cemaleddin marveled that at times of need Muslims from all over the world sought and found refuge in the Ottoman domains.1

We formulate and prove the archimedean period relations for Rankin–Selberg convolutions for ${\mathrm {GL}}(n)\times {\mathrm {GL}}(n-1)$. As a consequence, we prove the period relations for critical values of the Rankin–Selberg L-functions for ${\mathrm {GL}}(n)\times {\mathrm {GL}}(n-1)$ over arbitrary number fields.

In 1788, Andrew Jackson acquired an enslaved woman named Nancy. According to most accounts, Nancy followed Jackson from Jonesborough, Tennessee to Nashville and lived out the rest of her days at the Hermitage. Except she did not. A close review of the legal record suggests that Nancy never made it to Nashville and either left Jackson somewhere along the Wilderness Road or died at his hands trying to escape. Her act of resistance, this article posits, may have profoundly affected Jackson's views of race and sex on the southern frontier.

This article explores the financial and geopolitical networks behind the independence of Gran Colombia. It shows that the failure to obtain official British government support for independence was compensated for by the development of a network of private individuals and partnerships that supplied large quantities of arms, equipment and men. A Colombian government document granting ‘Powers’ to London intermediaries was crucial to the construction of this network. We analyse who the key players were and how the network operated. By exploring the decisions and actions of merchants through the lens of risk, trust, credit and networks, we provide a fresh insight into the wider process of independence in Gran Colombia.

In this essay, we explore the concept of path dependence through the example of the long-standing issue of racialized exclusionary school discipline. We argue that historians of education can reduce policy makers’ tendency to continue down existing policy paths (especially unhelpful ones), a phenomenon known as path dependence. We use racialized school discipline as a case in point. We also argue, however, that path dependence as an analytical tool can be “too much of a good thing” because it discounts the viability of ever-present options to change course. The real challenge lies in creating processes of path alteration that impose costs on policymakers for readopting policies shown to have such deleterious effects.

From a Nordic and British perspective, the history of education is a vibrant field of knowledge production. It invites scholars from the humanities and social sciences to investigate the continuities and changes in education over time, as well as Bildung, nurturing, learning, and teaching. By underlining the breadth of the history of education and using Nordic and British examples, I argue that the field is not shrinking but growing. A broader definition of the field expands the field’s scope beyond historical studies of formal schooling. It also enhances the field’s significance and reveals how it has a meaningful role in research policy, and practice.

This is the first of two articles examining a highly distinctive but overlooked system for organizing child and youth labour in rural England. It reveals how parishes used their powers under the 1601 Poor Law to allocate children as unpaid indentured farm servants (for up to 17 years) to local landholders occupying properties of a certain value. As both apprentice and master could be compelled by law, parish authorities were able to implement centralized rotation schemes. This article (Part I) addresses the initial questions of when, where, why and how compulsory apprenticeship schemes were introduced, based primarily on a survey of the South West before 1750. It presents new evidence of how they emerged as local experiments from the 1670s in a context of overlapping crises and became widespread by the mid-eighteenth century. The consequence was a labour system that bound children to local soil, and thus had peculiar parallels to serfdom, leading nineteenth-century authorities to condemn it for distorting the ‘free’ labour market.

In this editorial, upcoming changes to the mission statement, available article types, and instructions for authors are highlighted. These changes are expected to start on January 1, 2025.