Introduction to exhibition catalogue for ‘Dangers and Delusions’? Perspectives on the women’s suffrage movement

The movement calling for women’s right to vote in the United Kingdom was drawn out over several decades and generated intense differences of opinion, not only between those for and against electoral equality, but also within pro- and anti-suffrage campaigns. This exhibition draws on items held in UCL Special Collections – satirical commentaries, campaign literature, personal notes and petitions – to examine the actions and reactions surrounding the case for universal suffrage, from the 1860s up to the first legislative step towards equality for women: the Representation of the People Act, 1918

Students, Volunteering and Community Action, 1960‐2000: A Witness Seminar

Report of a witness seminar (oral history group interview) that brought together key witnesses from the Student Community Action and Student Vlunteering movements of the 1960s, 70s, 80s and 90s

Beyond banking: lessons from an impact evaluation of employee volunteering at Barclays Bank

Employee volunteering (EV) has been widely promoted, even though little rigorous research has been carried out into its impact on stakeholders. This article examines EV in the light of the findings of an impact evaluation commissioned by Barclays Bank. It begins by noting how the recent increase in EV has been driven by pressure from consumers, government and the voluntary sector. The impacts of the Barclays EV programme are then analysed: the volunteers themselves derive personal satisfaction from their involvement, and their self-confidence is increased; the employer benefits from an improved image in the eyes of its employees, as well as from the development of the volunteers’ leadership and teamworking skills; and voluntary organisations benefit from a new source of person power (although they say they would like to make more use of the volunteers’ professional skills). The article also examines some of the challenges facing EV programmes

Introduction: education, war and peace

This editorial introduction to the special issue on education, war and peace proposes that the dynamics between education, war and peace have been insufficiently researched in the history of education but have become a focus of increasing attention. Education for war, education for peace, the impact of war on education, and representations of war and peace are particular aspects of this general theme that are developed in detail in the collection as a whole

Students in England and the legacy of the First World War

This publication explores a transformative moment in the history of UK higher education. After the First World War, British universities received an influx of students who had undertaken wartime service in different forms. In what ways did this development reshape university life, and what were the implications for student activism? We shed light on these questions through case studies from London and the North East of England, focusing on University College London (UCL) and Durham University (including Armstrong College, Newcastle). Special emphasis is placed on gender relations at these institutions as well as students’ attempts to foster dialogue, cooperation and reconciliation in the wake of international conflict

Refugees and Higher Education

Just 1% of refugees of student age are today in higher education (UNCHR 2016a). However, in many of the major refugee crises of the past special assistance for higher education students formed a significant part of overall relief efforts, and many universities continue to welcome refugees today. Often it is the more highly educated sections of society that form the majority of refugees, at least in the initial phases of a crisis (IEC and WUS 1986). The recent Syrian refugee crisis, in particular, prompted the establishment of a range of scholarship schemes as well as new initiatives to deal with the problem of students who cannot document their qualifications. This entry offers a historical overview of major international aid programs for refugee scholars, before outlining current problems facing refugee students and discussing the huge unmet demand for higher education among refugees

The Worlds of UCL: teaching, learning and institutional histories

This article discusses an undergraduate module which introduces students to the study of the history of education through the lens of our own institutions – UCL (University College London, UK), founded in 1826, and the IOE (Institute of Education, UCL’s Faculty of Education and Society), founded in 1902. The module critically examines the close, but often hidden, connections between British education and empire, asking what impact these imperial legacies have today. After outlining the module’s origins and relationship with the history of UCL and the IOE, the article sets its creation in the wider context of initiatives that seek to critique and reimagine institutional histories within higher education for a variety of purposes. The article also explores the developing role of the IOE Archives team in teaching, and explores how academics and archivists work together to teach institutional histories, and how this work can prompt change

The World of UCL

From its foundation in 1826, UCL embraced a progressive and pioneering spirit. It was the first university in England to admit students regardless of religion and made higher education affordable and accessible to a much broader section of society. It was also effectively the first university to welcome women on equal terms with men. From the outset UCL showed a commitment to innovative ideas and new methods of teaching and research. This book charts the history of UCL from 1826 through to the present day, highlighting its many contributions to society in Britain and around the world. It covers the expansion of the university through the growth in student numbers and institutional mergers. It documents shifts in governance throughout the years and the changing social and economic context in which UCL operated, including challenging periods of reconstruction after two World Wars. Today UCL is one of the powerhouses of research and teaching, and a truly global university. It is currently seventh in the QS World University Rankings. This completely revised and updated edition features a new chapter based on interviews with key individuals at UCL. It comes at a time of ambitious development for UCL with the establishment of an entirely new campus in East London, UCL East, and Provost Michael Arthur’s ‘UCL 2034’ strategy which aims to secure the university’s long-term future and commits UCL to delivering global impact

Humanitarianism in the Modern World: The Moral Economy of Famine Relief

This is an innovative new history of famine relief and humanitarianism. The authors apply a moral economy approach to shed new light on the forces and ideas that motivated and shaped humanitarian aid during the Great Irish Famine, the famine of 1921-1922 in Soviet Russia and the Ukraine, and the 1980s Ethiopian famine. They place these episodes within a distinctive periodisation of humanitarianism which emphasises the correlations with politico-economic regimes: the time of elitist laissez-faire liberalism in the nineteenth century as one of ad hoc humanitarianism; that of Taylorism and mass society from c.1900-1970 as one of organised humanitarianism; and the blend of individualised post-material lifestyles and neoliberal public management since 1970 as one of expressive humanitarianism. The book as a whole shifts the focus of the history of humanitarianism from the imperatives of crisis management to the pragmatic mechanisms of fundraising, relief efforts on the ground, and finance