Constructing Gendered Workplace ‘Types’: The weaver–millworker distinction in Dundee's jute industry,c. 1880–1910

Victorian and Edwardian Dundee was labelled a ‘woman's town’ due to the high proportion of women who worked in the city's staple jute industry. In this article, drawing on a range of contemporary sources, I use the work of feminist historians and Foucauldian notions of discourse to interrogate this label and explore why and how working women came to be marked as particularly problematic. Further, in questioning this label, I demonstrate how two specific workplace ‘types’—the weaver and millworker—were identified and constructed in contrast to one another. This article probes the processes through which these two ‘types’ were created, contested and performed in relation to the segregations and working conditions of their respective workplaces, and argues for a markedly spatial interrogation of gender identities and the category ‘working woman’.     

Bishops and Professionalization in Sweden,c. 1780–1880

This article investigates the concept of professionalization in terms of the bishops' role in the 19th-century Church of Sweden. Previous research has generally claimed that from the late 18th century until the mid-19th century, before the abolition of the Diet of Estates, the Swedish bishops amounted to secularized, conservative state officials who lacked the ability to effect religious reform. In this article, however, it will be argued that in the early 19th century, several decades earlier than previously assumed, the Swedish episcopate had begun to undergo a slow transformation that is best described as professionalization. It is posited that the bishops, inspired by Evangelical revival and Romanticism, became increasingly specialized in religion and theology in their education, thinking and practice. The episcopal profile also changed as the middle classes gained more influence from the early 19th century onwards, and this, in turn, prompted a higher standard of role performance.     

Citizens of Empire: Education and Teacher Exchanges in Canada and the Commonwealth, 1910–40

This article examines how one group of actors actively infused education, citizenship and Canada’s international relationships with a sense of empire in the first third of the twentieth century. Making use of archival and published sources from collections in Canada and Britain, it focuses in particular on imperial citizenship teaching in Canadian schools, a number of education conferences held in the United Kingdom and the exchanges of elementary and high school teachers and school inspectors between commonwealth countries. In this period, politicians and bureaucrats in Canada and other dominions actively connected their education systems to an imperial network at the very moment that others were striving to attain more economic and political autonomy from the British government. Education came to occupy a significant cultural space alongside the trade agreements and constitutional changes that slowly recalibrated the nature of the British imperial system in the interwar period. Imperial education projects were an important feature of the cultural politics of a fading empire, but they were driven by actors in both the imperial centre and the self-governing dominions. This article argues that between 1910 and 1940 teachers and politicians in Canada drew on an international support network, actively fostered new ideas of citizenship, and strove to assert the country’s belonging in the British Empire.