Introduction: Women's Rights as Human Rights: Global Contestations over the Longue Durée

This short essay introduces the forum on ‛Women's Rights as Human Rights: Global Contestations over the Longue Durée’. It briefly outlines the state of the field, a new agenda for research in the area and the topics of the articles in the forum. The forum derives from a symposium on the same topic sponsored by Gender & History and held at the University of Sheffield in spring 2022.     

Fact or speculation? How a feminist perspective can help students understand what archaeologists know and why they think they know it

Si somos serios respecto la importancia de la educación pública y la comunicación, entonces necesitamos considerar la pedagogía de la arqueología. Ense?ar a los universitarios sobre arqueología tendrá más éxito cuando los temas sobre método, teoría, y ética se se?alan como aspectos integrados y centrales de la práctica arqueóloga. Tomando ejemplos de mi experiencia en la ense?anza en varias instituciones académicas norteamericanas, yo se?alo como la investigación inspirada por el feminismo sirve como un método pedagógico práctico para ense?ar a los estudiantes las realidades del dise?o de investigación, el uso de múltiples líneas de evidencia, y verificaciń de las interpretaciones.

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Résumé Si nous voulons prendre au sérieux l'importance de l'éducation publique et de la communication, alors nous devons considérer la pédagogie dans l'archéologie. Enseigner l'archéologie aux étudiants sera plus fructueux quand les questions de méthode, de thérie et d'éthique seront mises en avant en tant qu'aspects intégrés et centraux de la pratique de l'archéologie. En illustrant mon discours d'exemples tirés de mon expérience d'enseignante dans différentes institutions académiques américaines, je montre comment la recherche marquée par le féminisme, peut servir d'approache, pédagogiquement utile, pour présenter aux étudiants les réalités des plans de recherche, l'utilisation de lignes d'évidences multiples et la vérification des interprétations.

     

The Un-European Idea: Vichy and Eurafrica in the Historiography of Europeanism

Imperialist and collaborationist conceptions of Europeanisms have generally been excluded from mainstream historiography with reference to their alleged un-Europeanness. However, by discussing the ideas and writings of two French Europeanists—Louis Le Fur’s and René Viard’s—in the years 1940–41, I argue that it is precisely their Vichyite and imperialist conceptions of Europeanness that underpin their political ideas of a united Europe. Their works therefore call into question a prevailing historiographical narrative of Europeanism as a benign counterpoint to a dark European past. Since, as demonstrated in this article, French Europeanist visions have often been bound up with both collaborationist and imperialist interests, I argue for the need to develop a more inclusive and critical historiographical perspective on the history of Europeanism.     

Going Outside Together: Good Practice with Respect to the Inclusion of Disabled Children in Primary School Playgrounds

This paper reports some of the findings of research which has investigated the inclusion of disabled children in six primary school playgrounds in Yorkshire, in England. Initially the paper sets the policy context before moving on to discuss the importance of play for children, especially in a primary school setting and particularly for disabled children in such a setting. The inclusion of disabled children is discussed with respect to a series of social and organisational issues and the good practice identified relating to these issues. The social issues include the relationships the disabled children have with their peers and with the staff. The organisational issues relate to the individual routines, moving to a new school, the benefit of staff experience and training, encouraging activity in physical education lessons which can be translated in to the playground and the benefits of extra time outside for some disabled children. All these aspects can influence whether all the children can go outside together—an important underlying factor for the inclusion of disabled children in primary school playgrounds.