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Digital platforms produce bias and inequality that have a significant impact on peoples’ sense of self, agency and life chances. Wikipedia has largely evaded the criticism of other algorithmic systems like Google search and training databases like ImageNet, but Wikipedia is a critical source of representation in our current era – not only because it is one of the world's most popular websites, but because its data are being used as training data for the AI systems that are increasingly used for decision-making. We conducted an analysis of Wikipedia biographies in a national context, comparing the temporality and subjects of notability between English Wikipedia and the Australian Honours system in order to understand Wikipedia's unique role in the production of notability over the site's 20-year history. Framing Wikipedia as an active producer (rather than a reflection) of notability, we demonstrate that women are more likely to be awarded a Wikipedia page after the award announcements or not at all if their contribution is for labour relating to the caring professions than if their service is for sports, arts and films, politics or the judiciary. We argue that Wikipedia's inability to recognise gendered care work as noteworthy is mirrored in its own practices.

My Darlinghurst profiles this colourful neighbourhood, revealing the stories of its migrant and Indigenous residents, the razor gangs and brothels, the soldiers and wharfies, and the artists and LGBTQIA+ communities who have made - and ...

In 1926, New York University professor James E. Lough—an educational reformer with big dreams—embarked on a bold experiment he called the Floating University. Lough believed that taking five hundred American college students around the globe by ship would not only make them better citizens of the world but would demonstrate a model for responsible and productive education amid the unprecedented dangers, new technologies, and social upheavals of the post–World War I world. But the Floating University’s maiden voyage was also its last: when the ship and its passengers returned home, the project was branded a failure—the antics of students in hotel bars and port city back alleys that received worldwide press coverage were judged incompatible with educational attainment, and Lough was fired and even put under investigation by the State Department. In her new book, Tamson Pietsch excavates a rich and meaningful picture of Lough’s grand ambition, its origins, and how it reveals an early-twentieth-century America increasingly defined both by its imperialism and the professionalization of its higher education system. As Pietsch argues, this voyage—powered by an internationalist worldview—traced the expanding tentacles of US power, even as it tried to model a new kind of experiential education. She shows that this apparent educational failure actually exposes a much larger contest over what kind of knowledge should underpin university authority, one in which direct personal experience came into conflict with academic expertise. After a journey that included stops at nearly fifty international ports and visits with figures ranging from Mussolini to Gandhi, what the students aboard the Floating University brought home was not so much knowledge of the greater world as a demonstration of their nation’s rapidly growing imperial power.

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Purpose: The purpose of this article is to introduce the themed section of History of Education Review on “The History of Knowledge and the History of Education”, comprising four empirical articles that together seek to bring the history of education into fuller dialogue with the approaches and methods of the nascent field of the history of knowledge. Design/methodology/approach: This introductory article provides a broad overview of the history of knowledge for the benefit of historians of education, introduces the four themed section articles that follow, and draws out some of their overarching themes and concepts. Findings: The history of knowledge concept of “arenas of knowledge” emerges as generative across the themed section. Authors also engage with problems of the legitimacy of knowledges, and with pedagogy as practice. In addition, focusing on colonial and postcolonial contexts raises reflexive questions about history of knowledge approaches that have so far largely been developed in European and North American scholarship. Originality/value: The history of education has not previously been strongly represented among the fields that have gone into the formation of the history of knowledge as a synthetic, interdisciplinary approach to historical studies. Nor have historians of education much engaged with its distinguishing concepts and methodologies. The themed section also extends the history of knowledge itself through its strong focus on colonial and postcolonial histories.

A conversation about public good Dr Julia Horne, Dr Matthew A.M. Thomas. underpinning the social contract, or settlement, between knowledge institutions, publics and the state. John Dewey was not, of course, an advocate of classical ...

Large-scale molecular profiling studies in recent years have shown that central nervous system (CNS) tumors display a much greater heterogeneity in terms of molecularly distinct entities, cellular origins and genetic drivers than anticipated from histological assessment. DNA methylation profiling has emerged as a useful tool for robust tumor classification, providing new insights into these heterogeneous molecular classes. This is particularly true for rare CNS tumors with a broad morphological spectrum, which are not possible to assign as separate entities based on histological similarity alone. Here, we describe a molecularly distinct subset of predominantly pediatric CNS neoplasms (n = 60) that harbor PATZ1 fusions. The original histological diagnoses of these tumors covered a wide spectrum of tumor types and malignancy grades. While the single most common diagnosis was glioblastoma (GBM), clinical data of the PATZ1-fused tumors showed a better prognosis than typical GBM, despite frequent relapses. RNA sequencing revealed recurrent MN1:PATZ1 or EWSR1:PATZ1 fusions related to (often extensive) copy number variations on chromosome 22, where PATZ1 and the two fusion partners are located. These fusions have individually been reported in a number of glial/glioneuronal tumors, as well as extracranial sarcomas. We show here that they are more common than previously acknowledged, and together define a biologically distinct CNS tumor type with high expression of neural development markers such as PAX2, GATA2 and IGF2. Drug screening performed on the MN1:PATZ1 fusion-bearing KS-1 brain tumor cell line revealed preliminary candidates for further study. In summary, PATZ1 fusions define a molecular class of histologically polyphenotypic neuroepithelial tumors, which show an intermediate prognosis under current treatment regimens.

In 1926 New York University’s Professor of Psychology, James Edwin Lough, led 500 American university students on an eight-month voyage around the world. Stopping at 47 ports and visiting foreign dignitaries including the King of Siam, the Sultan of Jodhpur, Mussolini, and the Pope, Lough’s ‘pedagogical experiment’ promised a ‘world education’ to its students. Influenced by progressive education and new developments in educational psychology, he believed that ‘Floating University’ students could learn from the shifting conditions around them. This chapter examines the attempt to put this educational philosophy into effect, exploring some of the reading, writing, performing, and drawing that took place during the eight-month cruise around the world. Using published curricula, newspaper reports, and the letters of students and staff, it considers the relationship between experience and education in Professor Lough’s 1926 floating educational experiment.

Copyright © Cambridge University Press 2019. This article examines the "new professions" as alternative settings where women thought and wrote about the international. Presenting the case studies of Fannie Fern Andrews, Mary Parker Follett and Florence Wilson, it shows that, in emerging professional and disciplinary contexts that have hitherto lain beyond the purview of historians of international thought, these women developed their thinking about the international. The insights they derived from their practical work in schools, immigrant communities and libraries led them to emphasize the mechanics of participation in international affairs and caused them to think across the scales of the individual, the local group and relations between nations. By moving beyond the history of organizations and networks and instead looking for the professional settings and audiences which enabled women to theorize, this article shifts both established understandings of what counts as international thought and traditional conceptions of who counts as an international thinker.