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This article explores questions of temporality using letters written between 1930 and 1935 by Suzanne Karpelès, director of the Royal Library at Phomn Penh (1925-41) and of the Institute of Buddhist Studies (1930-41) and chief publications officer for the École Supérieure de Pāli (1925-41). The article is prompted by the "temporal turn" in scholarship that privileges time as an object of analysis (McLeod 20127). I draw on Wilcox's (1989, 13) view of abstract, linear time as a historical contrivance with a history of its own, and on scholarship that (re-)casts temporal relations between past, present and future as "messy" and "moving"(Harootunian 2007; McLeod 2017). I deploy Nóvoa and Yariv-Mashal's (2003) argument about the need to consider the "width and thickness" of time when discussing colonial regimes. I also explore the sources through temporal entanglements that have been variously cast through metaphors of geological strata (Nóvoa and Yariv-Mashal 2003, 423), temporal co-existence and collision (Harootunian 2007), zigzagging (Zerubavel 2000) and as practices of synchronisation (Jordheim 2013).The article begins by introducing Karpelès and by discussing scholarship on temporalities as it relates to the French Protectorate of Indochina. The middle section uses vignettes from Karpelès' letters to explore multiple temporalities and their entanglements and how these might play into the politics of power and of desire as they thread together in configurations of gender, education, imperialism and religion. The conclusion touches on some of the challenges facing scholars interested in multiple temporalities and temporal entanglements.

The vibrant political agenda that drove political and professional discussion in The Woman Teacher, the 'official organ' of the National Union of Women Teachers (NUWT)(1) was rooted in the Union's demand for equality on the same terms as men (King 1987: 35). The Woman Teacher challenged the view that a right to earn a living had been won as long as posts were closed to women and the statute book was 'littered up with restrictions which class women with non-adults' and contested Virginia Woolf's contention in Three Guineas that the word 'feminist' was obsolete (17 June 1938: 300). During the inter-war period The Woman Teacher encouraged NUWT members to create the will to peace through their work in schools. Stimulated by the deepening international crisis during the 1930s, the journal adopted an increasingly radical political stance towards internationalism, militarism and fascism. This chapter argues that articulations of internationalism, peace, imperialism and anti-fascism made visible dissent within views of the NUWT membership but also facilitated opportunities for journal editors to continue to shape the NUWT's egalitarian feminist message as the NUWT negotiated shifting understandings of feminism and rhetoric about married and single teachers linked with the pathologizing of spinsterhood (Oram 1996; Martin 2008).

In this article I explore the "promise" of a posthumanist or non-representationalist approach to the entanglement of objects-materials, transnational circulations and cosmopolitan subjectivities. In a piece of experimental writing, I use an extract from the Wellesley News, a fragment from an autobiography by Mishima Sumi, traditional academic conventions (of secondary citation), alongside imaginative questioning and personal asides. I begin by outlining elements of a non-representational approach to materiality, on which I draw, and selected scholarship on the place of materials in relation to analyses of materiality. The postscript replacing a conclusion acts as a form of commentary on the risk of non-referential accounts.

The vibrant political agenda that drove political and professional discussion in The Woman Teacher, the 'official organ' of the National Union of Women Teachers (NUWT)(1) was rooted in the Union's demand for equality on the same terms as men (King 1987: 35). The Woman Teacher challenged the view that a right to earn a living had been won as long as posts were closed to women and the statute book was 'littered up with restrictions which class women with non-adults' and contested Virginia Woolf's contention in Three Guineas that the word 'feminist' was obsolete (17 June 1938: 300). During the inter-war period The Woman Teacher encouraged NUWT members to create the will to peace through their work in schools. Stimulated by the deepening international crisis during the 1930s, the journal adopted an increasingly radical political stance towards internationalism, militarism and fascism. This chapter argues that articulations of internationalism, peace, imperialism and anti-fascism made visible dissent within views of the NUWT membership but also facilitated opportunities for journal editors to continue to shape the NUWT's egalitarian feminist message as the NUWT negotiated shifting understandings of feminism and rhetoric about married and single teachers linked with the pathologizing of spinsterhood (Oram 1996; Martin 2008).

In this article I explore the "promise" of a posthumanist or non-representationalist approach to the entanglement of objects-materials, transnational circulations and cosmopolitan subjectivities. In a piece of experimental writing, I use an extract from the Wellesley News, a fragment from an autobiography by Mishima Sumi, traditional academic conventions (of secondary citation), alongside imaginative questioning and personal asides. I begin by outlining elements of a non-representational approach to materiality, on which I draw, and selected scholarship on the place of materials in relation to analyses of materiality. The postscript replacing a conclusion acts as a form of commentary on the risk of non-referential accounts.

This article looks through the lens of the gendered politics of historical writing at the main forms and direction of scholarship on gender in History of Education since its publication. It discusses how social, women's, feminist and gender history has been treated in the journal and how developing approaches around the body, space, materiality, and the construction of the archive, are informing the production of new knowledge around gender. The article argues that History of Education has contributed to ways in which gender has been imagined in historical reconstruction and analysis. As the gendered politics of history has been treated in the journal, gender analysis has contributed to the development of history of education as discipline. The article concludes that in re-writing and re-theorising traditional educational history, the radical openness of the future of gender analysis lies in the continuing transformation of gender analysis itself.

This article looks through the lens of the gendered politics of historical writing at the main forms and direction of scholarship on gender in History of Education since its publication. It discusses how social, women's, feminist and gender history has been treated in the journal and how developing approaches around the body, space, materiality, and the construction of the archive, are informing the production of new knowledge around gender. The article argues that History of Education has contributed to ways in which gender has been imagined in historical reconstruction and analysis. As the gendered politics of history has been treated in the journal, gender analysis has contributed to the development of history of education as discipline. The article concludes that in re-writing and re-theorising traditional educational history, the radical openness of the future of gender analysis lies in the continuing transformation of gender analysis itself.

This article explores Thomas Popkewitz's and Kwame Appiah's discussion of cosmopolitanism by looking at practices, spaces and subjectivities in the work of three little-known women, Amelie Arato, Amni Hallsten-Kallia and Rachel Gampert. It examines cosmopolitanism through systems of knowledge, unpacks cosmopolitanism and gender at particular historical moments, and looks at national as well as international narratives. Arato provides a starting point to look at practices, at challenges and tensions of cosmopolitanism as modes of enquiry, at conversations across borders through the scientisation of knowledge, and at categories that locate women in in-between spaces that both include and exclude. With Hallsten-Kallia, the challenges and tensions of cosmopolitanism as movement through social space for women form the focus. Here, conversations across borders from her insider/outsider position illuminate gender, positionality and opportunities, and limitations on agency within the making of the woman cosmopolitan. Gampert's concern with the married woman teacher becomes a springboard to think about subjectivities, challenges and tensions for cosmopolitanism in holding together divergent national narratives and a universal frame.

This article uses events in May 1985 surrounding the de-selection of the Conservative chair of the Wiltshire Education Committee and her role in the campaign for comprehensive education in Salisbury, England, to pose questions about the representation of women who championed causes deemed to be progressive and to raise issues about how gender analysis is dealt with in such accounts. The article develops a frame of analysis that moves beyond the 'heroic fairytale' in ascribing agency to women, while also revealing the operation of power structures in which they manoeuvred. A frame of analysis is outlined, based on Bourdieu's thinking tools of fields, habitus and capital. These are linked with the notion of gender scripts to demonstrate the complexities and contradictions of the story of Joan Main, chair of Wiltshire education committee, and her simultaneous location inside/outside the Conservative political field and the field of local government. Bourdieu's thinking tools and the notion of gender scripts are also used to demonstrate ways in which gender was an unspoken power relation in the events surrounding Main's de-selection and in her ability to gain re-election as an independent candidate.

This article uses events in May 1985 surrounding the de-selection of the Conservative chair of the Wiltshire Education Committee and her role in the campaign for comprehensive education in Salisbury, England, to pose questions about the representation of women who championed causes deemed to be progressive and to raise issues about how gender analysis is dealt with in such accounts. The article develops a frame of analysis that moves beyond the 'heroic fairytale' in ascribing agency to women, while also revealing the operation of power structures in which they manoeuvred. A frame of analysis is outlined, based on Bourdieu's thinking tools of fields, habitus and capital. These are linked with the notion of gender scripts to demonstrate the complexities and contradictions of the story of Joan Main, chair of Wiltshire education committee, and her simultaneous location inside/outside the Conservative political field and the field of local government. Bourdieu's thinking tools and the notion of gender scripts are also used to demonstrate ways in which gender was an unspoken power relation in the events surrounding Main's de-selection and in her ability to gain re-election as an independent candidate.