The “knowledge front”, women, war and peace

Abstract

Purpose The purpose of this paper is to introduce the idea of the “knowledge front” alongside ideas of “home” and “war” front as a way of understanding the expertise of university-educated women in an examination of the First World War and its aftermath. The paper explores the professional lives of two women, the medical researcher, Elsie Dalyell, and the teacher, feminist and unionist, Lucy Woodcock. The paper examines their professional lives and acquisition and use of university expertise both on the war and home fronts, and shows how women’s intellectual and scientific activity established during the war continued long after as a way to repair what many believed to be a society damaged by war. It argues that the idea of “knowledge front” reveals a continuity of intellectual and scientific activity from war to peace, and offers “space” to examine the professional lives of university-educated women in this period. Design/methodology/approach The paper is structured as an analytical narrative interweaving the professional lives of two women, medical researcher Elsie Dalyell and teacher/unionist Lucy Woodcock to illuminate the contributions of university-educated women’s expertise from 1914 to the outbreak of the Second World War. Findings The emergence of university-educated women in the First World War and the interwar years participated in the civic structure of Australian society in innovative and important ways that challenged the “soldier citizen” ethos of this era. The paper offers a way to examine university-educated women’s professional lives as they unfolded during the course of war and peace that focuses on what they did with their expertise. Thus, the “knowledge front” provides more ways to examine these lives than the more narrowly articulated ideas of “home” and “war” front. Research limitations/implications The idea of the “knowledge front” applied to women in this paper also has implications for how to analyse the meaning of the First World War-focused university expertise more generally both during war and peace. Practical implications The usual view of women’s participation in war is as nurses in field hospitals. This paper broadens the notion of war to see war as having many interconnected fronts including the battle front and home front (Beaumont, 2013). By doing so, not only can we see a much larger involvement of women in the war, but we also see the involvement of university-educated women. Social implications The paper shows that while the guns may have ceased on 11 November 1918, women’s lives continued as they grappled with their war experience and aimed to reassert their professional lives in Australian society in the 1920s and 1930s. Originality/value The paper contains original biographical research of the lives of two women. It also conceptualises the idea of “knowledge front” in terms of war/home front to examine how the expertise of university-educated career women contributed to the social fabric of a nation recovering from war.

Australian university and medical school life during the 1919 influenza pandemic

“…Most students were middle-class, and they were predominantly training for future professional careers. Yet the war had also awoken greater civic feeling on the part of students, their staff, students and graduates, forming part of a "knowledge front", offering service that drew on their knowledge and expertise (Horne, 2016;Horne and Pietsch, 2016).…”

Histories of teachers in Australia and New Zealand from the 1970s to the present

“…While not neglecting previous eras, historians' attention is being drawn to the last half of the twentieth century. Researchers are also focussing on the education of marginalised groups including Australian Aboriginal children (Herbert, 2012) and the university sector (Horne, 2016). Histories of New Zealand and Australian teachers and curriculum (Vick, 2009;Jones, 2014;Kummerfield, 2015) feature in History of Education Review and they are being complemented by studies of teachers in other countries (Shehory-Rubin, 2015), thereby reflecting publishing trends among academics.…”