‘We must give them an education,large, liberal and comprehensive’. Catherine Vale Whitwell: teacher,artist, author,feminist and Owenite communitarian

This article was provoked by the author’s conviction that its subject was a great deal more significant than a marginalised woman on the fringes of Owenism, the reformist movement promoted by Robert Owen during the early nineteenth century. It examines the life of Catherine Whitwell, formally identified in studies of Owen and in histories of education as teacher cum artist in the school at New Lanark, Owen’s factory community in Scotland, and also one of several women writers on astronomy. Otherwise little was known of her activities or the contexts in which they occurred. There are many gaps in the record and her footprint is often illusive, but much new information in widely dispersed archives, periodicals, digitised newspapers and secondary sources helps cast further light on her background, a career embracing work as proprietor of girls’ schools, author of works on astronomy and mathematics, promoter of sciences for women, advocate of women’s education, artist and communitarian. The context of Whitwell’s work is reviewed with reference to recent relevant literature and followed by a case study explaining her association with Owen, speculating on her role in visualising his plans for communities of co-operation designed to relieve distress and create greater equality, then describing her teaching career both at New Lanark and later at Orbiston, the first British Owenite community near Glasgow. The study concludes with a brief review of her post-Owen work running girls’ schools and an assessment of her role in the development of education and disseminating knowledge, particularly for young middle class women and working class children in the first half of the nineteenth century.     

The Indian peasant rebellion in the highlands of northern Argentina, 1872–75

The paper describes and discusses the Indian peasant uprising which took place in the Puna (high tableland) of Jujuy Province in Northern Argentina between 1872 and 1875. The origins of the revolt are to be found principally in the land tenure system, and specifically in problems associated with the historical evolution of the colonial encomienda system. The role of ‘outside’ political forces in the uprising is discussed and evaluated, but it is argued that the Indians’ demands for the return of their communal lands was the fundamental issue. In this respect it is suggested that the revolt should be examined within the wider context of Indian revolts and agrarian unrest which affected various parts of the Andean Highlands during the last thirty years of the nineteenth century.     

Revisionism in the economics of backwardness

This article introduces the concept of structural competitiveness to explain the rapid development of South Korean steel industry. Three elements of structural competitiveness are: state autonomy, sound economic policy and indigenous technological capability. These elements have a significant bearing on the bargaining capacity of the state, autonomous investment decisions, labour control, the acquisition and absorption of modern technology, and ultimately international competitiveness. Global competitiveness of South Korea does not refute the technological dependence of developing countries. Rather it suggests the kind of socio‐institutional and economic policy contexts that are often necessary to foster competitive industries.     

Using Blogs as a Teaching Tool in Negotiation

This article reports on the experimental use of blogs as a teaching tool in a course on negotiation and mediation. The blogs were of two kinds: individual "journal" blogs accessible only by the student author and the course instructor, and a class or collective blog, accessible by all members of the course. The use of blogs builds on the familiar use of journals as a tool for reflection and personal review and adopts the technology of online communication with which the student body is increasingly familiar and comfortable. The article reports on the student response to this development and the perceived impact on extended peer-to-peer communication, cooperation, and skills development. This note also briefly places this experiment in the wider context of the widespread use of blogging, online social networking, and — more ambitiously — the promotion of critical and deliberative skills through the use of information communications technology.