John Hodgson

The British government's current educational policy for England draws on E.D. Hirsch's writings on 'cultural literacy'. This paper aims to uncover the roots of Hirsch’s influential views through a genealogical critique. Hirsch admired the Scottish Enlightenment educator Hugh Blair as a model architect of a hegemonic culture to unite disparate members of a nation. Following Hirsch, the government Department for Education in England called for ‘shared appreciation of cultural reference points’ and ‘a common stock of knowledge on which all can draw and trade’. Consequently, the literature curriculum in England increasingly disenfranchises a significant component of the population in terms of both gender and cultural heritage. Recent ‘culture wars’ have highlighted the legacy of colonialism and have led educators to decolonise the curriculum and prioritise social justice. Continuing racism within civil society demonstrates the need for a general recognition that cultures are desirably diverse and internally plural.

ABSTRACT This paper investigates influences upon the development of library classification systems in nineteenth-century Britain. Two case studies – Edward Edwards's ‘scheme of classification for a town library’ of 1859 and the Bibliotheca Lindesiana of the earls of Crawford who made a number of significant contributions to the development of library classification over a fifty-year period – are deployed to explore how classification schemes reflected the habituses of their creators and how they were shaped by their socio-economic, epistemological and geographical contexts. The paper also investigates the discourse of classification, examining authors’ claims for the legitimacy, widespread applicability and superiority of their schemes, while revealing how these claims were compromised or modified by practical considerations. The case studies suggest that a modernizing narrative of a transition in the second half of the nineteenth century from an aristocratic, largely rural and amateur paradigm of knowledge formation to a bourgeois, urban and professional model requires significant modification: a more nuanced approach is required, which recognizes the permeability of geographic and social boundaries and the continued relevance of aristocratic libraries as key sites of knowledge formation until the end of the century.

Genomic testing in prenatal care is rapidly advancing and it is now possible to obtain an entire fetal genome via a blood test administered in early pregnancy. In the pursuit of reproductive autonomy, more tests are being offered to more people, for an ever-increasing range of indications. Health professionals who provide pregnancy care are at the vanguard of prenatal testing, yet their views on the impact of technology advancements remain under-explored. Qualitative interviews with Australian healthcare professionals revealed that they value prenatal testing for its information-giving potential. However, the rationale underpinning testing reveals a tension between professionals’ desire for certainty and patients’ expectation that they will be reassured. Coupled with the greater salience of genomic information over other forms of knowledge in prenatal care, we suggest that the unchecked pursuit of information by way of genomic technologies in prenatal testing may paradoxically constrain reproductive autonomy in practice.