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.

中文翻译：

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“知识战线”，妇女，战争与和平

目的本文的目的是介绍“知识战线”的概念以及“家园”和“战争”战线的概念，以此作为对第一次世界大战及其影响的研究中了解受过大学教育的妇女的专业知识的一种方式。后果。本文探讨了两位女性的职业生涯，即医学研究员Elsie Dalyell和老师，女权主义者和工会主义者Lucy Woodcock。该论文考察了她们在战争和家庭方面的职业生涯以及大学专业知识的获取和使用，并展示了妇女在战争期间建立的知识分子和科学活动如何长期持续下去，以此作为修复许多人认为受其破坏的社会的方式。战争。它认为，“知识前沿”的思想揭示了从战争到和平的智力和科学活动的连续性，并提供“空间”来考察这一时期受大学教育的女性的职业生活。设计/方法论/方法本文的结构是一种分析叙事，将两个女人的职业生活，医学研究员Elsie Dalyell和老师/工会成员Lucy Woodcock交织在一起，以阐明1914年大学教育的女性专长对第二世界爆发的贡献。战争。调查结果在第一次世界大战和两次世界大战期间，受过大学教育的妇女的出现以创新和重要的方式参与了澳大利亚社会的公民结构，这些挑战了这一时代的“士兵公民”精神。本文提供了一种方法，可以研究受过大学教育的妇女在战争与和平过程中展现出的职业生涯，重点关注她们在专业知识上的所作所为。因此，与狭义的“家庭”和“战争”战线思想相比，“知识战线”提供了更多的方式来检查这些生活。研究的局限性/意义本文所涉及的“知识前沿”这一概念也适用于女性，在战争与和平时期如何更广泛地分析以第一次世界大战为重点的大学专业知识的含义。实际意义妇女参与战争的通常观点是在野战医院当护士。本文扩大了战争的概念，将战争视为具有许多相互联系的战线，包括战线和本国战线（Beaumont，2013年）。这样，我们不仅可以看到妇女更多地参与战争，而且还可以看到受过大学教育的妇女的参与。社会意义该文件显示，尽管枪支可能于1918年11月11日停产，但妇女的生活仍在继续，她们努力地应对战争经验，并力求在1920年代和1930年代恢复澳大利亚社会的职业生活。原创性/价值本文包含有关两个女人生活的原始传记研究。它还从战争/家庭战线概念化了“知识战线”的概念，以研究受过大学教育的职业女性的专业知识如何为从战争中复苏的国家的社会结构做出贡献。