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Paper conservators today face a growing preservation mandate that demands a comprehensive education. These remarks refer to the education of North American paper conservators. The path required to attain the necessary knowledge and skills to preserve works on paper has changed drastically over the past two generations starting with the establishment of graduate degree-granting programs and their dynamic and responsive curricula. [ABSTRACT FROM AUTHOR]

Paper conservators today face a growing preservation mandate that demands a comprehensive education. These remarks refer to the education of North American paper conservators. The path required to attain the necessary knowledge and skills to preserve works on paper has changed drastically over the past two generations starting with the establishment of graduate degree-granting programs and their dynamic and responsive curricula. [ABSTRACT FROM AUTHOR]

Curriculum reforms at the secondary-school level in Malaysia began in 1988 and was fully implemented in 1989. Heagly and Evans define curriculum as structured experience provided by the school for the student, so the student can meet all set learning outcomes to the best of their abilities. Prior to the introduction of the Secondary School Integrated Curriculum (KBSM), many issues were identified in the secondary school curriculum that served as the benchmark for curriculum reforms in Malaysia. Based on analysis, the introduction of KBSM was closely related to the turbulent historical issues during the first three decades after independence. These issues include problems with unity, inability to produce skilled labour, and the fragile and still negligible usage of the national language. Therefore, this article analyses the historical issues closely related to the introduction of KBSM, and the individuals responsible for ensuring KBSM comes into reality. The historical method is used as the thrust of this paper. Data collection-wise, this paper uses the qualitative analysis method of archival and library research. This approach aims to gather information and analysis a variety of primary and secondary sources such as the Report of the Education Committee 1956, Report of the Education Review Committee 1960, and the Cabinet Committee Report on Review of Implementation of Education Policies 1979, along with the Curriculum Committee Meeting Minutes in 1972, 1986 and 1987. The findings confirm the three historical issues strongly influenced the thought processes that went into planning and drafting KBSM. Implication-wise, the curriculum underwent reforms, towards a shift in the field of education following these historical issues. [ABSTRACT FROM AUTHOR]

The goal of this article is to recount the birth and development of midwifery and maternal care education in Bulgaria after the Bulgarian Liberation at the end of XIX and the beginning of the XX century. The researchers set the following tasks: 1) to present the main reasons for the emergence of professional midwifery education in post-Liberation Bulgaria; 2) to show the place and role of the first professionally trained midwives in Bulgaria; 3) to outline the seminal work of notable personalities for the development of professional midwifery care. Historical method was used, secondary historical sources, documents and scientific papers were reviewed. Conclusions: Professional midwifery education helped the introduction and spread of modern Obstetrics/Gynecology medicine, which lead to decrease in maternal and infant mortality and slowly improved quality of life for Bulgarian women and children. Bulgarian nationals educated abroad brought to the country the scientific foundation and best practices in maternal health care. [ABSTRACT FROM AUTHOR]

In 1936, Prof A. P. Elkin attended a seminar in Hawaii lasting several weeks, on the topic of 'native education'. In his various papers presented to a range of experts from the region and beyond during the formal conference held in Honolulu as part of the residency, Elkin set out his views on the future of the Indigenous people of Australia. Education would be pivotal to this new approach on pragmatic and humanitarian grounds. Elkin concurred with the findings of the residency: local forms of adapted education were considered appropriate for most Aboriginal Australians, only a minority continuing into further education; communities as well as children should be better prepared for their integration into the nation as the Indigenous people. This paper sets out to interrogate the proximity of anthropology and education in these claims, and the elision of Aboriginal people's agency including their contemporaneous campaigns for equal education. [ABSTRACT FROM AUTHOR]

The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]

In this paper, we describe the elements that characterize the teaching of Mathematics in the Ave María Schools, founded and run by Andrés Manjón in Granada between 1889 and 1923. He stood up for a peculiar model of integrated education, based on Christian values, and he also developed his own methodological principles, similar in many ways to those of the emerging École Nouvelle. The selection and analysis of several sources has allowed us to set his teaching of Mathematics within this pedagogical framework and has suggested us the idea that the strategies used by Manjón in order to teach Arithmetic and Geometry could be innovative at that time and, perhaps, valuable from the point of view of contemporary Didactics. [ABSTRACT FROM AUTHOR]

Anton von Tröltsch was well known German otologist and one of the pioneers of modern otology. The aim of this paper is to present his educational experiences in Continental Europe and the British Isles. This paper is based on an analysis of the data concerning this topic, from medico-historical books, scientific articles, and internet sources. Anton von Tröltsch was trained as an ophthalmologist and otologist, but later devoted himself to otology only. His most famous teachers were the ophthalmologists Albrecht von Gräfe, in Berlin, and Ferdinand von Arlt, in Prague, the ophthalmologist and otologist William Wilde from Dublin and the otologist Joseph Toynbee from London. He popularized the ‘reflecting aural mirror’ and the speculum for usage in otoscopy. He was one of the founders of the first otological journal. In 1857 he opened an ear clinic in Würzburg. This paper describes his training and work in otology. Professor A. v. Tröltsch made a great contribution to the development of modern otology thanks to his dedicated work and excellent training with eminent doctors of the time. He was especially impressed by British ear medicine, which led to his devotion to otology [ABSTRACT FROM AUTHOR]

The paper draws upon photography as an active intervention into compromised environments and uses it to discover and develop new perspectives on past and future histories of education after COVID-19. These perspectives become particularly clear when seen against the backdrop of recent discussions on planetary responsibility and shared ecologies. The paper suggests that we shift our research agendas away from anthropocentric world views that have placed great emphasis on human sovereignty, modernisation, progress and/or decline, nation states and global governance, and the stratifying effects of education systems, without reflecting their ecological consequences. It argues that anthropocentric approaches to history of education have neglected the openness and vulnerability of the human body and its ethical, cultural and social proximity to other living creatures and the material world. The paper therefore focuses on what it means for historians of education to respond to the COVID-19 crisis, what it means to change research perspectives, and what it means to look at photographs that were produced in a state of exception. The paper sets out to propose a manifesto for a post-anthropocentric research agenda that anchors history of education and the history of pandemics in intertwined ecologies of the living and material worlds. The paper suggests that future histories of education cannot be written without considering the COVID-19 crisis as both a challenge and an encouragement to further develop our understanding of education. [ABSTRACT FROM AUTHOR]

This paper is a continuation of a history of the Department of Civil Engineering at The University of the West Indies (UWI) at St. Augustine. It thus extends an account of its formative decade 1961-1971 previously published (in 2013) in The West Indian Journal of Engineering. The three subsequent decades covered herein encompass milestones, and transformations: (a) beginning of graduate level research, (b) commencement of anMSc programme in Construction Engineering and Management, (c) change of name from Civil to 'Civil and Environmental' for embracing the heightened awareness of environmental concerns, (d) relocation into a purpose-built building with a floor space of approximately 5,000 m2, (e) construction of new environmental engineering, engineering geology, highway engineering, soil mechanics and structural engineering laboratories, (f) expansion and modernisation of the fluid mechanics laboratory, and (g) introduction of the semester system with its credit-based curriculum and assessment. Besides, there was a fivefold increase in student enrolment, followed by a sharp decline, and an increase in academic staff strength from six to twenty. This period also witnessed a gradual loss of regional diversity of its undergraduate students from a high of approximately 50 % in 1972 to less than 10% in 2001. On the other hand, there was a notable, and opposite, change in gender (female/male) ratio among the students - from less than 10%/90% in 1972 to approximately 50%/50% in 2001. Finally, the accreditation of the department's degree programmes by the Engineering Council in the United Kingdom (UK), as well as the triennial visit of overseas external examiners, inherited from its inception, were maintained. [ABSTRACT FROM AUTHOR]

This paper aims to analyze articles published in the 1980s, in Jornal do Brasil and in Folha de São Paulo, emphasizing the news that articulate autism and education. It is a documentary research, with a historic approach, considering the notes of Luca (2005) ─ who comprises the newspapers as relevant sources for the construction of historical narratives ─ and Pontes and Silva (2012), who understand that the newspapers depict and built the reality in its pages. It was observed that, along with the educational service measures focused on autists, the associations have developed an important work to disseminate the theme in Brazil, indicating the relevance of the familiar activism, that left, as a legacy, the beginning of the debate about the importance of the rights of autistics to access education. [ABSTRACT FROM AUTHOR]

This paper examines the discourse on school meals, as evidence suggests that political agendas feed into policy making. The paper fills a void by proposing new insights into how school meals could be reformed, following reflections from a doctoral study and a review of the changing narrative on school food in England. Recommendations include rethinking the coverage on school meals by taking into account this multifaceted area of inquiry by recognising the importance of the physical context of the meals as well as the subjects of school mealtime. [ABSTRACT FROM AUTHOR]

The professionalization of modern nursing education from 1850 and forward is closely linked to values and virtues underpinned by Christian ideals, sex‐based stereotypes and class. Development in the late 19th century of modern hospital medicine, combined with a scientific understanding of antisepsis and asepsis, hygiene, contagion prevention and germ theory, were highly influential insights to the dominant position of modern medicine in health care. This development constituted a key premise for what nurses, by virtue of being women, and combined with their education, could offer in terms of medical assistance. It enabled them to challenge the prevailing sex‐based stereotypes‐ and class‐based hierarchies, allowing modern nursing to retain aspects of both traditional Christian and womanly values, while at the same time adhering to the medical science paradigm. In this paper, we argue that modern nursing education developed in a context characterized by traditional female and religious values, while at the same time being increasingly dominated by the influence of scientific and medical progress. This conflict between traditional and modern values caused dilemmas and tensions as the nursing profession developed. We argue further that similar dilemmas and tensions continue to pervade contemporary nursing and nursing education. [ABSTRACT FROM AUTHOR]

Value co-creation unfolds as a system of interactions in which the user and service provider play an active role in collaboratively creating values that go beyond economical and financial worth. Value co-creation is a growing trend in museums; however, little is known about how it can enhance educational activities, especially concerning digital technologies. This study analyzes the role of digital technology in the value co-creation process by addressing the following research questions: (1) how can museums, and schools implement actions to enhance co-creation activities? and (2) how does digital technology contribute to the generation of a value co-creation approach, engaging a young target audience in history education? The research adopts a single case study methodology, which is based on WORld Wars Toward Heritage for Youth (WORTHY), an educational European project that involves cultural and educational institutions from Germany, Poland, Croatia, England, and Italy. WORTHY creates a virtual collaborative museum through a digital platform. The paper's findings make clear that digital technologies play a role in value co-creation through two main experiences: learning and sharing. In the learning experience, digital co-creation is grounded in artifacts and contents, while during the sharing experience, digital technologies play a role relatively to people and content. [ABSTRACT FROM AUTHOR]

The research paper examines the end of the 19th and the first half of the 20th century. The aim of the article is to present the ideas of Janusz Korczak about the nature of pedagogy and education. The analysis focuses upon the basic concepts and their content and volume. The reconstruction is based on his pedagogical works and personal memories of his life and work, which he left in heritage. [ABSTRACT FROM AUTHOR]

Robotics technologies are a significant tool in many industries. This paper presents a historical analysis of educational robots and how they apply to K-12 education from the past and potential in the future; focusing on the time period before and after the year 2000. The article concludes with future directions for curriculum and robotics in educational classrooms. [ABSTRACT FROM AUTHOR]

• Safety science has been developed and has received more and more attention in China in recent years. • Safety science in China is now becoming an independent discipline and an important research field. • A systematic review of the history, legislation, education and research of safety science in China was conducted. • The future developments of safety science in China were introduced briefly. The practice and study of safety science in China has a long and prolific history. In China, safety science originated in the early 1950s, soon after the establishment of the People's Republic of China (PRC) in 1949. However, the more complete concept, research and practice of safety science were defined after the late 1970s, when China started its full-scale drive for economic reform and policy of openness. In the past decades, particularly in the 21st century, with the support of and encouragement from the Chinese government, safety science in China has undergone many changes and has been developed such that it is now becoming an independent discipline and an important research and practice field. Evidently, the research and practice of safety science in China has been fruitful. However, this was not well known to the world because most of the works addressing safety science were published or introduced in Chinese. Focusing on the discipline level of safety science, this paper provides a complete overview of safety science in China from five perspectives, namely, history, legislation, education, research, and prospects. The paper attempts to promote the cooperation and exchange between China and other countries to provide effective evidence-based services for the development of safety science in countries across the world. However, more detailed research on China's safety science should be carried out for a deeper understanding of China's work safety research and development. [ABSTRACT FROM AUTHOR]

As the number of medical and health humanities degree programs in the United States rapidly increases (Berry, Lamb and Jones 2016, 2017), it is especially timely to consider the range of specific disciplinary (and multidisciplinary) perspectives that might benefit students enrolled in these programs. This paper discusses the inclusion of one such perspective from the field of Science and Technology Studies (STS.) The author asserts that STS benefits students in the medical and health humanities in four particular ways, by: (1) challenging the "progress narrative" around the advancement of biomedicine as scientific practice, (2) evaluating the meaning of technology, especially in how technology orients us towards sickness and how health technology is in turn shaped by social and cultural values, (3) assessing the plurality of biomedical epistemologies, rather than assuming biomedicine is one, cohesive body of knowledge that does not differ across contexts, and (4) critiquing bias in biomedical practice and science, especially in the marginalization of women's voices and in the racial and postcolonial trajectories of contemporary biomedicine. The paper discusses the theoretical importance of these four trajectories to the medical and health humanities, as well as the venues for inclusion of STS within coursework and programming at Case Western Reserve University. The paper also comments on how programming at other institutions might be adapted to incorporate STS scholarship. By drawing on numerous examples of research in the anthropology, sociology, history, and the philosophy of science, this article seeks to open a conversation about the value of science and technology studies to health humanities pedagogy. [ABSTRACT FROM AUTHOR]

One of the core problems with engineering ethics education is perceptual. Although ethics is meant to be a central component of today's engineering curriculum, it is often perceived as a marginal requirement that must be fulfilled. In addition, there is a mismatch between faculty and student perceptions of ethics. While faculty aim to communicate the nuances and complexity of engineering ethics, students perceive ethics as laws, rules, and codes that must be memorized. This paper provides some historical context to better understand these perceptual differences, and suggests that curriculum constraints are important contributing factors. Drawing on the growing scholarship of student engagement approaches to pedagogy, the paper explores how students can be empowered to effect change in the broader engineering curriculum through engineering ethics. The paper describes a student engagement approach to pedagogy that includes students as active participants in curriculum design—a role that enables them to critically reflect about why ethics is a requirement. Including students in the process of curriculum design leads students to reframe ethics as an integrative tool with the capacity to bring together different engineering departments and build bridges to non-engineering fields. This paper argues that students can and should play an active and important role in relocating ethics from the periphery to the core of the engineering curriculum. [ABSTRACT FROM AUTHOR]

This study examines how origami has been implemented, practised, and developed in the early childhood education of Japan over the past 140 years. Historically speaking, paper-folding has been part of Japanese symbolic art, craft culture, and religious ceremonial artefacts since paper and paper-folding techniques were first imported from China during the seventh century. By the eighteenth century, paper-folding provided a form of mass entertainment in Japanese society. During the 1870s, paper-folding was dramatically transformed into a pedagogical tool within Japanese kindergartens after Friedrich Froebel's (1782–1852) kindergarten system and its curriculum was transferred to Japan from the West. "Papier-Falten" (paper-folding) comprised an element of Froebel's Occupations – which was a series of handiwork activities – in his kindergarten curriculum, whereby various folding techniques and models were derived from European traditional paper-folding and introduced into a Japanese kindergarten curriculum that was associated with the concept of Froebel's kindergarten. Particularly seen in early childhood education in Japan, what we now call origami developed as a new form of paper-folding. This gradually emerged through the marriage of Western (German) and Eastern (Japanese) paper-folding cultures. The study highlights the benefits and uniqueness of cultural transmission and transformation when developing origami in early childhood education in Japan. [ABSTRACT FROM AUTHOR]

Paul Natorp is better known as a key figure of Neo-Kantian epistemology than as a great educationist. This paper discusses the affinity for Natorp's theory of education in Japan in the first decades of the twentieth century. It presents an overview of Natorp's educational way of thinking and analyses the interest of Japanese educationists in the educational thought encapsulated in the conception of Natorp's educational theory, which he called Sozialpädagogik. Addressing the debate around Natorp's Sozialpädagogik within the Japanese national community of scholars, key points of the inception of the theory in Japan are examined, central scholars involved are identified, and the impact of Natorp's conception on the Japanese philosophy of education and educational practice is considered. [ABSTRACT FROM AUTHOR]

This paper documents global progress in human well-being since the end of World War II and, more specifically, since 1950. The paper focuses on the transformative changes in quality of life that have occurred over this period in four of the most critical sectors of well-being: the health, education, economic, and welfare sectors. We also consider the significant impact that changes in the natural environment have and continue to make on humanity. In all five sectors we also identify what we regard as the underlying "drivers" that have made these transformative changes in the human condition possible and suggest how the strength of these changes can be expected to contribute to the further enhancement of quality of life and well-being over at least the near term. In pursuing these objectives, we argued in favor of adopting a more positive view with respect to the advances in quality of life and well-being that have taken place since 1950. [ABSTRACT FROM AUTHOR]

This paper provides a short history of social work education in Scotland. Its aim is to understand the patterns of the present through the lens of the past. A key argument is that social work education and practice exists persistently in the crossroads, that is, in the spaces between competing and often conflicting perspectives regarding that ‘what’, ‘why’, ‘how’ and ‘who’ of social work and social change. At the same time, there is a dearth of robust theory and research underpinning social work education and practice, leaving the profession vulnerable in periods of rapid social and political change. Attention is given to the implications of these constants for education and practice, and to how we might address these going forward. The paper concludes that if we wish to realise the potential of social work education, learning and practice, we need to more collectively address long-neglected questions of learning identity, learning philosophy and learning practice. [ABSTRACT FROM AUTHOR]

This paper aims to examine the role and activities of the Ministry of Education of Albania during the Italian occupation (1941–1943). By analysing official documents such as laws, decisions, and circulars, it explores how the Italian regime transformed the existing functions and structures of the Albanian School System to promote fascist ideology. The Italian occupation regime employed two strategies: the first was to create a positive image by presenting itself as a regime that supported education and sought to improve-the lives of the poorest members of society, hoping to gain the support of the Albanian people. The second strategy was to introduce fascist values and morality into the school curricula, censoring certain books, introducing new textbooks, and intimidating Albanian teachers while replacing them with Italian teachers and directors. With the onset of Italy's involvement in World War II, the Albanian education system suffered the consequences of the war. This article aims to address the gap in existing research in this field and provides valuable insights that can be used as a reference point for drawing comparisons with developments in education in many Eastern European countries after the Second World War, during the communist regime. [ABSTRACT FROM AUTHOR]

The incorporation of paper instruments, also known as volvelles, into astronomical and cosmographical texts is a well-known facet of sixteenth-century printing. However, the impact that these instruments had on the reading public has yet to be determined. This paper argues that the inclusion of paper instruments in Peter Apian's Cosmographia transforms the text into a book-instrument hybrid. The instruments and accompanying text in Cosmographia enabled readers to make their own measurements and calculations of both the heavens and the earth. Through the experience of manipulating the instruments, the readers became participants in sixteenth century mathematical culture, and thus mathematical amateurs. I conclude that the presence of these mathematical amateurs contributed to a much broader social base for the cultural shift towards an empirical understanding of nature from 1500 to 1700. [ABSTRACT FROM AUTHOR]

This article contributes to the debate on institutions and economic development by examining the historical link between land access inequality and education. Using information from the 464 districts existent in mid-19th century Spain, this paper confirms that there is a negative relationship between the fraction of farm labourers and male literacy rates. This result does not disappear when a large set of potential confounding factors are included in the analysis. The use of the Reconquest as a quasi-natural experiment allows us to rule out further concerns about potential endogeneity. In addition, controlling for different sources of spatial dependence does not explain away this result either. By analysing the rural–urban divide and the gender-specific information on the number of schools and teachers, as well as schooling enrolment rates, this paper also explores the mechanisms behind the observed relationship. As well as supply factors, our results show that demand effects also played a significant role in explaining the negative impact of inequality on education. [ABSTRACT FROM AUTHOR]

This paper focuses on the “Junkyard” (chatzar grutaot) - a unique educational environment and practice developed in kindergartens on the Israeli kibbutz in the 1940s and 1950s, and still in wide use today in kibbutz kindergartens. The Junkyard, consisting of artefacts of the adult world that are no longer in use, is an ever-changing set-up in which children’s free play is encouraged, with minimal rules for use of time, space, objects, and social relations. Anchored in the writings of its two founding educators, as well as in writings of and interviews with its advocates and instructors over the years, this paper shows how the Junkyard drew on widespread ideas about early childhood development and education, at the same time as it responded to local conditions and concerns. The paper argues that a unique conjunction of factors - material and structural, educational and pedagogical, ideological and cultural - facilitated the process by which the Junkyard was inserted relatively smoothly into the kibbutz educational landscape, in lasting ways. [ABSTRACT FROM AUTHOR]

This paper presents lesser known accounts from policy makers whose experiences as elite informants span 40 or so years in Australian early childhood education and care (ECEC) policy history between 1972 and 2009. Drawing on a post-structuralist theoretical frame, this paper employs a Foucauldian-influenced approach to discourse analysis. Given the complexity of policy-making contexts, an adaptation of Bradley’s categories was utilised to categorise the elite informants as policy insiders according to their roles and positions within organisations. Bacchi’s approach to policy analysis was drawn upon to critically analyse the effects of policy insider categories on meanings of quality in the formation of ECEC policy. The findings raise questions about what could be known and spoken about meanings of quality in past policy-making processes. They suggest the innermost categories of policy insiders struggle to retain complex meanings of quality in final ECEC policy decisions. [ABSTRACT FROM AUTHOR]

Historians have observed that the period 1860-1890 was educationally progressive. This paper identifies the renaissance with the creation of the General Synod of the Church of Ireland in the aftermath of Church Disestablishment. Disestablishment legislation facilitated the inclusion of the laity in Synod. The paper argues that the lay-clerical dynamic generated educational reform at all levels of provision. Post-Reformation denominational divisions qualify the discussion. The structure of Synod - General Synod, Diocesan Synods, Boards of Education and Education Committees - was the outcome of an intense debate as the post-Disestablishment Church of Ireland sought to reinvent itself. The 'art' of the title refers to Synod's adroit use of this structure in promoting educational reform that mitigated tensions surrounding the religious-secular conflict which characterised Irish post-Famine modernisation. Synod's role as agent of educational reform constitutes the theme. The paper aims to contribute to what, regretfully, remains an undeveloped historiography. [ABSTRACT FROM AUTHOR]

Following the Francis report into shockingly deficient standards of care at an English hospital, this paper examines UK nurse education and revisits the premises on which the professional narrative of nursing was built. The UK government's response to the report is to introduce the 'associate nurse' role, to be nationally trained to do fundamental care in place of the registered nurse, and a nursing apprenticeship scheme-on-the-job training for a nursing degree. UK nursing bodies do not address the report's recommendations in regard to registered nurse education; rather, they advocate a further perpetuation of the current system. This shows deep uncertainty about what the 'true' nurse is. To those familiar with the Nightingale model that characterised nursing in England and elsewhere for a century before the introduction of Project 2000 in 1986, there is an intriguing historical echo in the Francis report. One might wonder whether Francis is really recommending a return to a virtue-based, practice-driven, nationally standardised version of nursing education developed by Nightingale and evidenced in nursing syllabuses in England and Wales 1860-1977. This paper supports this position, and shows from a review of historical and contemporary evidence that this Nightingale model has current relevance. [ABSTRACT FROM AUTHOR]

A short discourse is given on seaweeds as food, pointing out that with a history involving unflattering terms such as 'weeds' and 'wracks,' it has been an uphill battle in the Western world to enhance ordinary consumers' interest in the culinary/dietary uses and benefits of seaweeds as everyday food. However, there are some indications that this picture is now turning. This paper points out that to further this change it is important to focus attention on the unique gastronomical potential of seaweeds as tasty foodstuff. The paper is a transcription of a dinner speech given on the occasion of the XXII International Seaweed Symposium, Copenhagen, June 19-24, 2016. [ABSTRACT FROM AUTHOR]

The National Security League was an elite private lobbying group in the World War I preparedness movement in the United States. Its educational wing was a group consisting mostly of college professors called the Committee on Patriotism through Education, which sought to use education to promote a militaristic brand of patriotism. This paper adds to our knowledge of the geopolitics of the period by critically reviewing the Committee's propaganda efforts, as organized into its Patriotism through Education Series. More importantly, this paper theorizes this propaganda by engaging with two literatures that seldom cross paths: emerging interest in intimacy-geopolitics and Gramsci's concept of war of position. Intimacy-geopolitics is used to highlight the performative edge of war propaganda, as it directs desire and affect to toward geopolitical visions which accord with elite visions of the good life. Intimacy-geopolitics as an analytical framework helps connect affect and war in a way that avoids scalar hierarchies of violence. The Committee deliberately sought to direct emotion toward militaristic ends, and saw teachers as foot soldiers in that effort. Understanding how war propaganda works through affect, that is, how it positions country as an object of affection, also qualifies and dovetails with an understanding of war propaganda as elemental to the Gramscian war of position. Quite apart from accusations of war-profiteering, elite manipulation of desire and affect toward the war effort also worked to obfuscate class interest in favor of gender and other social roles. [ABSTRACT FROM AUTHOR]

This paper examines United States-Indonesian cooperation in the training of Indonesian teachers during the early decades of the Cold War. Indonesia badly needed teachers but the government's efforts to train new teachers were hampered by the tremendous lack of teachers who could train new teachers. The aid provided by the United States enabled the Indonesian government to send its prospective teachers to study in the United States and to have American educationists help develop teachers' colleges in Indonesia. How far did the decolonisation of teacher training and the making of a new education standard in postcolonial Indonesia reflect the conflicting ideological undertones and the US strategy of the Cold War? This paper argues that the US-Indonesian cooperation in teacher training marked a significant stage in the decolonisation of Indonesia. Yet, it also fostered the US cultural strategy of the Cold War in Southeast Asia. [ABSTRACT FROM AUTHOR]

This paper considers the intersection of Spiritual Motherhood, early childhood education and child welfare in early twentieth-century Edinburgh. Its focus is St Saviour's Child Garden (SSCG), which opened in the Canongate, in November 1906, part of the Free Kindergarten movement that emerged in Europe and North America in the late nineteenth century. The paper focuses on the SSCG's founder Lileen Hardy, in order to trace the development of this new approach to child welfare and women's work in Britain. It discusses her training at the Sesame House for Home-Life Training in London, her move to Edinburgh, and the network of predominantly women reformers, whose interests ranged from urban reform to medical welfare, she found there. It shows how this network facilitated the founding of the SSCG and discusses the form it took and Hardy's implementation of a modified form of Froebelian praxis. In so doing its concern is to show how Free Kindergarten forms part of a wider history of social welfare and urban reform as well as to the history of early childhood education, and to move attention away from the men usually associated with innovations in Scottish social reform like Patrick Geddes, and onto a group of women who created a women and child-centred proto-Welfare State in pre-First World War Edinburgh. [ABSTRACT FROM AUTHOR]

The paper describes the fundamental discoveries in the definition and treatment of patients with bleeding esophageal varices and cirrhosis. [ABSTRACT FROM AUTHOR]

This paper explores the lace design pedagogy that developed in Nottingham during the first half of the 20th century. It draws on teaching material and student work collected in the Nottingham Trent University Lace Archive and examines three sets of material in particular: portfolios of student drawing; a collection of lace draughts composed for teaching purposes; and student-designed lace samples. These materials are records of a learning process influenced by both a national education system and the local lace industry. While the former was concerned to reproduce a canon of ornamentation obeying certain design principles, the latter needed designers possessing specific technical skills and the ability to copy and adapt existing designs suitable for mass production and consumption. Lace design pedagogy encompassed the "principles' of design, the "technique" of design, and the "business" of design. In each of these fields, students learnt by copying, so that copying was, to some extent, both the method and the outcome of Nottingham lace design education. [ABSTRACT FROM AUTHOR]

Yali College, a four-year institution operating under the aegis of Yale University, offered a US-style undergraduate education in China's Hunan province from 1914 to 1927. It developed a robust curriculum and an impressive physical plant but collapsed after a little more than a decade. This paper, drawing on new archival research, focuses on the circumstances leading to that collapse. It argues that a deep divide emerged over Yali's form and function, pitting modernisers at the institution's helm against its tradition-minded faculty and trustees, eventually crippling the college. The case of Yali helps us understand the perils of ideological misalignment in education, especially when it occurs in challenging sociopolitical contexts like 1920s China. [ABSTRACT FROM AUTHOR]

Worldwide, subject-matter teachers are commonplace in post-elementary schools. Teachers' specialisation appears as a key characteristic of secondary schools as opposed to the polyvalence of primary school teachers. Historians have already studied the long process of teachers' specialisation, which started, in France as in Prussia (for example), at the beginning of the nineteenth century and developed alongside secondary school modernisation. Those works have usually focused on professional aspects: the structuration of professional groups thanks to the unification of training and recruiting processes, the organisation of teachers within subject-matter associations etc. However, they have not paid much attention to the resistance opposed by other forms of pedagogical organisation, as if polyvalence were were just a backward anomaly, a backward anomaly, doomed to disappear. This paper seeks to shed new light on this question using a comparison between the different forms of post-elementary schooling that existed at the same time in France between the last third of the nineteenth century and the middle of the twentieth, when the slow growth of post-elementary schooling was mainly due to the success of subaltern institutions. In those institutions, dedicated to technical education, girls' secondary education, or upper-lower classes' education ("primaire supérieur", "secondaire special"), different kinds of polyvalence or bivalence were experienced in the classrooms. At the same time, specialisation was triumphing in classical secondary education. Why, how and to what extent did specialisation eventually impose itself in these different institutions? To address this question, two types of material are used. On the one hand, the question is studied on a national level, analysing both the legislation and the controversies it arouses in pedagogical and professional reviews. On the other hand, these views and theories are confronted with a prosopography of post-elementary school teachers in one department, Eure-et-Loir, which offers several forms of post-elementary institutions. This question is addressed focusing on literary disciplines (philosophy, French, Latin, Greek, modern languages and history and geography). By narrowing the scope, the intellectual and cultural stakes of the various pedagogical organisations that were implemented or advocated may more easily be grasped. The first part of the article examines the most common (though relatively untested) hypothesis: there was just one strategy for those who advocated the promotion of subaltern types of post-elementary schooling as part of a democratisation process, and this strategy was reproducing the model of the elite institution, secondary classical education, including its pedagogical organisation, starting with subject-matter teachers. The chronology of the changes, the content of the debates, as well as a comparative inquiry into teachers' remuneration induces us to discard this hypothesis as insufficient if not irrelevant. For girls' secondary education, a trade-off may be observed between equalisation (of salaries, rights etc.) and pedagogical alignment. For the other institutions, there was no lack of advocates for the specificity of the pedagogy or of the institution; however, specialisation was usually considered a process that could ameliorate the quality of teaching in these institutions without renouncing its specificity. In fact, in the period under study, the louder advocates for less specialised teachers came from secondary classical education itself: the specialisation process as well as the fragmentation of the class schedule had pedagogic inconveniences, abundantly noticed and commented on by subject-matter teachers themselves. In the second part, these critics and the two main alternatives suggested by the teachers are examined. The first is linked with the Progressive Education movement ("Education nouvelle" in French). The École des Roches, a private institution, tested an original organisation that combined the tradition of the humanities with the modern characteristic of "Éducation nouvelle": there was only one teacher for history, geography, French, Latin and Greek. The teacher was thus enabled to practise a pedagogy of interest, as advocated by Ovide Decroly. The second alternative was advocated by some modern language teachers: if modern language teachers could teach French as well as a modern language, this pedagogic organisation could give strong unity to the until then defective "modern" curriculum (without Latin). The third part turns towards the effective organisation of post-elementary schools in Eure-et-Loir. To what extent were these alternative conceptions of pedagogical organisation implemented? The analysis of individual records of teachers suggests several results. First of all, in small institutions – be they classical secondary institutions like "collèges" or modern ones like "écoles primaires supérieures" – specialisation of services was a luxury that most teachers could not afford. Most of the time, they had to teach several subjects, even if they had been trained for just one. However, polyvalence was not used as an opportunity to make connections between the subjects. Class schedules rarely enabled teachers to use polyvalence as a way to teach several subjects to the same pupils. More often, polyvalence was used by the administration as an expedient that some teachers explicitly tried to escape, for example by asking for a move to a bigger institution. This mundane reality of small institutions invites us to pay renewed attention to teacher training and its regulation during the same period. At the end of the nineteenth century, teachers' specialisation had been inextricably linked with the modernisation of universities through the specialisation of the "licence de lettres" in 1880. When this model proved to be partially irrelevant for a significant proportion of post-elementary schools, how did universities react? Were universities fit for something other than training specialised teachers? The answer is yes. The curriculum organisation of the licence opened up several possibilities for training polyvalent teachers. This perspective was still looming at the end of the 1930s. The curricula of the different post-elementary settings analysed in this article shared the same characteristics: they worked as "serial codes" not as "integrated codes", to quote Basil Bernstein. Therefore the specialisation, bivalence or polyvalence of the teachers did not have much influence, in itself, on the degree of integration of the curriculum. From this perspective, specialisation could probably guarantee better teaching of the subject matters. However, polyvalent teachers were better suited to small schools than specialist ones. Considering demographic and geographic constraints, there was a clear trade-off between specialisation of teachers and separation of publics. In small cities, it was necessary either to mix the pupils to specialise the teachers, or to accept some kind of polyvalence to keep different types of students separated; the debate was still open during the 1930s. School massification, coeducation and the baby-boom era rapidly settled the matter for small cities after the Second World War, giving way to an effective specialisation of teachers. But the question remained open, until the end of the 1970s, for rural settings. [ABSTRACT FROM AUTHOR]

According to Shiʿi tradition, the seminary (ḥawza) in Najaf, Iraq is 1,000 years old. The origins of theḥawzaare closely associated with the famous scholar Shaykh al-Ṭūsī (385/995‒459/1067). This paper addresses the question of whether or not there is sufficient historical evidence to support the tradition that theḥawzaof Najaf is indeed 1,000 years old. On the basis of Arabic sources, the article argues that although Shiʿi educational institutions in Najaf were incepted a millennium ago, Najaf was rarely the locus of Shiʿi education prior to the thirteenth/nineteenth century. Based on statistical and historical analysis of Shiʿi scholars in Najaf, this paper outlines a short history of scholarly activity in one of the oldest college towns in the world. In addition to developing a working definition of the termḥawza, the paper situates the rise of Shiʿi educational systems in the broader context of the evolution of Islamic scholarly institutions, including colleges (madrasas). [ABSTRACT FROM PUBLISHER]

By exploring the hegemonic implications of the Jesuits’ presence in Iraq, this paper examines the geopolitics of desire and cultural dominance that schools may exercise as a representation of institutional power. The Jesuit endeavour in Iraq, including the formation of Baghdad College in the 1930s, is often romanticized and popularized as a true civilizing mission. Baghdad College is often treated as a fetishized commodity that needs to be de-romanticized if it is to be better understood in light of the historical and educational milieu of the time. In what ways can Baghdad College, for instance, be considered a representation of what Ashcroft, Griffiths and Tiffin refer to as ‘the locus classicus of [the] hegemonic process of control’? (2000, p. 63). This paper also argues that the Arab nationalistic movement of Al-Futuwa, which was gaining ground in the first half of the twentieth century, played a crucial role in subverting the hegemonic apparatus exercised by Baghdad College through the use of English and the appropriation of certain worldviews and narratives. [ABSTRACT FROM AUTHOR]

This paper describes some of the affective fall out of teaching slavery in South African schools following the latest version of the curriculum, known as the Curriculum and Assessment Policy Statements (CAPS). Over several years, it has become apparent to the author, who is a teacher educator at the University of the Witwatersrand (Wits), that teaching the sections of the curriculum on Cape slavery and on transatlantic slavery causes significant distress among school learners and that student educators have become increasingly apprehensive about the impact these topics will have when they present them to their own classes comprising several dozen adolescents. Student educators have expressed concern that they will be unable to resolve racial conflict that seems to be just under the surface, and which teaching topics like slavery threatens to release. The author gives an account of an ongoing experiment in what are called ‘silent conversations’ that she has conducted with student educators and which, as a methodology, many have subsequently taken with them into their own teaching at schools. It is argued that the silent conversations allow for students to converse with each other in a way that keeps emotions in check while allowing them to express their responses to stimuli related to the topic of slavery. The silent conversation methodology is rooted in an international literature referred to in the paper that investigates possible solutions for teaching controversial histories at school level in countries where divisive political or other allegiances make them particularly difficult to present. [ABSTRACT FROM PUBLISHER]

This paper critically considers the notion of educational policy transfer by addressing the roles of significant actors, based on an analysis of educational reforms made during the Soviet and US military occupation in the two Koreas. Using evidence from the Korean cases, the paper challenges the state-centric, linear, and static views of educational policy transfer, and proposes a new conceptualisation which involves multiple actors from different levels including international, domestic, and individual players. While the educational reforms in the two Koreas were developed by the Soviet and US military in order to maximise their long-term security interests in the Korean peninsula, the key actors who implemented the reforms were Korean policy-makers, who had been appointed to key positions of the educational administrations through the bureaucratic politics between the military authorities and the Korean polity. Thus, specific programmes and policies for implementation of the reforms depended on the Korean policy-makers’ understanding and interpretations of the different ideologies of the Soviet Union and the USA. [ABSTRACT FROM PUBLISHER]

An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of “order” structured classroom reality in the course of the nineteenth and twentieth centuries. This “order” is not only visible in the internal organisation of schooling (e.g. division into year classes, a structured timetable, the use of the didactics of teacher-centred instruction), but also in the design of the curriculum. Good behaviour and moral decency were consistently prioritised over “intellectual knowledge”. Very similar paternalising practices – including the cult of order – were transported to the Belgian colony. The implementation of these practices, however, did not go smoothly, because the African context of missionary education was totally different from the Belgian educational context. Precisely as a result of these difficulties, the core characteristics and likewise mistakes of the transported “grammar of educationalisation” become even more apparent. On the basis of a variety of sources, this paper demonstrates that secondary education for boys in the Belgian colony of Congo was founded on the same educational norms and values that characterised nineteenth-century Belgian education. In this respect, order was considered theconditio sine qua nonfor discipline and self-discipline. But, in contrast to what Nikolas Rose has argued, the Foucaultian paradigm – although attractive and interesting – is not imperative in explaining the educational strategy of order. On the contrary, the development of the history of education as a science could benefit from a theoretical framework coming “from within” the discipline. Until today, the history of educational practice has been explained from a history of education perspective only to a limited extent. By exploring the duality of a didactic grammar of schooling, on the one hand, and an educational semantics of moralisation, on the other hand, this paper contributes to the development of a theoretical framework from within the history of education. [ABSTRACT FROM PUBLISHER]

This paper examines how a standards-based form of assessment in operation in New Zealand has impacted upon the knowledge taught to secondary history students. The segmentation of history into assessable components along with assessment mechanisms which encourage the reduction in the number of standards being attempted has impacted upon both the breadth and range of historical content in history programmes. The reduction in knowledge is problematic as it diminishes learners' opportunities to draw connections between inter-related historical concepts from a wider knowledge base. Social realists have raised concerns about the reduced focus on knowledge in education and its effects in restricting students' development of conceptual knowledge which enables higher order, more abstract thinking. Experiences of standards-based assessment for history in New Zealand are indicative of this reductive phenomenon. In a culture of accountability, standards-based assessment, as enacted in New Zealand, may impede delivery of critical knowledge. [ABSTRACT FROM AUTHOR]

The book, The History of the Ouinkai, was published in 1940 as a commemorative project for the 60th anniversary of the Tokyo Higher Normal School for Women (THNSW). The purpose of this article is to illustrate the type of data collected in the surveys and their findings, to explore some of the activities of the association, and to discuss how the Ouinkai alumni association, in collaboration with THNSW, worked with female teachers nationwide. The paper traces some of the multi-norms and multi-roles for female teachers that THNSW promoted and their relation to norms thought to characterise 'ideal' Japanese women. The publication of The History of the Ouinkai was a milestone in Japanese women's education because it demonstrated the Ouinkai's successes in respect of Japanese educational policy for women as well as the leadership that the Ouinkai provided to female graduate teachers, whom it organised with skill. [ABSTRACT FROM AUTHOR]

Purpose Digital curation addresses the technical, administrative and financial ecology required to ensure that digital information remains accessible and usable over the long term. The purpose of this paper is to trace digital curation’s disciplinary emergence and examine its position within the information sciences domain in terms of theoretical principles, using a case study of developments in the UK and the USA.Design/methodology/approach Theoretical principles regarding disciplinary development and the identity of information science as a discipline are applied to a case study of the development of digital curation in the UK and the USA to identify the maturity of digital curation and its position in the information science gamut.Findings Digital curation is identified as a mature discipline which is a sub-meta-discipline of information science. As such digital curation has reach across all disciplines and sub-disciplines of information science and has the potential to become the overarching paradigm.Practical implications These findings could influence digital curation’s development from applied discipline to profession within both its educational and professional domains.Originality/value The disciplinary development of digital curation within dominant theoretical models has not hitherto been articulated. [ABSTRACT FROM AUTHOR]

In light of the focus placed on English education by the colonial government, and the petition signed by 70,000 local inhabitants of the Madras Presidency, Lord John Elphinstone, the Governor, made efforts to disseminate English education during his governorship (1837-1842). Spurred on by the petition, Elphinstone wrote two fundamental educational minutes, in 1839 and 1841, and established Madras High School. Later, the School was transformed into Presidency College and became the first home of the University of Madras. Elphinstone’s planning led to the first systematic effort by the Madras government to impart English education. Subsequently, Elphinstone emphasised the dissemination of secular education and inclusion of native people in educational administration. Against this background, this paper discusses the contribution of Elphinstone to the educational development of Madras. It also questions the historiographical neglect of Elphinstone and challenges the established post-colonial discourse that the establishment of English institutions was a ‘colonialist’ imposition. [ABSTRACT FROM AUTHOR]

Background and purpose: Studies of education and learning that were described as experiments have been carried out in the USA by educational psychologists since about 1900. In this paper, we discuss the history of randomised trials in education in the USA in terms of five historical periods. In each period, the use of randomised trials was motivated by the research interests and conditions of the era. We have characterised these periods in terms of decades with sharp boundaries as a convenience. Sources of evidence and main arguments: Although some of the early studies used random allocation (and even random allocation of clusters such as schools), early researchers did not clearly understand the role of randomisation or clearly distinguish it from methods such as alternation. In 1940, E. F. Lindquist published an important book whose goal was to translate R. A. Fisher’s ideas into language congenial to education researchers, but this had little impact on education research outside of psychology. There was a substantial increase in the number of randomised trials during the period from 1960 to 1980, as the US government enacted and evaluated a variety of social programmes. This was followed by a dramatic decrease during the period from 1980 to 2000, amid debates about the relevance of randomised trials in education research. The creation of the US Institute of Education Sciences in 2002 provided major financial and administrative support for randomised trials, which has led to a large number of trials being conducted since that time. Conclusions: These developments suggest that there is a promising future for randomised trials in the USA. American education scientists must remain committed to explaining why evidence from randomised field trials has an indispensable role to play in making wise decisions about education policy and advancing our capacity to improve education for a productive workforce and a successful society. [ABSTRACT FROM AUTHOR]

This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded. [ABSTRACT FROM AUTHOR]

This paper outlines the emergence of a New Washington Consensus associated with leading philanthropies of the new millennium. This emergent development paradigm by no means represents a historic break with the market rationalities of neoliberalism, nor does it represent a radical departure from older models of early 20th century philanthropy. Rather, it is new in its global ambition to foster resilient market subjects for a globalized world; and new in its employment of micro-market transformations to compensate for macro-market failures. Focusing on reforms pioneered by the new philanthropic partnerships in education and global health, the paper indicates how the targets of intervention are identified as communities that have been failed by both governments and markets. The resulting interventions are commonly justified in terms of 'return on investment'. But the problems they target keep returning because the underlying causes of failure are left unaddressed. [ABSTRACT FROM AUTHOR]