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One of the Editors' 2022 Challenges to the Field was: What is the story this government wants us to tell our children? What is education for? Continuing this conversation leads to a related question: What can be learnt from reviewing the history of schooling in Australia in this light? I argue here that the nation's founding discourse of White Australia produced a purposeful project of schooling and teacher education designed to 'keep rural Australia white'. This also led to the disassociation of rural education and Aboriginal education that remains problematic for rural schools today. As a form of truth-telling from a non-Indigenous perspective, I offer a basis for reflection on the extent to which 21st Century educational practices continue to (re)produce this discourse. Understanding the past – about how the newly federated Australian states century set out to educate their future citizens – is crucial for teacher education aiming for social and environmental justice and change. An anti-colonialist reading of this history of colonial settler schooling might help us understand why the discourse of White Australia (and the systematic regimes of 'truth' about our country, its original inhabitants, and its waves of new settler-citizens) has remained so powerful over time. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The academic side of education has always been the ultimate point regarding purpose, structuring, and reflecting education to society from past to present. Naturally, the definition of the university and its contribution to society should not be ignored. Historically speaking, universities are institutions where inquisitive minds are trained. Therefore, it is necessary to research the quality of their impact on society. This article aims to draw attention to the fact that the educational disciplines of today’s universities need to be questioned more loudly, as the demand for higher education and the increase in quality do not go parallel. In this article, the stages of academic education from its historical beginnings to the present have been evaluated by scanning the literature. Thus, it is aimed to make the readers question themselves about whether the situation of academic education from the beginning to the present is positive progress or just a change. Therefore, the study focused on discussing the quality of education at universities rather than comparing articles with each other. Articles focused on the main idea of the research were downloaded, examined, and indexed according to the path of academic education in history. The optimal approach should be to evaluate each university according to its own social, geographical, and cultural environment, as well as international standards. Easier access to information is of no importance without a mind that questions the accuracy and validity of the information. The ultimate point that an academic education can reach should be measured by the contribution to society of the people who have attained that education.

This paper extends Critical Race Feminista Methodological (CRFM) approaches by contending that convivencias− the coexistence necessary for creating relationships in the field − are an integral part of engaging research collaborators within educational historical research. Drawing on oral histories with Chicana/o librarians, personal collections, and archival sources, I outline the convivencias I shared with librarians that span across spatial and temporal dimensions. These interactions were centered on recollecting, remembering, and learning about the activism within Latina/o/x chidlren's literture and librarianship's history. Convivencias across space were possible through diverse interactions, such as in-person meetings, phone conversations, video conferences, and emails. Convivencias across time are represented by the continuity of sustained efforts to advance social justice in librarianship across multiple decades. The conceptualization of convivencias across space and time emerged as a CRFM tool that aims to center seldomly documented narratives of activism essential for fostering connections, cultivating community memories, and nuancing historical educational research. [ABSTRACT FROM AUTHOR]

Copyright of Social & Education History / Historia Social y de la Educación is the property of Social & Education History / Historia Social y de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In 1950, the Sisters of Mercy opened Mercy Junior College in Tarrytown, New York for younger members of their order. In 1961, with financial assistance from the Rockefeller family, they relaunched it as a private 4-year institution for women at a new complex in Dobbs Ferry. From 1911 onward, however, the Rockefellers had a complex relationship with the Sisters of Mercy, who then lived in Tarrytown next to the main Rockefeller estate of Kykuit. While the Rockefellers' financial support of the Sisters toward the construction of a new complex in Dobbs Ferry is modest in comparison to the Rockefellers' other philanthropic endeavors in the field of education, it represents the most significant support to New York higher education outside of Rockefeller University, which Rockefeller, Sr. founded in 1901 as an institute for medical research. This article consequently explores the complex relationship between the Rockefellers and the Sisters of Mercy to illuminate a neglected aspect of Rockefeller philanthropy in their home state of New York. As a result of the Rockefellers' aid, Mercy College was able to thrive and evolve into a multi-campus, co-educational and secular institution. Today, as Mercy University, it offers nearly 100 undergraduate and graduate degree programs and its main campus in Westchester County still consists primarily of the buildings built with Rockefeller assistance. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research explores Early Childhood Education (ECE) during an intensely chaotic historical period in one city in Eastern/Central Europe. Breslau, initially a German city, was transferred to Poland and renamed Wroclaw in 1945 after World War 2. Breslau/Wroclaw experienced intense upheaval before, during, and after the war including the almost complete physical devastation of the city and the ensuing massive migration from the expulsion of ethnic Germans and the resettlement of Poles from eastern regions. The impact of war and government policies on the development and continuance of Early Childhood Education as Hitler and National Socialism rose to power, during the months of uncertainty around the end of the war, and on the establishment of a new system of Early Childhood Education in Wroclaw under Soviet domination receive focus in this paper. The results and discussion are applied to contemporary circumstances such as the current crisis in Ukraine, as well as social and political upheaval arising from other emergencies.

International research has focused on changing the criteria for being considered a successful school leader. Principals' recent professionalisation project, accelerated through education within the framing of New Public Management, might engender a role in conflict with teacher roles and needs further focus. This empirical study approaches newly appointed principals in how they experience their role and relate to other school professionals in an attempt to explicate historical traces of principals' positioning. The findings revealed principals' social contract to be resilient across time as their position within a system of relations changed. In practice, this meant becoming marginalised in attempts to fulfil their social contract. Embracing the position as a social agent of the teachers made new alliances possible. Principals' professional project is understood as linked to a system of relations and principals' role-taking over time, providing an analytical generalisation of how a 'war of position' might function concerning school professionals. [ABSTRACT FROM AUTHOR]

The Congregation of Holy Cross has been working on evangelisation and education in Bangladesh for more than 170 years. This study examines the educational mission of the Congregation in Bangladesh. The study is conducted from a historical perspective. The paper is based primarily on the examination of written documents – primary and secondary – and field work involving oral history interviews. The study identifies four primary aims of Holy Cross education in Bangladesh. The paper argues that they have distinctive educational aims at the nation's elite education both through English and Bengali medium, and villages' primary and secondary level education. The study illustrates that there has been a shift of emphasis on the educational mission over the years. A significant contribution to the changing mission of Holy Cross education has been the independence of Bangladesh. Another factor that contributed significantly to changes in Holy Cross education has been the Catholic Church itself and the structure of Catholic life, as a result of Vatican II. Mission models that emerged after the Council emphasised social justice and religious pluralism. Those teachings of the Church brought changes to the educational missions of Holy Cross in Bangladesh. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

For over a century, the Government of Canada sent Indigenous children across Canada to residential schools to assimilate, Christianize, and “civilize” Indigenous people into Settler society. Assimilation became official government policy in 1876 with the passing of the Indian Act, which gave the Canadian state the power to govern all aspects of Indigenous people’s lives. In the 1980s, many Indigenous people demanded recognition of the injustices and abuse experienced by many residential school survivors. Additionally, many scholars have looked at the injustices and abuse in residential schools as an overt attempt to erase Indigenous culture. However, few have investigated the continuation of epistemicidal policies afterward. Through a case-study of Treaty 7 communities, this article focuses on the post-residential school era and argues that the schooling provided by the Canadian government during the period of integration represents another attempt to subvert Indigenous knowledge and pedagogies. [ABSTRACT FROM AUTHOR]

In the fall of 1880, Rutherford B. Hayes became the first sitting U.S. president to tour the U.S. West. While rarely recognized as such in scholarship, Hayes was a culture warrior. His seventy-one-day, 2,500-mile tour of the West traced the spiritual battle lines of the politics of empire in the Gilded Age. On his journey the president explicitly and implicitly championed his answers to the Indian Question, School Question, Mormon Question, and Chinese Question. These Western policy positions established a Republican culture war program with deeply religious overtones that animated U.S. politics for over a decade and continues to resonate today. This article is part of a special issue of Pacific Historical Review, "Religion in the Nineteenth-Century American West." [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gerundium is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Modern Turkish History Studies / Cumhuriyet Tarihi Araştırmaları Dergisi (CTAD) is the property of Ataturk Institute for Modern Turkish History and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The cinema since its invention was quickly used to educate. Although it was also rejected, it has never stopped being used at school. Of course, this dynamic was not natural. It was the result of approaches and ideas that interpreted it as positive to achieve moral, aesthetic and cognitive objectives. Through a historical perspective, this text presents seven educational, technological, cultural and economic arguments that explain the continuity of this relationship, that is, the reasons, events and representations that throughout history have determined the use of cinema in the school. [ABSTRACT FROM AUTHOR]

Copyright of Osmanli Arastirmalari is the property of Turkiye Diyanet Foundation Centre for Islamic Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In addition to its relevance to the history of education, the study of changes in curriculum design also provides insights into changes in educational attitudes. This paper examines the historical evolution of the Changshi curriculum in China's mainland, explains the concept of Changshi and its different understandings in Changshi or general knowledge courses, and then applies the concept to the narration and classification of history. It also includes a brief discussion on related issues. [ABSTRACT FROM AUTHOR]

El objetivo de este artículo es presentar algunos avances sobre el estudio de las redes de circulación en Historia de la Educación en los espacios de comunicación, representación y construcción social. Concretamente, se analizan tres herramientas: la revista Cabás, la SEPHE y las Jornadas Científicas de la SEPHE. Los focos de interés se centran en aspectos vinculados a las formas y estilos de comunidad científica para articular su vida en común, los espacios creados para la participación y la construcción colectiva del proyecto, las colaboraciones e influencias transnacionales, las líneas de interés científico expresadas en reuniones científicas y publicaciones periódicas, y los canales de comunicación científica.

El objeto de este trabajo es analizar la enseñanza primaria en la localidad giennense Jódar a comienzos del siglo XX. Se inserta dentro de los estudios locales de historia de la educación en la España contemporánea. El presente estudio se realiza a partir del análisis de fuentes primarias, como son las Actas de la Junta Local de Instrucción Primaria de la villa de Jódar, ya que constituyen la base y la fuente primordial para reconstruir la historia de la educación galduriense[2]. Algunos de los objetivos que han guiado nuestra investigación han sido: Buscar los orígenes y el desarrollo paulatino del proceso de escolarización de niños y niñas en el ámbito local del municipio de Jódar. Resaltar la labor docente que desempeñaron los maestros y maestras en pro de la enseñanza. Presentar la vida y las actividades de las escuelas públicas galdurienses de ambos sexos a comienzos del siglo XX: horarios, calendarios, exámenes públicos, visitas, premios, etc.

Miss Mary Elizabeth Wood was the creator and founder of our country’s library science education. With related research, this article further analyzes Miss Mary Elizabeth Wood’s library science education practice and ideology through investigations, historical scrutiny and hermeneutic content analysis. It argues that Mary Elizabeth Wood has promoted Chinese library science education from “hidden discipline” to “explicit discipline”, and her educational achievements are mainly summarized as establishing Boone Library, introducing American library science, and striving for returning the Boxer Indemnity. On this basis, Mary Elizabeth Wood’s library science education ideology are summarized as the following: adhere to the development path of professional and characteristic library science education; ensure the independence and stability of the discipline, enhance the sense of identity and influence of library science education; deepen the exchange between China and foreign countries, improve the international reputation of the discipline, and continue to optimize the library science education system. Combining with the current situation of library science education in our country, it then puts forward the enlightenment and suggestions in the current and future discipline development. [ABSTRACT FROM AUTHOR]

The concept of indigenous community has historically sparked various theoretical, investigative and social discussions, disseminated in various debate forums, publications and specialized congresses, around indigenous societies. However, the theoretical postulates and results of various analyzes built with or from the communities have not always been taken into account in the definition of legislation and the construction of national public policies. Given this scenario, through a documentary methodology and legislative analysis, this work generates a brief review of the theoretical positions taken up in recent decades by the Mexican State, emphasizing the moments of close connection with theory and pointing out the processes that have limited citizen participation. In the political framework and the specific demands, concepts of social unity are analyzed, from where the community is built and redefined, within the framework of the situations and relationships that it establishes with representatives of the State and with other social sectors. [ABSTRACT FROM AUTHOR]

This research article is a theoretical guide for scholars interested in bridging Critical Race Theories, Chicana/Latina Feminist frameworks, and historical sensibilities to disrupt whiteness within research about Chicana/o/x and Latina/o/x education. We articulate the contours of a Critical Race Feminista Praxis and provide examples of its application by sharing lessons learned from carrying research centred on the experiences of Chicana/o/x and Latina/o/x communities. We posit, social justice transformation is manifested when Education researchers uplift Chicana/o/x and Latina/o/x histories of resilience and resistance by nurturing a Critical Race Feminista Praxis. [ABSTRACT FROM AUTHOR]