Search

This article reviews two recent books, "Privilege: The Making of an Adolescent Elite at St. Paul's School" by Shamus Khan and "The Tyranny of Merit: What's Become of the Common Good?" by Michael J. Sandel. Both books explore socioeconomic inequalities and their impact on society. Khan argues that attending elite schools does not create a more equitable society, while Sandel critiques the concept of meritocracy and its role in disempowering ordinary citizens. The article also suggests that business schools may contribute to inequality by prioritizing wealth accumulation and promoting neoliberalism. It calls for a better understanding of privilege and inequality in different contexts and questions the exportation of Western norms by business schools. [Extracted from the article]

The introduction of new media into schools is currently preoccupying both educational research and policymaking. While the problem of funding educational media plays an important role in these debates, it has so far received little attention in historical research. This article examines the financial dimension of providing schools with educational media and technologies, using the example of the introduction of audio-visual teaching aids in the city of Zurich, Switzerland, in the second half of the twentieth century. Our historical analysis shows that public spending reflects the extent to which politicians and administrators have been able and willing to follow the hype surrounding new educational media. [ABSTRACT FROM AUTHOR]

Dutch colonial rule in Aceh used modern education as a pacification strategy, aiming to solidify their control. This research analysed the Oetoesan Goeroe newspaper to reconstruct the history of education and native teachers’ struggles. This qualitative research employs the historical method and critical discourse analysis to analyse texts in Oetoesan Goeroe. The study highlights the complex relationship between the colonial government and the Acehnese community, characterised by distrust and resistance. The implementation of modern education was hindered by language barriers, cultural resistance and a lack of resources. Despite these obstacles, native teachers advocated for their rights and educational improvement through Oetoesan Goeroe, highlighting their resilience and agency in a challenging colonial context. The study emphasises the interplay of power, resistance and cultural dynamics in shaping educational development in colonial Aceh, providing insights into the historical struggles of native teachers and the complexities of implementing modern education. [ABSTRACT FROM AUTHOR]

In (post)-conflict contexts, the development of cross-border history education resources from multiple perspectives has been proposed as a way of working that can contribute to reconciliation. However, developing and implementing such a resource is challenging in contexts of recent conflict when perspectives on the past are so divided between countries. In this paper, we aim to better understand what hinders and what helps multinational teams in collaboratively developing cross-border history textbooks and resources. To answer this question, we interviewed 14 authors and editors of cross-border history resource initiatives from different parts of the world. As a result, we distinguish four levels of the context that makes each project unique: the political context, the collaboration process, the content of the resource, and the implementation of the final product. Though conditions differ across projects, the importance of support and collaboration, and the difficulty of sensitive topics and implementation in practice were common themes across projects. We provide advice for future projects and suggestions for future research on these cutting-edge projects. [ABSTRACT FROM AUTHOR]

Political socialization of youth is crucial both in the maintenance of an illiberal regime and in the resistance by civil society. The present qualitative study provides insight into the personal motivations of student leaders of a youth resistance movement organized for the protection of academic autonomy against the 'illiberal democracy' of Hungary. The study sought to explore how collective historical memory contributes to political socialization, whether historical reflection was a source of inspiration and whether history education triggered conscious citizenship resulting in the engagement of youth in resistance. Data collection involved interviewing 15 former students of the University of Theatre and Film (Színház- és Filmművészeti Egyetem, SZFE) who played a key role in managing a 71 days long university blockade in 2020. Thematic analysis suggests that history education has the potential to trigger consciousness regarding citizens' responsibility to confront power restricting individual freedoms and institutional autonomy. However, mainstream, alienating history education supported by the government in Hungary did not realize these potentials. Findings can be utilized in further research on the necessity of interactive, engaging history education methodologies to facilitate comparative reflection on history and current public affairs and to encourage conscious and active citizenship in illiberal regimes. [ABSTRACT FROM AUTHOR]

This paper explores the evolving role of trauma in history education, particularly within the context of the Council of Europe's vision of 'understanding the past as vital for a shared future'. The rise of memory studies and remembrance culture in Europe has shifted the focus from impersonal historical events to more personal microhistories and family narratives, unearthing collective and individual traumas and its impact on today's socio-political life. This shift furthermore necessitates a more interactive and empathetic approach to teaching, challenging educators to go beyond traditional methods and address the emotional and psychological impacts of witnessing the historical events in the classroom. Through the qualitative research methods, this paper examines the challenges educators face, including academic constraints and the pressure to prioritize cognitive learning over emotional engagement, in incorporating trauma-sensitive approaches in their classrooms. Using iterative coding and analysis of 48 interviews with European history professors, the study investigates firsthand experiences in teaching traumatic history, familiarity with trauma-informed principles, and preparedness to support students when triggered. The goal of this paper is to contribute to the ongoing debate on how history educators can effectively manage trauma triggers in the classroom, enhancing both the quality of history education and the developmental experience of students. [ABSTRACT FROM AUTHOR]

This paper argues that the failure to implement state technical education in Bolivia was one of the reasons for the country’s economic backwardness. The work makes a key contribution to the history of Bolivian education as it studies aspects not dealt with in the literature so far. First, it details the chronology of the development of technical education in Bolivia and analyses the types of education offered by the State. Second, it looks at the scope of the technical education that was available and whether this adapted to the need for specialised labour that the country’s production activities – which were still pre-industrial – may have had in the nineteenth century. Primary archival sources and periodical publications of the time have been used for this analysis. [ABSTRACT FROM AUTHOR]

This article examines the emotional aspects of international student mobility (ISM) from African countries to a higher education institution in China. While there is increasing scholarly attention to the role of emotional experiences in ISM, most of this work has focused on Western destinations with a long history of education mobilities. Information on newly emerged, non-Western ISM destinations is comparatively limited. Drawing on ethnographic research of 15 months at a Chinese university, this article shows how emotions shape and re-shape pre-arrival aspirations, daily interactions, and post-graduation plans among students from African countries. Specifically, the study shows that many students confront emotional dissonance and perform diverse forms of 'emotion work' in attempts to find a sense of familiarity and belonging while studying abroad. This is significant as it speaks to students' agentive subjectivity in contending with emotional challenges and navigating complex 'emoscapes'. The paper argues that a focus on emotions contributes to a more nuanced, multifaceted understanding of contemporary educational mobilities. It illuminates how students' multiple emotions are continuously articulated and circulated with and within these ISM flows apparently driven by economic forces in the global higher education market. [ABSTRACT FROM AUTHOR]

Reform is often associated with anticipated changes aimed at altering and improving social structures. Revealing the outcomes of reform initiatives, as well as identifying key facilitators and circumstances that contributed to their success or failure, can provide a deeper understanding of this distinct social phenomenon. Social transformations are often conceptualised through the framework of education and schooling. Therefore, the term "reform" has inherent pedagogical and education dimensions that warrant academic investigation. This paper has two interrelated aims: first, to introduce "reform" as a historical phenomenon and explore it through the history of education using a bottom-up and top-down classification approach, with a particular focus on the Hungarian content in the twentieth century. Secondly, the paper seeks to introduce papers presented under five subtopics at the 44th ISCHE, titled Histories of Education and Reform: Traditions, Tensions and Transitions, held in a hybrid format from 18–21 July and 24–25 July 2023, at the Faculty of Education and Psychology, Eötvös Loránd University, Budapest. [ABSTRACT FROM AUTHOR]

In 1928 the Yugoslav journal Radna Škola put forward the perplexing claim that James Liberty Tadd (1853–1917) was one of the most significant and influential American educators. Why was this otherwise unknown art educator put into transnational circulation as responsible for the perceived success of education in the United States? Following the 1898 publication of his magnum opus, New Methods in Education, Tadd enjoyed a modest international reputation, but he is little known today. Adopting an "entanglement" approach to global histories of education, this article focuses on the messy tangling together of different actors, devices, discourses, and practices involved in this transnational transit. The article argues that the most salient aspect of Tadd's introduction to a Yugoslav educational public in the late 1920s is an educational approach that purported to be transformational in how it unlocked human potential. This is to view "potential" as an object that circulates in the world and to suggest that histories of education should include study of the ways that the uppermost possibility spaces of human experience have been understood in relation to education in different times and spaces. [ABSTRACT FROM AUTHOR]

Which historical knowledge is worthwhile teaching? Over the last decades, this question has been answered differently by history scholars. In many Western countries, arguments to avoid Eurocentric and nationalistic curricula challenge the current selections of historical knowledge in the curriculum. Epistemology in history education also changed following the appreciation of historical thinking and reasoning. Yet most scholars agree that a certain basis of orientation knowledge is needed to achieve the key targets of the history curriculum. Consequently, it is difficult for curriculum developers to select knowledge for history teaching. The aim of this article is to scaffold curriculum developers’ content selection by proposing guiding questions. It aggregates and elaborates theories of knowledge in the field of history education. Young and Muller’s concept of powerful knowledge is applied to the subject of history teaching. Arguments for a structural differentiation of vertical and horizontal discourses are presented. Also, the functional aspect of history teaching is elaborated by relating three purposes of education to knowledge selection. [ABSTRACT FROM AUTHOR]

AbstractThis study explores the integration of ecological perspectives into history education by pioneering teachers in South Korea. Drawing from more-than-human histories, the research investigates the perceptions and instructional approaches of secondary school history teachers who emphasize the interconnectedness of humans and non-humans. Utilizing semi-structured interviews and curriculum analysis, the study reveals tensions between teachers’ critiques of anthropocentrism and their human-centered pedagogical practices. Findings indicate that while these educators advocate for transformative ecological education, they often revert to emphasizing human actions and control. This research calls for the need for a holistic approach that transcends human-centered narratives in history education to address ecological crises effectively. [ABSTRACT FROM AUTHOR]

Through an analysis of the Ontario public school curriculum grounded in normative analytics drawn from philosophical theories of territorial rights and state legitimacy, this paper investigates the role of public education in promoting and/or undermining the conditions for the formation of multinational identities among the members of the (English-speaking) majority group in Canada. That is, it investigates compulsory public education curricula for the potential to transmit representations that furnish students with the resources for forming beliefs and attitudes that recognize Canada to be a treaty federation of distinct peoples with rights to territory and self-determination. As the paper argues, under present conditions in the Canadian context, public education with a mind to producing a multinational ethos is a requirement of political legitimacy. As we will see, there is evidence to suggest that public education is undergoing a transformation in Canada's largest province with respect to its treatment of contemporary Indigenous presence, historical treaty-making, and the history of colonial wrongdoing – although serious omissions remain, notably in the areas of Indigenous governance, and consent and consultation. The results of curricular evolution can thus be expected to remain ambiguous with respect to the ideals of territorial legitimacy and treaty federalism, alongside the problematic discursive arena provided by the national news media and other sites of identity formation. [ABSTRACT FROM AUTHOR]

Social network analysis is becoming increasingly popular for studying the past. However, during the last decades, studies have applied pre-collected datasets for social network analysis, which limits the use of the method to cases where such data is available. This article presents another approach whereby two-mode network data are collected from less structured documentary sources, and the findings are enriched with documentary evidence. The approach is used to analyze how 42 notable members of the British New Education movement between 1905 and 1935 were affiliated with 31 organizations. The analysis provides empirical support for the previously proposed idea that there were two kinds of prominence within the movement: that of conveners, who formed close-knit groups with like-minded people, and that of mediators, who built bridges between such groups. Moreover, we discuss how this structure helped the movement to achieve its goals of more up-to-date, equally available education. The method presented in the article is suitable for researchers working with bibliographical or archive material in various domains. [ABSTRACT FROM AUTHOR]

How might historians of education bring joy to their work and make our scholarship of use to the world? This article suggests returning to Welland Hendrick's 1909 A Joysome History of Education. This minor but well-circulated text uses humour and irony to poke fun at some of the more obtuse, sacrosanct, and self-righteous aspects of education as seen from the turn-of-the-twentieth-century vantage point of a mid-level and little-known American educator. With apologies to Jonathan Swift, this article advances the modest proposal of taking lessons from Hendrick's project and considering how satire could be a productive form of critical fabulation for historians of education today. [ABSTRACT FROM AUTHOR]

Copyright of Espacios en Blanco. Revista de Educacion is the property of Espacios en Blanco Serie Indagaciones 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 work investigates the incorporation of ChatGPT into history education to enhance critical thinking and promote student engagement. A qualitative research design was utilized in this study. The interactions of 40 students with ChatGPT, which mimicked conversations with Simón Bolívar, were examined. Thematic content analysis was used to assess these interactions. The results demonstrate significant progress in students' critical thinking skills, understanding of history, and overall participation. Students exhibited enhanced analytical capabilities and a deeper comprehension of historical events, particularly related to the concept of sustainable development. The results indicate that ChatGPT serves as a valuable resource for enhancing history education. Through the promotion of critical thinking and involvement, it contributes to the development of creative and inclusive educational settings. This research offers a detailed examination of the educational potential inherent in artificial intelligence, highlighting its capacity to revolutionize conventional history teaching methods and equip learners with the skills necessary to confront global challenges. [ABSTRACT FROM AUTHOR]

The transition from treating history as a "secondary" subject centered on rote memorization to the development of historical thinking represents a significant shift in Vietnam's national history curriculum implemented in 2022. This change poses challenges for teachers and students as they adapt to a more analytical and interpretative approach to history education. This study explores the application of Peter Seixas's historical thinking model integrated with visualization techniques to enhance high school students' historical thinking skills. A quantitative research design was employed involving Likert-scale surveys and statistical analysis of experimental data collected from 448 students across five high schools in Hanoi, Vietnam's capital. The findings highlight that using visualization techniques fosters deeper student engagement with historical content allowing them to critically analyze, interpret, and synthesize historical information. Students demonstrated improved abilities to assess historical complexities and apply historical knowledge to real-world contexts, significantly advancing their educational outcomes. This study underscores the importance of equipping students with historical thinking skills to navigate an increasingly complex and interconnected world. The research offers practical insights for teachers, policymakers, and curriculum developers to optimize history teaching practices. This method enhances the broader effort of improving Vietnam's history education system and promoting critical thinking in students by coordinating teaching strategies with present educational objectives. [ABSTRACT FROM AUTHOR]

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria 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.)

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria 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.)

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria 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.)

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria 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.)

Purpose: This paper aims to examine the creation of the first commercial school in early independent Argentina in 1826 – the Academy of Accountancy of Buenos Aires (AABA) – at the request of the Argentine Government, which entrusted its direction to French expatriate Amédée Brodart, who was considered an expert in commercial education. Design/methodology/approach: This study adopts a microhistory approach based on individual biography and archival research. First, it investigated published biographies of contemporary political figures Brodart had been in contact with. Then, the Argentine archives of the Ministry of Finance and the Arturo Jauretche Museum of the Bank of the Province of Buenos Aires provided information on Brodart's life during his expatriation to Latin America. Finally, the French Archives of the Paris National Library and ESCP Business School in Paris provided information on Brodart's life before his departure for Argentina and after his final return to France. These primary sources include extracts from Brodart's correspondence, financial ledgers, study plans and a few rare iconographic documents. Findings: AABA was connected to a nationalist agenda: to develop Argentinian trade to overcome national underdevelopment and to counter political agitation in the country. However, the lack of local expertise in commercial education, as well as Argentine authorities' desire to avoid depending on foreign powers, led them to call on a French expatriate rather than on a network of organizations to open this school. Research limitations/implications: This paper contributes to the literature on the history of commercial education in Latin America and to the literature on the international transfer of commercial education models. This paper is also among the first to consider the origin story of Argentina's relationship with commercial education. Practical implications: This research offers new reflexive perspectives on the emergence of commercial education in Latin America by highlighting the agentivity of local actors. Originality/value: Through a lens of dependency ambiguity, this paper repositions narratives of the development of commercial education in Latin America away from a Western-centric explanation, highlighting the role of local contextual actors. In doing so, it offers an alternative history of commercial education focused on Latin America. [ABSTRACT FROM AUTHOR]

Despite the very recent history of university education in the Republic of Cyprus, an island nation with less than a million population, the country might be a unique case in the European higher education area in terms of the proportion of universities to its population and area. Similarly, as pointed out in this chapter, the proportionate number of doctoral programmes offered in the Republic of Cyprus is surprisingly high and cover most major disciplines, ranging from Business, Humanities and the Social Sciences, to Natural and Applied Sciences. The recently established Cyprus Agency of Quality Assurance and Accreditation in Higher Education (CY.Q.A.A.), responsible for ensuring and supporting the quality of higher education, set a series of common criteria on the structure and operation of doctoral studies, which apply for the accreditation and offering of any such programme of study in Cyprus. Despite these common criteria, this chapter depicts the existing variation in major characteristics of currently offered doctoral programmes as regards doctoral admission and completion requirements, structure, and other. This chapter claims that a higher level of homogeneity in the structure and qualitative characteristics of doctoral programmes, as well as a substantial increase in national doctoral funding schemes, would have several benefits for doctoral education in Cyprus, should the aim is for the country to become, the envisioned higher education and research hub in Europe and the Middle East. [ABSTRACT FROM AUTHOR]

Copyright of Geschichte für heute is the property of Wochenschau Verlag GmbH 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.)

Background: Post-war education in Bosnia and Herzegovina (BiH) has been labelled in contemporary literature as segregated, where children are divided into three ethnic groups (Bosnian Croats, Bosnian Serbs, and Bosnjaks) and taught an ethnicity-based curriculum that reinforces negative stereotypes of ‘.others’.Aims: The present study examines the content of a large number of textbooks covering all three educational programmes (for 8th and 9th grades, and up to the 4th grade of high school), with the aim of deconstructing the discursive strategies that three ethnic groups use to promote their nationalistic agendas.Methods: The study is based on exploratory content analysis and the identification of dominant codes that characterize the data material.Results: As expected, the results show that selected books powerfully project a strong message of ‘us’ in contrast to ‘them’. However, the narration differs, with Croatian textbooks using distancing, Serbian domination, and Bosnjak denying and possessive strategies. All three build a narrative of (1) celebrating ‘us’, (2) devaluing ‘them’, and (3) being victimized by the two other groups.Conclusions: Recommendations for history textbooks that would be suitable for all children in BiH are made. The present paper clearly concludes that comprehensive educational reform is a necessary element to initiate changes in the country. [ABSTRACT FROM AUTHOR]

History teaching and learning can be improved through pedagogically innovative practices. In the face of technological advancement, this study examined the effectiveness of mobile blended learning on the academic performance of senior high school history students. The study adopted a quasi-experimental research approach using a pretest-posttest nonequivalent groups design. The study employed a teacher-made test to gather data from two intact senior high school final-year history classes in Central Region, Ghana. The two classes were grouped into control and experimental groups. The control group participants were taught using conventional instruction, while the experimental group participants were taught using mobile blended learning through WhatsApp Messenger and adapted YouTube videos. The study revealed that mobile blended learning had a significant effect on the academic performance of history students. The findings also demonstrated a gender gap in the academic performance of history students when taught through mobile blended learning, with female students outperforming their male counterparts. The study contributes new insights for pedagogical innovation in history teaching and learning in the under-researched context of Ghana. It further makes links between mobile blended learning and historical knowledge in Ghanaian schools and offers views on equitable access to and use of technologies in schools. The study implies that there should be a comprehensive and thoughtful approach to history teaching and learning, incorporating mobile blended learning, addressing gender disparities regarding mobile blended learning use, and ensuring equitable access and learning outcomes. [ABSTRACT FROM AUTHOR]

The article discusses the importance of teaching history from an intercultural perspective to cultivate global citizenship. It emphasizes the need for education to develop globally-minded individuals who are aware of diversity, historical roots of discrimination, and engage in actions to empower the less privileged. By transforming the teaching of history, school history can influence conversations, interpretations, and dominant narratives to promote inclusivity and respect for diversity. The authors argue that historical literacy, understanding, and consciousness are essential for developing historical empathy, which is a prerequisite for global citizenship. [Extracted from the article]

This paper delineates the rise, fall and re-emergence of tongshi education in Chinese higher education history, and in doing so hopes to reveal the underlying forces behind the two waves of tongshi education and capture their important 'Chinese' characteristics. Based on a comparative-historical examination of the Chinese knowledge traditions and their modern developments across different time periods, this paper argues that despite deliberate efforts to borrow from the American general education model, tongshi education in China stands out as an evolving, localized educational ideal embedded within the changing socio-cultural, political and institutional environments that Chinese universities are situated in. Three salient 'Chinese' features are put forward, i.e. a dual focus on reviving the Chinese learning and opening to the world, an underlying rationale to foster a collectivistic, political consciousness, and finally an economic-driven, utilitarian orientation to produce innovative talents. [ABSTRACT FROM AUTHOR]

The emergence of formal education in Sarawak began with the arrival of westerners, especially the Christian churches. These parties have set up many schools throughout Sarawak. Therefore, in every writing related to the history of education in Sarawak, the names of westerners are often held up as heroes who developed the education of the Sarawak community. Whereas, the names of local people, especially women, are rarely highlighted. Therefore, this study is conducted to examine the status and role of women in Sarawak in developing the state's education, particularly the education of girls. This study was carried out using qualitative methods through document analysis on primary and secondary sources. The results of the study found that although education in Sarawak was developing, the position of women in education was still low. This is considering that women still lag behind in education compared to men. This can be seen by comparing the number of male and female students in Sarawak. In fact, even until the state's independence, men still dominated the education sector. In the meantime, this study also proves that local women also contributed to the development of education in the state. This can be seen through the role and efforts played by educated women such as Dayang Sa'adah (Sahada) binti Datu Patinggi Ghafur, Lily Eberwein Abdullah, Barbara Mendu Bay, Tra Zehnder, Ajibah Abol, Sharifah Rehanah Syed Razali and Chi Mei Shi. Realizing the importance of education causes them to strive to raise the dignity of society through education. In fact, the women were willing to use their own money and property. The action is done with all sincerity to ensure that the community gets proper education. [ABSTRACT FROM AUTHOR]

This paper reports on a study analysing the lessons that 15 A Level (aged 17–18) students inferred from their studies of the Holocaust. All the participants had studied the Holocaust at an advanced level. The participants were interviewed in small groups (three to five participants), with the transcriptions of those interviews being iteratively coded, adopting an inductive grounded theory approach. Results were highly varied, with many different types of lessons being considered, though the most common concerned antiracist lessons, lessons about state systems and lessons about human nature. There was a tendency amongst participants to focus less on moral/deontological lessons from the Holocaust, and more on ontological lessons. Participants independently identified the types of lessons that Holocaust education organisations (IHRA, 2022) and some theorists (Short, 1999, 2003) suggested/hoped that they might. The small sample size and dominance of certain participants should be noted as barriers to the generalisability of the findings reported here. [ABSTRACT FROM AUTHOR]

Constructivism, contextualization, and critique—these three concepts are central to and representative of educational research. This article elaborates in three steps why it is important for educational research to engage epistemologically with Bruno Latour and Actor-Network Theory (ANT) in order to revise these basic concepts. The first section identifies some of the historical trajectories that helped to establish the belief in constructivism, contextualization, and critique in educational research. A second section deals with the shifts Latour proposes in order to revision constructivism and contextualization, and, in doing so, to reframe critique. I suggest that this reframing may be called 'post-critique'. A third section takes up the example of the history of educational technologies to illustrate why it is important to link epistemology and history in educational research and how exactly this can be done by 'making' post-critical history with Latour and ANT. [ABSTRACT FROM AUTHOR]

Originally founded in 1861 as the Teachers' Association of Canada West (TACW), the Ontario Educational Association (OEA) was a fixture on the education scene in Ontario for one hundred twenty-five years until its dissolution on November 28, 1985. This article traces the early development and maturation of the OEA to focus on its involvement in curriculum reform undertaken by Liberal and Progressive Conservative governments in the early twentieth century. As a non-state entity, the OEA nevertheless had close ties to and received financial support from the state. It regularly advised the Department of Education on matters related to education and contributed to the building of the educational state. The annual conventions of the OEA attracted transnational participation and provided a space for educationists to exchange knowledge as well as form networks and alliances to advance their interests in education. This article locates the formation of OEA as part of the phenomenon of association that Alexis de Tocqueville identified in nineteenth century America. While mid-nineteenth century Ontario was not America, it was nevertheless a liberal capitalist society and the concept of desiring to act in political self-interest for what was deemed good for education and society underlay the creation of the Association. De Tocqueville's focus on the importance of political associations was linked to understanding the capacity of liberal democracies to govern in the nineteenth century. This approach makes possible to understand the OEA as a site where processes of building and governing the educational state were enacted through association. [ABSTRACT FROM AUTHOR]

The arrival of guest workers in Denmark from the late 1960s meant new political questions of how to receive their children in school. During the 1970s, the heyday of welfare state reforms, a new area of welfare state politics and policy emerged concerning these children: an education politics of migrant pupils accompanied by knowledge being produced in the intersection between the pedagogical professional field, the academic field and the political field. This politics, policy and knowledge area soon became contested among politicians, professionals and academics. The article explores a core discussion still taking place at present, namely how approaches for receiving newly arrived pupils in the Folkeskole (the primary and lower secondary school. Based on source material consisting of parliamentary debates from the official political field and the professional and research-based literature that developed in the period, the article sheds light on how educational knowledge on different approaches to reception was circulated between fields. Executing an analysis that combines concepts from sociology and history of education and knowledge and from theory on policy processes, the article shows how knowledge and politics interacted to make or reject policy junctures in the formative decades when the politics of migrant pupils in the Danish welfare state was established, namely from the early 1970s and up until the mid-1990s. We conclude that local developments and debates in the knowledge production field shaped early school integration policies in the Danish welfare state during the 1970s and 1980s, but had limited influence in the 1990. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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 Talim: Journal of Education in Muslim Societies & Communities is the property of Talim: Journal of Education in Muslim Societies & Communities 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 article discusses how historians engage with the past using historical thinking concepts to interpret history based on investigation and interpretation. It highlights the framework developed by Professor Peter Seixas and outlines key concepts such as historical significance, use of primary sources, continuity and change, cause and consequence, historical perspective-taking, and ethical dimensions. The application of these concepts in Canadian schools varies across provinces, with some concepts being well-established while others have limited presence. The article also addresses critiques and myths about historical thinking, emphasizing the importance of understanding history through a critical lens. [Extracted from the article]

This article underscores the vital role of staff rides in professional military education (PME), highlighting their ability to bridge historical military events and the contemporary challenges faced by military leaders. It introduces a hybrid staff ride model which merges historical studies with the practical demands of modern warfare, effectively bridging the gap between past analyses and present-day relevance. The article offers detailed guidance on planning staff rides, including the integration of war games, to create a unified learning experience. It presents an ideal pedagogical planning model to ensure the learning objectives align with the activities, and offers different models for field studies. These insights advance staff rides as crucial tools in PME, ensuring their continued relevance in preparing leaders for current and future challenges. [ABSTRACT FROM AUTHOR]

This paper presents a new dataset of average years of schooling (AYS) in Brazil between 1925 and 2015, using demographic censuses and household surveys as benchmarks. The dataset is also broken down by gender (1925–2015), race/colour (1925–2015), and state (1950–2015). In contrast to the Barro-Lee dataset, which reports an implausible AYS decrease in the 1970s, our dataset shows a gradual AYS increase in Brazil over time. We also show that women's AYS surpassed men's from 1983 onwards and that levels of inequality by race/colour and state/region have remained relatively stable over time. [ABSTRACT FROM AUTHOR]

In 1928, a handbook on natural history collecting was published as part of a series of popular books on scientific experimentation. The "Försök själv" series addressed young people and positioned itself deliberately between textbooks and popular science publications. In this paper, I examine how collecting was recast as experiment in the context of the "Försök själv" series. It is situated in the intersection between the history of scientific publication and the history of collecting as pedagogical practice. It highlights a moment in science pedagogy when the rationales and practices of collecting were changing. It draws attention to the role of handbooks between teachers and objects, and between field, class-room, and laboratory. As publications, the "Försök själv" books straddle the boundary between textbooks and popular science. As handbooks they draw together books, things, and practices. [ABSTRACT FROM AUTHOR]

This article shows that Thelma Berlack Boozer (1906–2001) was the first Black person to hold professorial rank in a School of Journalism at a US university. The School of Journalism at Lincoln University in Missouri appointed her associate professor and acting director in 1942. She held these posts until 1944. Previous histories identify Dr. Armistead S. Pride as the first director and professor in the same school, but the historical record shows that he was not appointed until 1945. This article examines Berlack Boozer's appointment at Lincoln and discusses why scholars have mostly forgotten her contributions to HBCU journalism education. This article also contributes to the history of journalism education in the US and to the study of the role of women in the history of the Black press and Black journalism by giving long-overdue recognition to Berlack Boozer. [ABSTRACT FROM AUTHOR]

Game-Based Learning (GBL) is increasingly recognised for its ability to enhance educational outcomes through interactive and immersive experiences. However, there is limited empirical data on its effectiveness in promoting historical thinking and Self-Directed Learning (SDL), particularly in history education. This study examines the impact of the Dogs of War (DoW) card game on historical thinking skills and SDL among history student teachers. It also explores the potential of GBL to enhance history teaching by fostering critical analysis skills. A qualitative research approach was employed, analysing playtest sessions with 15 history education students who played DoW. An open survey collected participants' experiences, focusing on the game's complexity, rule clarity, engagement level, effectiveness in conveying historical content, and stimulating interest in World War II history. The DoW game effectively increased players' interest in historical subjects and promoted strategic thinking and problem-solving skills. While responses varied regarding the game's complexity and rule clarity, the study identified a need for modifications to maximise educational benefits. Participants reported heightened motivation to explore World War II history further due to the game. This study highlights the importance of GBL in history education, demonstrating its potential to improve historical thinking and SDL. Balancing challenge and clarity in game rules is crucial. Further research is needed to enhance game design and implementation for better educational outcomes in history and other fields. [ABSTRACT FROM AUTHOR]

Tartu holds a special place in the history and education of semiotics and draws students from around the world. Semiotics is a learnt way of thinking and being, and so an induction into the field for international graduate students in Tartu is inseparable from its lived experience. This paper describes an account of living semiotics as a foreigner in Tartu, through its application to a personal field of interest, i.e. local underground nightlife and electronic dance music cultures. Besides offering strands of an analytical conception of nightlife and dance music cultures, this paper also reflects on students' extracurricular commitments in this field to a cultural and artistic practice of applied semiotics. [ABSTRACT FROM AUTHOR]

This brief reflective piece considers the experience of academics in the field of comparative and international education in Hong Kong. It begins by examining the state of international higher education and the continued dominance of Western contexts and perspectives in publishing in comparative education even in the so-called global era. It contrasts Western-oriented historical and contemporary views of the field with the situation in East Asia and particularly Hong Kong, where lively international dialogue has always been a key theme of academic and intellectual life. Against pronouncements in recent decades of "the death" of Hong Kong, the paper asserts that comparative and international education remains a thriving domain in Hong Kong since the handover and provides further reflections on the history and state of the field today as well as its future promise. [ABSTRACT FROM AUTHOR]