Search

The present study addressed the effects of becoming aware of being at an authentic historic place both on affective reactions and acquisition of information about the relevant historic events. The study was conducted in a research institute located in a former National Socialist (NS) clinic, thus holding an authentic historic dimension, while at the same time, the building's physical attributes do not resemble its history anymore. This allowed us to manipulate the participants' awareness of being at an authentic historic place via systematic variation of prior information (neutral information about the building, general information about a historic event, information about the authenticity of the place regarding the historic event). After receiving prior information, participants had to indicate their emotional valence and arousal. They were then shown a set of photographs related to the relevant historical period or to another unrelated period in randomized order and, after a filler task, were given a memory test of the photographs. Afterwards, participants rated the study room regarding its valence and evoking arousal. It was found that awareness of being at an authentic place had a negative effect on personal mood. Furthermore, the site itself was perceived less positively when participants were aware of its NS history. However, no differences in memory performance of relevant photos were found due to history awareness. The findings indicate that being at an authentic historic place does not necessarily imply a better acquisition of relevant historical knowledge.

Since 1840, Chinese political leaders have struggled to draw effectively from Western culture without abandoning the Chinese essence in their design of higher education. In this paper, we use cultural nationalism as the theoretical framework to examine how Chinese political leaders have responded to this challenge. Our analysis shows that cultural nationalism closely links to politics, and although the form taken by cultural nationalism has varied throughout Chinese history, it has significantly influenced Chinese higher education. In particular, we identify a strong cultural nationalism in today's China, which has already influenced teaching and research in Chinese higher education. Finally, we discuss the implications and limitations of this paper, and call for critical reflections of cultural nationalism and its impact on Chinese higher education.

In 2005, Kitson and McCully introduced the 'risk-taking' continuum, representing the multiple ways in which teachers in post-conflict societies deal with the history of conflict in the classroom. 'Avoiders', at one extreme, refrain from teaching the violent past, while at the other extreme 'risk-takers' analyse multiple perspectives on what happened and why. Since their seminal study, scholars have increasingly studied the challenges and opportunities related to teaching the violent past. Yet, so far no study has empirically tested and applied the continuum. Drawing on a survey of 558 secondary school teachers in post-conflict Ambon, Indonesia, we analyse the proportion and characteristics of 'risk-takers' as compared to 'avoiders'. Our results show that 'risk-takers' represent a slim majority. While 'risk-taking' is associated with political interest and higher levels of education, teachers who suffered much harm during the conflict, whose students belong to a religious group other than theirs and/or those who think conflict causes have been addressed are less supportive of conflict history teaching.

Racism against Asians is often ignored worldwide, and the field of mathematics education is no exception. The anti-Asian racism unveiled during the COVID-19 pandemic necessitates that we rethink the current discussions of equity and social justice in mathematics education regarding how the needs of many Asian students have been forgotten and often excluded from these discussions. When Asian students are mentioned, it is often for the purpose of reifying a racial hierarchy of mathematical ability (Martin, "Teachers College Record" 111(2):295-338, 2009; Martin et al., 2017). Based on an analysis of the particularities of the U.S. context, this essay argues that the "model minority myth" and other covert forms of anti-Asian racism, such as yellow peril and forever foreigner myths, racialize Asian Americans and create a monolithic view of diverse groups of people with different histories and needs, including within mathematics education. While incorporating current race and racism concepts from Asian Critical Theory (Iftikar & Museus, "International Journal of Qualitative Studies in Education" 31(10):935-949, 2018), we aim to conceptualize the racialization that Asian-American students experience in mathematics classrooms and how it affects their well-being, and propose implications to (re)construct Asian-American students' counterstories and identities in mathematics education. We also scrutinize mathematics education researchers' and educators' roles in advancing equity for all students by countering the hidden racism toward Asian Americans.

Purpose: The purpose of this study is to discuss mutual understandings of political issues among students and academics. The aim is to suggest a framework that teachers can use to address politics from both the discipline's and the students' perspectives. Design/methodology/approach: This study is based on semi-structured interviews with twelve students in six upper secondary schools and eight social science academics in Norway and Sweden. Findings: We identified four guiding aspects for defining political issues in social science education to connect disciplinary thinking with students' views of the political. These aspects are: 1) collective, 2) contemporary, 3) conflictual, and 4) contextual. Limitations: This study relied on interviews with a selection of students and academics and what they chose to express. The results may not be applicable to other samples. Implications: The framework presented can be used in social science education to understand and discuss the nature of political issues.

There are a few empirical studies that examine the portrayal of the Middle East and its people in young children's picture books. Many of these books depict Muslim life and celebrations without delving into the specificities of each Middle Eastern country. This study, which focuses on Iran as a non-Arab Muslim majority Middle Eastern country, investigates how Iran and its diverse cultures are represented in children's picture books published in North America. The analysis was conducted on a sample of 27 picture books written in English between 2000 and 2021, targeting children aged three to nine. The findings reveal that a significant number of these books revolve around Nowruz celebrations (the Persian New Year) or ancient Persia, often presented through popular folktales. These findings underscore the need for books that depict the contemporary lives of Iranians, both within and outside the country, through narratives and illustrations.

Purpose: This article explores the overlooked experiences of Chinese students in Australia from the White Australia Policy era to the post-war period. It argues that the emerging post-war transitional generation faced racial discrimination and geopolitical challenges, leading to the establishment of student societies and collaborations with religious groups and NGOs. Through writing and publishing in the 1950s and 1960s, they challenged rigid ethnic identities, shaping their ethnic identities, national belonging, language practices, and community involvement amidst historical contexts. Their narratives vividly depict a generational awakening, highlighting complex processes of integration and acculturation into a new societal landscape. Design/methodology/approach: This paper employs historical discourse analysis using Chinese student magazines and bilingual archives to explore language and identity evolution among Chinese students in 1950s' and 1960s' Australia. It contextualizes ethnic, cultural, and linguistic identity transformations and examines how language politics and diaspora writings shaped integration strategies. The study highlights education and language politics' transformative roles in redefining cultural belonging and fostering community cohesion within the diaspora amid shifting socio-political contexts. Findings: The findings of this study reveal that the concept of the "transitional generation" highlights integration as a dynamic process involving ongoing dialogue, identity negotiation through language, and the redefinition of cultural boundaries. Through analysis of three student-centered magazines -- Murhun, Asiana and East Wind -- it becomes evident how Chinese students in Australia navigated ethnic, cultural and linguistic identities. Murhun used bilingual content to strengthen solidarity and political engagement among Chinese readers, while Asiana employed English to connect Asian students with Australian society and globally. East Wind facilitated a diverse expression of identity, challenging singular notions of "Chineseness" and promoting cultural integration. These insights reflect a transformative period where Chinese students reshaped their historical position, fostering autonomy and challenging stereotypes like "Yellow Perils". Originality/value: This paper examines the often-overlooked experiences of post-war Chinese students in Australia, emphasizing their profound influence on immigration history and shifting public perceptions of Asian immigrants. It introduces the concept of the "transitional generation" to address research gaps and highlight the nuanced complexities of integration, respecting the diverse experiences and identities within this dynamic student community. Emphasizing dynamic negotiation and shared experiences, the study underscores how Australia's diverse Asian communities have transformative potential. Integration extends beyond adaptation, fostering inclusive spaces for identity negotiation, thriving NGOs and enriching Australia's social fabric with resilience, diversity and cultural vibrancy.

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.

University-based living labs serve as open innovation platforms that foster collaborative research and experimentation across various disciplines. These labs bring together academics, citizens, community organisations, companies, and other entities to collectively address complex contemporary issues. The labs' managers are expected to adopt flexible, agile management approaches to support the openness of their lab to stakeholders. Flexible management approaches create various challenges, as the labs are often expected also to comply with traditional project management principles of deadlines, project deliverables, budget restrictions, and quality conditions as set by their project sponsors and host organisation. The combination of prescriptive and agile project management approaches in such open innovation settings has been relatively underexplored in higher education research. Drawing on the theoretical literature on boundary work and project management, we analyse how the managers of a Dutch university-based living lab execute flexible project management styles in a setting that is dominated by prescriptive project management traditions. Based on information from 20 interviews and document analysis we identify five areas of tension between agile and prescriptive project management. Living lab managers, supported by researchers, buffer these tensions through boundary work that shapes the openness of the projects in rather unexpected ways.

In September 1977, all of France's middle schools implemented the so-called "collège unique" reform in the seventh year, i.e. the elimination of tracking (or streaming) and the mixing of all pupils and teachers for the first year of secondary education. This article examines the genesis and implementation of this reform from the point of view of the budgetary issues it raised and which shaped it. Drawing on the political economy of education, the article sheds a new light on the introduction of comprehensive education, of which different variants can be observed in Western countries in the 1960s and 1970s. Indeed, far from being anecdotal, budgetary issues very concretely shaped the practical conditions of implementation of this educational reform, putting political and economic considerations ahead of any concern for pedagogical coherence.

For two centuries, academics and their universities have competed for prominence and vied to demonstrate that their institutions are at the center of the scholarly world. Scientific advances in particular fields, reciprocal academic visits and conferences, impressive physical architecture, and publishing in shared venues and a "lingua franca" are among the many dimensions in which universities seek prestige in a relational status system. We call this system "competitive emulation" and theorize it as a mode of rivalry neither fully captured by imaginaries of economic and political competition nor eclipsed by third-party ranking schemes. By nuancing university competition this way, we emphasize its fragility, dynamism, and relationality, and suggest how this special form of competition might be leveraged for strategic action in our current times.

Design, manufacture and supply of school furniture in the Australian state of New South Wales following the Second World War occurred in a context of population growth and new ideologies of teaching and learning. This article addresses the particular situation in New South Wales, where administration of schooling remained highly centralised. The influence of little known educator, Herbert Oxford, his support for centralised furniture production and supply and his interest in ergonomics was crucial. In the 1960s, he coordinated planning for a School Furniture Complex that eventually operated in the 1980s. The Complex's demise meant the end of a state service to education. The article contributes to research concerned with materialities of schooling and the argument that objects are both valuable sources and legitimate subjects for the historian. Department of Education documents located at State Archives, Departmental publications and Oxford's writings inform the research.

This article works toward conceptualizing frictions between colonial education and non-Western traditions of African education in the modern African state. Signaling manifestations of educational friction or disequilibrium, we apply the concept of haunting to uncover ways the legacy of colonial education is reproduced through Western modernity as a form of disembodied educational practice, conflicting with the ghostly presence of collective African educational traditions. More specifically, we offer a conceptual inquiry into the phenomena of "Jinne Maimouna," what has been called a mysterious "mass hysteria" within Senegalese schools. In doing so, we work toward a rethinking of education in relation with the transatlantic Black Radical Tradition and links to haunted forms of Atlantic migrations by Senegalese youth. The article gestures toward the power within the deeply rooted knowledge systems and practices emanating from Africa that return in the present and future. We suggest that practices of deciphering and rethinking the embodiment of traditions of African education might offer methods that break from colonizing episteme toward longer temporal educational liberation.

This study introduces Indigenous Case Study (ICS) as a methodology poised to foster decolonized and anti-racist spaces. ICS is a weaving of TribalCrit, critical and Indigenous methodological approaches, and considers contemporary and historical contexts, simultaneously. In the current manuscript, ICS helps reimage campuses through revised policies and practices that work toward the creation of decolonized and inclusive institutions for Native students and communities. ICS allows for deeper analyses as we interrogate the dissonance between university president's statements about race and inclusion, institutional policies and practices, and the experiences of Native students as shared through student stories. We explore historical documents, president speeches, campus events, individual interviews, and researcher auto-narratives in Sharing Circles over the course of five years. The findings situate historical and contemporary campus contexts as we reveal five manifestations of oppression experienced by Native students: exploitation, marginalization, powerlessness, cultural imperialism, and violence. ICS provides circular and methodical methods that offer the opportunity to think in more complex ways as we offer findings and discussions on the cultivation of decolonized and anti-racist spaces.

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923-2017) as a free-space theory of education, as a way of grasping the problematic nature of 'pedagogical protection.' The theoretical potential of Henssler's thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler's theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility of reading Henssler's thought of asylum as a theory of 'pedagogical protection.' Thirdly, I consider whether it is possible to interpret 'free space' in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education.

Overwhelmingly, elementary social studies standards focus on Native Americans in past tense. If elementary teachers follow state curriculum for social studies, students are often not provided the opportunity to learn about Native people in the present. The purposes of this study were to (a) determine the number of current state elementary (K-5) social studies standards that addressed Native Americans to ascertain the depth and breadth to which Native people and culture are covered, (b) determine how many of the standards kept Native Americans in the past vs. the present and (c) further examine standards related to Native content. Results indicate progress is being made to bring Native people and issues into the present, but additional work is still needed.

The story of the decline of sociology has been unfolding for a few decades, but it becomes a more hair-raising tale every year. The crazed and intellectually empty ideologues completely colonized the field. They have made it their own, and the consequence is that contemporary sociology is now a wasteland for any seeking the complex truths of human life. Much substance on what sociology teaches today, according to the author, can be had by consulting a collection of short videos on the [American Sociological Association] ASA site. Titled "Sociological Insights," the clips, typically about five minutes in length, feature academic sociologists discussing research in which they are engaged.

Universities in the English-speaking world may trace their origins to England, where the first universities of Oxford and Cambridge were established. These universities were, for centuries, the models for universities to come both in terms of structure and philosophy; and they also became a tool of British colonial policy. With the progression of British expansionism, many English men penned their ideas of a university; some of which were brought to fruition. In the 21st century, we have a multiplicity of independent nations which were formerly under British rule. While in most societies there was a phasing out of colonial institutions, many universities established during the colonial epoch seem to have withstood the test of time. It would be interesting therefore to assess some of these institutions and their evolutions in a broader endeavour to examine developments in higher education in societies post-independence. What conversations were had prior to independence regarding higher education? What ideas of a post-colonial university prevailed and what ideas should have been put forth? Were there shifts away from what constituted a colonial university? This paper is also an attempt to include universities in the post-colonial discourse and to propose an ideals of the university from a postcolonial perspective.

Racist nativism is a concept which helps us understand the relationship between racialisation and nativism. It is used here to examine cultural values perpetuated by media and political discourse as alien to British values in constructions of Britishness. This paper will consider with interest racist nativism revealed in the construction of Islam and, by association Muslims, as (members of) a non-Christian religion of non-Western tradition; and the speaking and speakers of languages other than English. This provides a contextual frame through which to examine education policy from early 2000s to the present day in order to trace how this racist nativism is manifested within and across policy development in England, thereby attributing significant institutional symbolic value. Manifestations of racist nativism are revealed in the quantity, force, focus and tone of the policies, but also, and perhaps most importantly, in deletions and absences, which this paper concludes is suggestive of a state-mandated racial epistemology of ignorance (Mills, 1997).

The literature review below was done to investigate the history of censorship, specifically book burning and how it relates to the modern-day censorship that is seen in our country today. Using scholarly articles and books, news articles, professional organization websites, video documentaries, and data from prominent anti-censorship organizations, this article strives to tell the full story of the world's complicated history with the censorship of knowledge. This review of literature makes clear that contemporary and historical censorship is an attempt to gain power and suppress the voice of those under authority. As educators, students, and community members, it is vital to use this knowledge to protect students' right to read.

This article addresses the ways in which Swedish history textbooks for upper secondary schools published between 1994 and 2011 deal with the most recent past. The textbooks are chronologically organized and follow history into the textbook authors' time, and each new edition of the textbooks includes the latest developments. The article inquires as to whether this gradual addition of events is to be regarded as historiography at all, or what the possible difference is between contemporary commentary and historiography. It examines which events and developments are selected, how they are presented, and how they can be interpreted with regard to periodization and the use of history.

Based on the potential of educational materials to forge and shape the collective memory, this article analyses the representations of the Francoist Hunger Years (1939-1952) in recent history textbooks for secondary schools by a wide range of publishers. The main thesis of the paper is that while there are textbooks that provide a complex narrative of the hunger experiences, others -- even some of the most recent ones - depict the period in an oversimplified and historiographically outdated way and fail to address various social perspectives. This article also argues that it is possible to detect the persistence of the official Francoist discourse on the years of hunger in some textbooks that continue to implicitly perpetuate the distortion and oblivion the Franco dictatorship tried to impose on the famine.

Histories of creativity have often included discussions of its origins and examined pivotal moments in their societal contexts (Nelson 2010; Simonton 2001; Still & d'Inverno 2016; Wasserman 2012). Some have considered creativity's compromised status among academics and in schools that resulted from divergent notions of what it means to create and interdisciplinary rifts dividing psychology and education (Fannes 2019; Lagemann 2000). In this essay, the authors examine nearly one hundred published research studies on creativity from the Progressive through the postwar era. Their narrative begins in the 1890s with the emergence of modern psychological research on creativity and the movement to establish the K-12 school system in the United States. It ends in the early 1970s, a time when the federal government called on educators to reward "creative or productive thinking" as part of its expanded definition of giftedness (United States Office of Education 1972, 21).

The authors provide the reader an opportunity to see how second-grade children can use a twelfth-century painting as historical evidence to identify transportation modes, economic activities, and cultural features of Bianjing, an ancient Chinese city. They compare Bianjing with their community using modern mapping technology. Through this approach, art, history, geography, economics, technology, and civics are integrated into an engaging inquiry lesson.

When we considered how current sociopolitical events may impact experiences of girlhood today and remembered our own lived girlhood experiences, we came to the collective realization that we often turned to books as a way to make sense of our liminal experiences during girlhood. Given the sociopolitical moment in which we are living and considerations of the impact historical fiction had on our own navigation of girlhood, our author team wondered how historical fiction texts could help young readers to understand and navigate the liminal experiences of girlhood today. Building from these analyses of connections between the past and present in historical fiction literature, we interrogate girlhood across time to consider what readers might learn about contemporary girlhood from historical texts. Depictions of history often tend to be white-centric and to omit or deemphasize the histories and stories of other communities. Specifically, the lens of new historicism applied to portrayals of girlhood allowed for an examination of these portraits of girlhood in relation to historical context as well as power dynamics. This analysis broadens readers' notions of girlhood, both historically and in the present day, beyond white-centric conceptions.

This paper examines analyses of adolescent romance fiction, highlighting key themes and debates over time. I will argue that contemporary social conditions underline the need to reconsider the value of this genre in the secondary English classroom. However, working effectively with genre literature (including romance) requires educators to diversify reading practices, challenging the dominance of the standard 'class novel' approach. I will describe the integration of a module on teen romance into a literature course for preservice English educators. Finally, focusing on a specific text, "Frankly in Love" by David Yoon, I highlight the skilful way in which authors of contemporary adolescent literature weave multiple perspectives into engaging and nuanced narratives in which characters navigate identities, relationships, and ideas about love.

In the early 1990s, Dr. O.L. Davis of the University of Texas at Austin sought evacuee teacher and student recollections in England during World War II. The overarching purpose for Davis was to gain an understanding of the effect on schooling and education, specifically as it relates to the curriculum for students. This article continues where he left off and places focus on teacher evacuees. Of the several hundred responses from student evacuees, we utilized ten of the thirty teacher evacuees who responded to Dr. Davis. The purpose in this research endeavor seeks to discover the impact evacuations in England had on teacher evacuee curricular experiences between August of 1939 and May of 1945. Through these stories we discovered how learners, impacted by scarce materials and continuous interruptions to their daily lives, still provided support to the war effort by collecting materials and supplies. Teachers, with numerous duties and large classes, pushed themselves to find learning opportunities for their students on family farms, local ponds, and inside shelters. While traditional subject matter activities were not always possible, teachers utilized what was around them in an effort to build educational experiences like plays, projects, and current event studies. Constant interruption, building changes, and billeting issues made the context in which these teachers found themselves less than ideal. Yet they made the most of their time for the sake of their students' learning.

The study investigates upper secondary school students' use of counterfactual reasoning when engaging in a task concerning historical explanation. The study analyses student answers to a prompt asking them to evaluate the causal importance of a historical actor for a historical event, aiming to characterize the counterfactuals used, as well as applying possible criteria for what can be considered a qualified counterfactual. The criteria for qualification of counterfactuals are based on theoretical proposals about the potential of counterfactuals in relation to historical explanation. The findings indicate that a majority of the students involved use counterfactuals in their reasoning about explanatory importance, most of them employing counterfactual reasoning in relation to the historical actor. The analysis of qualification indicates that student reasoning becomes more qualified when students instead focus on structural factors, include both structures and actors in their counterfactual reasoning, or support their reasoning by making comparisons.

The disintegration of the Soviet Union in 1991 was a major global historical event of the 20th century that permanently changed the destiny of hundreds of millions of people around the world. It was not a revolution. It was not a transition to democracy. It was not a struggle for decolonization. No one expected a world power like the Soviet Union to disintegrate into 15 autonomous republics. Historians, social science researchers, and other observers of the Soviet Union were all surprised by the sudden collapse of a political system that was sustained for 70 years by a political ideology and which had dominated a significant portion of the global land mass, its people, cultures, and resources. How do we explain the disintegration of a super power? What theories of change may be valid in a case that has no precedent? This paper seeks to explore the causes of the disintegration of the Soviet Union through the formulation and testing of a correlative hypothesis: A strong correlation exists between the break-up of the Communist Party of the Soviet Union (CPSU) and the disintegration of the Soviet state. This hypothesis is specific, testable, verifiable, and it is supported by historical evidence and events examined in the paper.

Finding a unique way to help students better accept between traditional Chinese Painting and Modern and Contemporary Art is an increasing concern in primary school art teaching. The purpose of this study is to investigate fine art education field according to analyze the current situation of Chinese traditional painting and calligraphy together with Modern and Contemporary Art in the art curriculum of primary schools: shallow embedded curriculum, shortage of Class Hours and relatively simple teaching method. Based on the key competence of the disciplines, it discusses the value of integrating those two in art teaching of primary schools, proposes a Bridge to connect the Chinese painting and calligraphy& Modern and contemporary art and provides a curriculum construction model that connects the artistic language with the concept of disciplines. This study takes the work of artist "A.R.Penck" as the theme, starting from the big idea, looking for basic problems, designing a curriculum with the integration of two kinds of art forms, and teaching practice at The China Soong Ching Ling Science & Culture for Young People. This study not only answers the feasibility of the curriculum construction model but also gives some critical thinking about it.

This article explores the origins of researcher development in British universities. Its principal aim is to provide a coherent, and reasonably succinct, account of the evolution and development of researcher development that is as consistent as possible with what is known about the development of the Western university, the history of the research doctorate and the emergence of the research university. The main conclusion is that the origins of researcher development in the modern university can be found in the philology of the early modern university, which in turn emerged from the accumulation of knowledge in Western Christendom from other places and other times. Other conclusions are that there was little researcher development in the medieval university, and that the 'traditional' model of researcher development, centred on the PhD, is much more recent than is commonly supposed, so that, from a long-term perspective, the 'traditional model' may be but one stage in its continuing development. The article also develops a model that locates researcher development within a series of intellectual contexts: from the research process itself, to the advancement of knowledge more generally, and, finally, to changes in conceptions of knowledge itself.

The Japanese people's understanding of the Fifteen Years War (1931-1945) is still problematic. The problem of the war was commonly solved by transferring responsibility for the war to an obscure subject called the State, and by offering financial compensation to those who were directly affected. However, there has been no in-depth discussion of how the Japanese public's understanding of the war in the period before defeat was modified in the post-war period. This article is a study of the children's magazine "Shonen Kurabu," which gained wide popularity by featuring articles related to war during the early modern era of Japan, including the wartime period, and continued to be published until 1962. By focusing on "Shonen Kurabu," this paper explores the close relationship between the mass media and the public attitude toward war, and the handling of the theme of war by both the media and the public.

The aim of this paper is to present and explain the long and bitter contestation between two poles over the orientation, the aims and the content of education as well as the form of the Greek language to be used in the school textbooks. During the last seventy years (1750-1821) of the Ottoman rule of Greece the poles were cultural but were transformed into mostly social and political after independence (1829). The paper argues that the main reasons of this contestation were their completely opposite views about the historically right cultural future of the reborn nation and the daily widening after independence cultural schism between a highly educated elite and the vast majority of poor and uneducated people as a result of unequal and change-resisting educational provisions. The paper elaborates on the composition, the propositional content, the discursive strategies and the linguistic devices of the two poles.

The author reviews historical attempts--mostly by European thinkers--to characterize modernity and its relationship to play. He discusses ideas from Friederich Schiller to Brian Sutton-Smith, all to set the ground for a theory of play in the modern world. Emphasizing the ideas of Max Weber--in particular his theory of rationalization and its importance for expressive culture--the author explores the value of rationality to a theory of play. He defines play more broadly than as a pastime and learning aid for children or a rough-and-tumble developmental tool in the evolution of mammals. Instead, he bases it more squarely on his concept of "emotional destinations." In the process, he looks at kinds of play not often considered in play studies, such as professional sports and official festivals, and finds play not just a ubiquitous biological phenomena but also an essential social activity

Leading a team or group is a real skill that takes time, thought, and dedication. Leadership is the most studied aspect of organization because it is the one overarching topic that makes the difference between success and failure. At times it may seem overwhelmingly complex, but by focusing on some fundamentals a team can be led with confidence and skill. The leader of any organization expectedly completes his role which is given by communicating the values of the organization he or she represents. Leadership skills are required by a manger to operate effectively at a strategic level and a successful manager or leader will be able to identify personal as well manage personal leadership development to achieve strategic ambitions where he will be able to evaluate the effectiveness of the leadership plan and promote a healthy and safe environment that supports a culture of quality. Leaders have good impact in our daily lives and futures. In good times and bad, there is always need for strong leadership. The success of a country is determined by the leaders it elects and the leadership characteristics and qualities they possess. How does someone earn the designation of being a great leader? History and current experiences provide guidance on how one might develop the abilities demonstrated by respected leaders. This case study examines the characteristics of and need for leaders in politics, society, religion, economy, and communities. Leadership is focused much more on the individual capability of the leader: "Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential." Thus this paper aims to outline what a leader is, the qualities a proper leader possess, and the effect of leadership in the contemporary world.

Although the modern Western concept of childhood is rapidly disappearing in the age of late modernity, this study asserts that childhood (as it is lived) has not disappeared but has been transformed. An integrated approach to childhood is employed in order to go beyond binary oppositions such as the Global North versus the Global South and/or childhood versus childhoods. It is argued that children while constructing their childhoods are confronted with processes of individualisation and globalisation through which new forms of adultization have emerged as concepts of 'child consumerism' and 'child citizenship'. Beyond the opposing views involving the disappearance of childhood or its liberation, this study concludes that the concept of adultization can be used to problematise and analyse childhood in its current state.

Can you make James Joyce's short story "Eveline" contemporary and create a modern short story based on Joyce's work? The purpose of this study was to provide a context to Joyce's short story "Eveline," illustrate the journey of my fiction writing, and expand the conversation on using classical fiction as a guide to modern short story writing. I attempted to create a short story within the spirit of "Eveline," while incorporating modern Irish history within Joyce's form. My story mirrors themes similar to Joyce's: paralysis, what it means to be Irish and the Irish struggle, the meaning of brother, the relatedness of the term "mother" and the depth of family ties between the characters. My story examines two Irish brothers who fight one another in childhood and then fight for the cause of independence. Fate has one brother leaving for a journey to America and one brother staying in Ireland. Sean, the brother who left for America, is a newly retired Green Beret who has been away from Dublin for over twenty years, as the story unfolds during the height of activity of the IRA, and the end of the Vietnam War. Joyce wrote a female protagonist in "Eveline," and I wrote a male protagonist in my story, to give a mirror image approach. The twist at the end of the story, the placing of memorable objects within the text, and the creation of a dying promise to a mother by older brother Patrick, all reflect features of Joycean techniques. Paralysis was a major feature of "Eveline" and I use paralysis in the modern world, in my story, to depict the state of modern warfare, which was just beginning a few years after "Eveline" was published. In this study, I introduced my short story I developed as a result of my training in creative writing at the University of Texas at Dallas. Based on my study and practice of creative writing, performance, and literature, and my background in psychology and history, I used an interdisciplinary approach to creative writing. Using an exhaustive bibliography, I discussed some of the historical background for my fiction, as well as some of the critical sources that shaped my thought process. I made copies of Joyce's story, as well as my own, for each participant to look over and compare at my presentation. I discussed how the readings lead to the first draft, and how the creative process works for me. I illustrated how I used the creative process to write my short story, and what steps other writers can use to create art through classical fiction.

This work presents a new teaching module for understanding the geographical dimensions of historical events in Africa. This case study focuses in particular on the Joola shipwreck in Senegal in order to illustrate geographic areas of study including the rural-urban divide, colonial geopolitics, cultural diversity, and West Africa's physical geography. The main objective is to use a key event in Africa's history in order to highlight the local challenges and complexities of this diverse world region. This project is based upon a 10-month research project in Senegal designed to understand what locals identify as the most important national event of modern times.

The aim of this article is to provide basic geographic background to assist readers in understanding the geography of North Korea. Although few U.S. geographers have traveled to this country, limited information about North Korea can be constructed and compiled. Sources include interviews of South Korean geographers, all volumes of The National Atlas of Korea, United Nations statistics, available Internet maps, and web-based articles from research institutions and news agencies. This team of authors has been involved in the writing, editing, and developing all volumes of The National Atlas of Korea. They hope to provide some of our insight into this nation formally known as The Democratic People's Republic of Korea and commonly known as North Korea. This article contains a small portion of research and is primarily descriptive in nature. The authors, two South Korean geography professors and one U.S. geography professor, did not have the opportunity to travel to North Korea for firsthand fieldwork. Information derived from all volumes of The National Atlas of Korea published by the National Geographic Information Institute, a South Korean Government organization, was based on research performed by South Korea's various ministries such as the Ministry of Unification and also from United Nations statistics. This work also includes analyses of publicly available satellite images. Although the article is not based on actual fieldwork, it represents an attempt to understand the geography of a nation with limited access. It will also introduce possible geopolitical developments and raise spatial thinking questions.

The sheer amount of American children's and young adult literature, boasting an outpouring of 5,000 titles every year, often amazes a person who is new to this field. Not only is a large proportion of these books of high printing and binding quality, but, at a quick glance, among them is also a pleasant diversity of genre, format, targeted age level, topic, and style. In this article, the author discusses juvenile books about China and ethnic Chinese and describes an event in modern history--the Sino-Japanese War (1937-45)--and its representation in American youth literature. The author focuses on American juvenile fiction with the Sino-Japanese War as its main setting or subject. With its focus on works of fiction, this article is part of a larger project to study American youth literature about the portion of World War II fought in China. By combing through multiple bibliographies and searching in library catalogs, the author located 28 fiction titles specifically written for a young audience and published in the U.S. (including titles published previously or simultaneously in other countries) from 1937 through 2007 about World War II in China. The author has also included in her study three adult titles which are suggested by the bibliographies she consulted as suitable reading for older young adults. The author discusses the general patterns of these books within the context of social, political, and cultural dynamics in America. (Contains 1 table and 6 notes.)

This paper focuses on the development of history teaching in West Germany from the 1970s onwards. When in the early 1970s the relevance of history -- both as an academic discipline and as a school subject -- was challenged, this led to fierce debates as a multitude of new concepts were being developed. One of these was Annette Kuhn's revolutionary concept of teaching history which immediately came under attack. This debate -- and others -- had far reaching consequences. At first glance it was a debate about how to model objects like the English Revolution in a way to make them suitable for the history classroom. At second glance, however, this debate revolved around fundamental issues like the role of history in school, the relation between social sciences and didactics, and history's relevance for today in general. The debate and its eventual outcome are explained within the framework of Bourdieu's field theory. The study re-examines the consequences of this debate. In discussing alternatives to Kuhn's approach, it shows how debates forced upon traditional history led historians to readdress the essentials of historical thinking and thus to gain new theoretical strength which resulted in a stronger position for history at universities and schools as well as in history didactics. This resulted in a specific construction and role of "Geschichtsdidaktik" in Germany which helps to explain why there is a difference in comparison to other countries.

The two decades following the establishment of the Turkish Republic witnessed the growth of the pervasive fear that vagrant and homeless children and child delinquents presented a threat to the physical, mental, and economic well-being of the nascent Turkish nation. Newspapers of the period regularly touched upon the issue, alerting the public and state officials to the increase in the number of vagrant and homeless children on the streets of Istanbul, and to the crime and other troubles caused by these "küçük sefiller" ("little miserables"), as a deputy from Istanbul called them. The language of these newspaper articles was an amalgam of both humanitarian sentiments such as showing charity and mercy to these groups and fears that necessitated their social and moral control in order that they become re/productive citizens of the new Republic. In this paper, I explore how certain child populations gained visibility and intelligibility during the first few decades of the Turkish Republic. I particularly focus on a modern child rescue institution, "Çocuklari Kurtarma Yurdu," founded in this period as an amalgam of numerous--at times competing--discourses that fixated on the bodies of "street children," a colloquial term that referred to a heterogeneous group of children including child delinquents, vagrant, homeless, and destitute children. The institution blended modern mental hygiene principles derived from psychology/psychiatry with progressive vocational education and humanitarianism, with the ultimate goal of fabricating mentally and physically sound and economically productive republican citizens out of these "abnormal bodies."

Disciplinary literacy encompasses not only the ability to read the texts of a discipline, but also to engage in the practices and discourse of that discipline. At the center of the discipline of history is inquiry. For these students to move from their ninth grade expectations about history toward the authentic discipline of history, they would need to become increasingly capable readers who could grapple with a wide range of history texts. The authors hypothesize that reading and shared discussion of historical sources can build students' understanding of history as an interpretive enterprise and their ability to engage in historical argumentation. Students argue to make sense of the history texts they are reading and to work out their historical interpretations. As such, we consider these text-based discussions to be incipient historical argumentation. This discourse may serve as the foundation for written argument at a later stage in the process. It is also part of disciplinary literacy. Project READI recognized the central role teachers play in mediating the learning opportunities of students and, thus, invested in developing design partnerships that fostered two-way learning between teachers and researchers. The students experienced the epistemology of history - the limits of the historical record, history as interpretation, history as inquiry, and the relationship of the history they had learned to the present.

Due to its direct approach and its detailed analysis of race, the "A More Perfect Union" (AMPU) speech makes for a likely primary source to be included in a lesson addressing Obama's racial significance. As social studies teacher-educators who draw from critical perspectives on race and racism, the authors hope to see Obama's speech used as a catalyst for nuanced, historicized conversations about race in the United States. The authors argue throughout this paper that the race speech has the pedagogical potential to create such conversations. Instead, we hope to underscore the potential for using Obama's AMPU speech as a vehicle for promoting a rich, nuanced understanding of race in America. We contend that this speech has the potential to foster both productive and unproductive conversations about race, reflecting theories of both racial literacy and racial liberalism. Examining these curricula does, however, provide a snapshot into how the field of education has begun to conceptualize Obama's historical narrative. Racial literacy calls for an intersectional analysis of race alongside other social factors such as class, gender, or geography. These lesson ideas can hopefully serve as a starting point for moving away from racial liberalist interpretations of the "A More Perfect Union" speech and toward developing greater racial literacy through Obama's iconic address.

Although geographically rooted in the Southern United States, the U.S. poultry industry is best understood in a transnational, or even global, perspective that can be difficult to address in regionally bounded courses. In intellectual terms, the topic straddles a number of historiographic subfields that have steadily grown in recent decades. These include fields like labor and migration, race in the Americas, and animal studies, which have collectively highlighted histories of African Americans' and Latinos' interactions in the United States, animal and human relationships, foodways, agribusiness, and global capitalism more broadly. The production, trade, and consumption of chicken address these themes in ways that are local, comparative, and transnational. Teaching about the poultry industry also pushes students to reflect on a number of complicated political issues in a way that transcends the terms of mainstream political debates, which are often narrow. The most obvious are Latin American immigration to the United States and the plight of organized labor, both of which have particular salience to African American communities in the United States. Additionally, chicken offers students a unique perspective for considering the protracted debates about the proper role that government should play in the economy and society.

Secondary school history textbooks in South Korea, Japan, and the United States have long struggled to give meaning and significance to the war waged on the Korean Peninsula between 1950 and 1953. Comparing commonly-used, contemporary history textbooks from each of these three nations, this analysis suggests that students on both sides of the Pacific are more likely exposed to text reflective of their society's dominant orientations toward modern-day, post-Cold War, geopolitical anxieties and arrangements than to any clear narrative of historical significance that explores the varied causes or impact of the war. Such cross-national comparisons can be especially useful for educators interested in helping students construct useful historical narratives or develop more sophisticated causal reasoning about a historically significant conflict that has sometimes been thought of as a "forgotten war." (Contains 41 notes and 1 figure.)