首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 78 毫秒
1.
This appendix accompanies Ruth Watts' presidential address for the History of Education Society (UK), published in History of Education, May, 2005, vol.34, no.3, pages 225–241 under the title of ‘Gendering the story: change in the history of education’. The article in vol.34, no.3, looks over the history of women's and gender studies in the history of education from 1976 to the end of 2004 and examines the changes and effects of these studies in order to ask what historians of education can learn from this and where they should go next. The focus of the article is not just the presence of women or papers on them in history of education but whether the greater presence has changed both understanding of gender issues themselves and whether it has affected the whole field and if so, how? The article begins with a brief historiographical review of the field; second, it draws out key issues which represent the present state of affairs; and third, it provides a comparison of what is happening in gender history in a related field, science. It ends with suggestions for future research. The appendix printed below lists the articles published in History of Education from 1976 that formed the basis of the survey on which ‘Gendering the story: change in the history of education’ was based.  相似文献   

2.
This article examines contestations and recent trend-setting approaches in the historiography of education in India in the post-1800 period. British colonialism created a huge rupture in South Asian society as regards the provision of education. Historians of education have asked what sorts of indigenous educational institutions and methods were present in pre-colonial India: in this context, the article discusses the work of historians who researched indigenous Indian village schools, key to educational transmission until the early nineteenth century. The educational work of the nationalist leader M.K. Gandhi inflected the work of such educational historians. The article devotes some attention to ways in which twentieth-century ‘new education’ reinvented aspects of pre-colonial South Asian education. Marxist, feminist, Dalit and Subaltern historians of education have analysed the differential and hierarchised spread of ‘western’ education in South Asia. Nonetheless, this article shows how the educational agency of Dalits, women, peasants and working people has been analysed by scholars. The article then examines recent scholarship which views the origins and growth of ‘western’ education in South Asia in the framework of transcultural transactions. It ends from the vantage point of connected and entangled histories of education, looking beyond the unit of the nation state.  相似文献   

3.
This article has a dual purpose. The first is to pay tribute to the work of Richard Selleck and Geoffrey Sherington; the second to argue that historians of education can make substantial contributions to current and future educational policy and practice by identifying what Ravitch has called ‘time-tested truths’. The nature and purpose of historical study are examined with particular reference to education and to making maps of the past. Examples are provided of the application of historical perspectives to contemporary education issues in 1985 and 1996. The final section draws upon an analysis by leading historians in the USA of the failures of school reform, and a research project into the establishment, nature and likely fate of the Department for Education and Employment in the UK. The basic conclusion is that the development of the field of educational administration requires both specialist historical studies and those informed by a broader understanding of educational and human perspectives.  相似文献   

4.
Bourdieu did not write anything explicitly about education policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding education policy in the context of globalisation and the economising of it. In applying Bourdieu’s theory and methodology to research in education policy, we focus on developing his work to understand what we call ‘cross‐field effects’ and for exploring the emergence of a ‘global education policy field’. These concepts are derived from some of our recent research concerning globalisation and mediatisation of education policy. The paper considers three separate issues. The first deals with Bourdieu’s primary ‘thinking tools’, namely practice, habitus, capitals and fields and their application to policy studies. The second and third sections consider two additions to Bourdieu’s thinking tools, as a way to reconceptualise the functioning of policy if considered as a social field. More specifically, the second section develops an argument around cross‐field effects, as a way to group together, research and describe policy effects. The third section develops an argument about an emergent global education policy field, and considers ways that such a field affects national education policy fields.  相似文献   

5.
In the past few years, worries about decreasing jobs or even the possible disappearance of the history of education as a field of study have frequently surfaced. Hence, the question arises as to whether the history of education, as a field of study, has a future – or is it, as many authors have remarked, in danger? This article starts from the idea that our field of study is definitely not alone in its struggle: many branches of the humanities have fallen victim to similar appeals of economic efficiency and relevance. In response to these developments, digital humanities in particular have been identified as a way out of the impasse. Therefore, this article explores the ways in which digital humanities or digital history can offer valuable contributions to the future of the history of education. This paper advocates that, although digital humanities or digital history cannot magically make our problems disappear, historians of education should further embrace the possibilities digital technology has to offer for the investigation of our educational past. I argue that digital technology not only has the potential to make our lives considerably easier; it can also help in addressing new research questions, give new meaning to existing concepts within the history of education and further enhance the interdisciplinary character of our discipline.  相似文献   

6.
This article discusses a narrative inquiry as a methodology for understanding and examining teachers' interpretations of their environment‐related teaching experiences. Focusing on the value of teacher stories for interrogating the discursive practices of schools as institutional contexts, four main rhetorical themes are identified to illustrate how teachers' engagements in practice and thinking with environmental education display ongoing identity work. Five Korean secondary science teachers' stories illustrate the dynamic processes and interplay between multiple discourses, such as the ‘proper’, ‘good’, ‘science’ teacher, and the cultural norms, resources and subject positions available to them, as they take up and explain their own and others' meanings and subject positions in science education and environmental education. The paper discusses the value of narrative inquiry to conceptualising teacher agency in ways that offer alternatives to conventional research perspectives in this field, and in taking account of the possible meanings of environmental education, the possibility of creating cracks and ruptures in the ‘sense‐making’ discourses and ‘sense that is made’ of experiences of environmental education and school education more widely.  相似文献   

7.
This conjectural essay was originally written for a symposium Historiography of the future: Looking back to the future held at the International Standing Conference for History of Education (ISCHE) 33, July 2011, San Luis Potosi, Mexico. organised by Kate Rousmaniere and Frank Simon Participants were asked to envision future challenges for the discipline and to imagine what innovations and new interests would arise in the next 30 years. Written from the vantage point of 2041 the essay describes scholarship and methodological approaches used by historians of education to explore the history of the senses.  相似文献   

8.
This article discusses ‘minor key research’ and doing this kind of research as ‘response-ability’. We explore the possibilities that education policy enactment research might hold for theorising and doing research, not just for work on ‘how schools do policy’, but also for how researchers do policy research with schools. A methodological question is raised here by us with respect to what researchers might ‘do’ in schools and other policy locations (such as when working with bureaucrats or politicians). We also discuss our researcher responsibility with respect to such work, and we have attempted to respond to the questions: ‘Is there an alternative for the current regime of accountability? Are there ways to resist and intervene in the current culture of accountability?’ In the first section, we focus on minor key research, and in the second section we discuss doing minor key research as ‘response-ability’.  相似文献   

9.
This paper critically discusses MacIntyre's thesis that education is essentially a contested concept. In order to contextualise my discussion, I discuss both whether rival educational traditions of education found in MacIntyre's work – which I refer to as instrumental and non-instrumental justifications of education – can be rationally resolved using MacIntyre's framework, and whether a shared meaning of education is possible as a result. I conclude that MacIntyre's synthesis account is problematic because the whole notion that there are rationally negotiable ways in which to compromise or harmonise opposing justifications of education found in instrumental and non-instrumental forms of education is troubling – the reason being that these are cultural disagreements about human flourishing that are not neutral-free, and due to a lack of care distinguishing between the common uses of the term ‘education’, and its looser usages to mean something like school learning that embraces a range of aims and goals that are often incompatible. In this light, it is argued that the contestability card has been unnecessarily overemphasised, and brings to our attention the complex ways in which we interpret education and what it means to be educated.  相似文献   

10.
ABSTRACT

This paper uses Basil Bernstein’s work on pedagogic discourses to examine a largely neglected facet of the history of vocational education – the liberal studies movement in English further education colleges. Initially, the paper discusses some of the competing conceptions of education, work and society which underpinned the rise and fall of the liberal studies movement – if indeed it can be described as such. The paper then draws on data from interviews with former liberal and general studies lecturers to focus on the ways in which different variants of liberal studies were, over time, implicated in inculcating certain forms of knowledge in vocational learners. Whilst it is acknowledged that liberal and general studies always represented contested territory and that it was highly variable both in terms of content and quality, the paper argues that, at least under certain circumstances, liberal studies provided young working-class people with the opportunity to locate their experiences of vocational learning within a critical framework that is largely absent from further education today. This, it is argued, can be conceptualised as an engagement with what Bernstein described as ‘powerful knowledge’.  相似文献   

11.
In this paper, I look into the papers of Fannia Cohn, an immigrant labour organizer, who served the Education Department of the International Ladies' Garment Workers' Union (ILGWU) between 1918 and 1962 and became one of its few women vice-presidents. As an internationally recognized figure in the history of workers' education, Cohn left a rich body of labour literature, wherein art is central in the ways she conceptualized, designed and organized women workers' educational programmes and curricula, as well as cultural activities for more than 50 years. For Cohn, however, art and politics were tightly interwoven in what I have called the artpolitics assemblage of women garment workers' life and work. It is entanglements between ethics, aesthetics and politics, considered in the light of the Rancièrian notion of ‘the distribution of the sensible’, that I discuss in this paper.  相似文献   

12.
This paper focuses on formative assessment in the field of higher education. It examines Bernstein’s work on vertical discourses and knowledge structures with the view to deepening understanding of the concept of assessment for learning. The first part of the paper draws on Vygotsky’s work on concept development and Bernstein’s work on knowledge structures to explain why ‘generalisation’ and ‘hierarchy’ are central in knowledge acquisition. It then explores Bernstein’s claim that, within the vertical discourse, different knowledge structures (hierarchical and horizontal) afford greater or lesser visibility of their epistemic structure, and thus of their evaluation criteria of what counts as a legitimate text. The second part of the paper investigates the ways epistemic expectations are signalled through the practice of evaluation to first‐year university students in a professional education course and proposes that markers do not offer students stuffiest access to recognition rules necessary for producing legitimate texts in the future. Drawing on Maton’s distinction between semantic gravity and semantic density, the paper offers an example of how markers could recast what is present in students’ work to offer students access to key ordering principles in vertical discourses.  相似文献   

13.
This paper describes ‘Fly’s Eye View', a project devised and directed by David Smith and supported by a grant from the UK Techniquest Pantechnicon Millennium Awards (intended to help bridge the gap in public perception between science and art). ‘Fly’s Eye View' was specifically aimed at young children, aged 7–11 years (Key Stage Two of the UK National Curriculum). The project used a low-level VR fly-by system to represent a garden scene as it might be experienced by a dragonfly. The analogy between the mosaic visual ‘perception’ of insects and image representation in computer systems allowed some interesting explorations into what may be involved in ‘seeing’. This analogy was used as the starting point for a series of exploratory activities using digital art work. The paper reviews the outcomes of the project and discusses their possible significance in the context of current approaches to art education and the stimulation of creative thinking in young children.  相似文献   

14.
  相似文献   

15.
Estonia is a post-communist Baltic state in which neoliberal market ideologies and still prevailing socialist norms exist side by side in educational policies and practices. It is no longer self-evident what is ‘normal’ and what is ‘problematic’. Special education class for students regarded as having problems is a new innovation in Estonia. The paper analyses the history and current changes and discusses how a ‘problem child’ is constructed in Estonian teachers' perceptions and in the pedagogical methods used with these children. The paper draws on teachers' writings and on an ethnographic study in a special education class. Some comparisons with Finnish educational policies and ethnographic research on secondary schools are made. The findings suggests that in Estonia, a ‘problem child’ is a student who does not conform to the norms of the school, and in focus is behaviour that disturbs the teacher: problems in relation to schools' regulations of time, voice, embodiment and equipment, lack of engagement and unruly behaviour. We reflect the Estonian case with some comparisons with Finland using the concept ‘professional pupil’ introduced in an ethnographic research.  相似文献   

16.
This paper discusses a recent Australian study of boys' education using case studies to determine successful practices. It focuses on an early childhood site where access to ‘discourses of power’ for students and parents and a valuing of students' ‘action knowledge’ created a particular democratic culture achieving improved outcomes for boys. The data are drawn from focus groups with families, interviews with educators, conversations with children and on‐site observations over two days. The findings are discussed in terms of those factors deriving from Henry Giroux's work on democracy and hope. In addition, we build on the work of Giroux by discussing the site as an exemplar of what we have come to call ‘robust hope’.  相似文献   

17.
If there is one thing on which historians of psychology, and in particular of intelligence testing, are agreed, it is the contribution made to the history of mental measurement by Scots — or at least those working in Scotland. The impact of this work on selection for secondary education, however, was limited: in spite of apparently favourable circumstances, Scotland was even slower than England to accept what was regarded as one of the ‘progressive’ ideas of the time.  相似文献   

18.
HPM研究的内容与方法   总被引：11，自引：0，他引：11  
HPM是一个方兴未艾的学术研究领域,目前已经得到我国数学史界和数学教育界的普遍关注.数学教育取向的数学史研究,基于数学史的数学教学设计,关于历史发生原理的实证研究,数学史融入数学教学的实验研究等是HPM研究的主要方向.  相似文献   

19.
Andrew Peterson 《Compare》2016,46(6):861-881
Debates about the purpose and content of history education in schools have been prevalent in most Westernised democratic nations over the last 30 years. Under discussion are essential questions concerning national identity/ies, competing narratives and the aims of history education. The impact of ‘history wars’ has been felt within both Australia and England, as conservative commentators – including politicians and historians – have raised concerns about the depth and effectiveness of history education and have sought to make significant changes to the history curriculum for schools. This analysis examines the history wars in Australia and England, exploring the view that history education has been in danger and/or crisis and examining the curricular implications of a move toward greater recognition of national narratives. It raises some essential tensions that remain regarding two aspects of history teaching in both nations: (1) historiography and (2) chronological understanding.  相似文献   

20.
In this paper, Alan Rogers draws on his experience in several countries, especially Namibia, to outline ways in which understandings of both training for extension and for adult education are drawing closer together, particularly in a move from a directive approach of trainer and learner through a responsive approach (meeting the learner's needs) to the more recent acknowledgement on both sides of the need for an interactive approach (what the author calls ‘third generation activity'). He suggests that both adult education and extension need new approaches to the training of their field workers.

  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号