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The Oxford Handbook of the History of Education
Abstract
This handbook offers a global perspective on the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Sections deal with questions of theory and methods, ancient and medieval education, the rise of national school systems, the development of universities in different contexts, problems of inequality and discrimination in education, and reform and institutional change. Specific chapters discuss colonialism and anticolonial struggles, indigenous education, gender issues in education, higher education systems, educational reform, urban and rural education, the education of minority groups, comparative, international, and transnational education, childhood and education, nonformal and informal education, and a range of other topics. Chapters consider changing scholarship in the field, connect nationally oriented works by comparing themes and approaches, and provide suggestions for further research and analysis. Like many other subfields of historical research and writing, the history of education has been deeply affected by international social and political upheaval occurring since the 1960s. In this regard, as chapters weigh the influence of revisionist perspectives at various points in time, they take particular note of those arising after that time. In discussing changing viewpoints, their authors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families, and the educators who have worked with them. Each chapter includes notes and a bibliography for readers interested in further study.
... Formal education in ancient Greece was focused on philosophy, character education, music, science, art, politics, and literature (Rury & Tamura, 2019). The teachers in ancient Greece structured their lessons on the needs and interests of the students, and the content of the education received may be similar but not the same from teacher to teacher (Rury & Tamura, 2019). ...
... Formal education in ancient Greece was focused on philosophy, character education, music, science, art, politics, and literature (Rury & Tamura, 2019). The teachers in ancient Greece structured their lessons on the needs and interests of the students, and the content of the education received may be similar but not the same from teacher to teacher (Rury & Tamura, 2019). For the past 2,000 years, standards of education were developed and created locally and regionally to create a curriculum that was cohesive and consistent between teachers (Rury & Tamura, 2019). ...
... The teachers in ancient Greece structured their lessons on the needs and interests of the students, and the content of the education received may be similar but not the same from teacher to teacher (Rury & Tamura, 2019). For the past 2,000 years, standards of education were developed and created locally and regionally to create a curriculum that was cohesive and consistent between teachers (Rury & Tamura, 2019). ...
This descriptive case study aimed to understand the perception and needs of Michigan public high school science teachers during the implementation of the Next Generation Science Standards (NGSS) and subsequent preparedness to teach the content found in the new curriculum. A questionnaire was distributed to science teachers state-wide, with twenty teacher respondents from across the state-wide population of certified public school science teachers. Sixteen individual interviews and one focus group comprised of four teachers were used to collect additional data. The data were coded then analyzed using a thematic analysis process. There was a gap in the literature regarding the experiences and needs of Michigan high school science teachers implementing the NGSS, which this study addressed. Bandura’s self-efficacy theory and Fiedler’s contingency theory framed this study. This study investigated the perceptions Michigan high school science teachers have regarding the implementation of the NGSS, their description of preparedness to teach the NGSS, and the processes and strategies used during the implementation of the NGSS. Five themes emerged from the thematic analysis: teacher customization of the curriculum to fit their individual needs, differences in implementation between NGSS Natives and HSCE Converts, the need for professional learning about the NGSS, the need for additional resources, and the implications due to the lack of leadership throughout implementation. Areas of recommended further study include the differences between NGSS Natives and HSCE Converts, the fidelity of implementation of the engineering and Earth science standards, and 3D Assessment in the classroom.
... Similar results were found for other demographic variables where effects -if significantare not strong and frequently inconclusive (Offer, 2012). Demographic characteristics have only a small influence on SWB. ...
... From a historical point of view, modern consumption is only about 200 years old -the industrial revolution also required consumers to learn to consume the newly available abundance of products (McCracken, 1987;Offer, 2012). This might explain why, until fairly recently, exploring connections between consumption and well-being was not a priority. ...
... This might explain why, until fairly recently, exploring connections between consumption and well-being was not a priority. For example, in the well-regarded "Analysis of Happiness" (Tatarkiewicz, 1976), that traces well-being throughout the ages, consumption is not mentioned (Offer, 2012). The effects of level and composition of consumption on happiness are mostly unexplored (Stanca & Veenhoven, 2015) and, relative to the number of well-being and happiness studies in general, there are still very few studies that explore the relationship between consumption and happiness (Wang, Cheng, & Smith, 2019). ...
... In the history of educational technology (EdTech), "many technological innovations have been supposed to be 'the end of traditional-education-as-we-know-it' -a euphoric, and rather irrational, infatuation with technology" (Rudolph, 2018, p. 35). Illustrated texts, film, radio, television, computers, the Internet, mobile technologies and social media have been heralded as revolutionizing learning and teaching (Terzian, 2019). However, it would appear that throughout the history of educational technology, there was frequently insufficient consideration for how educators implemented, and students interacted with, such resources. ...
... Sir Isaac Pitman's correspondence courses in shorthand in 1840s England may be the earliest example of distance education (Terzian, 2019), and in 1885, it was erroneously predicted "that mail-correspondence students would soon outnumber students on campuses" (Rollins, 2014). In 1913, nobody less than serial inventor Thomas Edison was so enamoured by motion pictures that he audaciously predicted that "[b]ooks will soon be obsolete in the schools. ...
... Again there was the vision of exemplary teachers reaching out to millions of learners. However, results were once again modest (Terzian, 2019). ...
... The enabling process that results from cultural contact can sometimes be bene cial, but it can also lead to cultural replacements that are costly for the parties involved. During the colonial period, for instance, in Asia, America, Middle East, Oceania, and Africa, schools were used to impose exogenous cultural content upon native (colonized) populations (Espinoza, 2019;Madeira & Correia, 2019;Kallaway, 2019;VanderVen, 2019;Morrison, 2019). The type of knowledge and skills that emerged from the colonial contact enforced systems of knowledge and practices that relate to an external model of cultural reproduction as well as foreign cultural contents in terms of demands and responses. ...
... Teachers may incorporate their life experiences, values, and their culture into their teachings, which form part of the inferences children draw in classrooms (White et al., 2015). During colonial periods, many schools, particularly in non-Western countries, were established as part of the missionizing process (Espinoza, 2019;Martínez Sastre, 2016). The transmission of knowledge (e.g. ...
This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will continue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online. For more information, please read the site FAQs.
... Specifically, Kropotkin criticized the class bias of the Congress and opposed proposals to sterilize "the unfit," referring to this approach as a "beastly philosophy" (Kropotkin, 1912;Problems in Eugenics, 1913). Shlovksi contested Western eugenicists' notion of a hierarchy of higher and lower races (Krementsov, 2010). ...
... Applied science (anthropotechnique), meaning the application of knowledge of anthropogenetics to find appropriate measures to improve future generations, e.g., social policies, modification of individual behaviors; and Eugenic religion, the espousal of an ideal that would give meaning to life and motivate people to sacrifices and self-limitations (Krementsov, 2010). The years of the Bolshevik eugenics movement saw an increased emphasis on public health, the protection of maternity and infancy, and opposition to abortion in both professional circles and in public forums. ...
... While there are well-developed bodies of literature dealing with rural education and rural sociology, the intersection of the two appears to be less frequently studied in its own right and even less so in Canadian rural communities. Furthermore, there is a relative dearth of empirical research which identifies causal links between school closures and impacts on rural communities in Canada (Gamson, 2019;Irwin et al., 2017). There is also a noticeable lack of other types of in-depth research in the Canadian rural school closure literature such as studies which focus on oral histories and community narratives which document the impacts and consequences of rural school closure and consolidation (Bennett, 2013;Corbett & Tinkham, 2014). ...
... These thoughts were often driven by an enthusiastic and irrational obsession with technology. Starting from the early 1900s, different technological advancements such as movies, radio, television, computers, the Internet, mobile devices, social media and virtual and augmented reality has been recognized as game-changers in the field of education and instruction (Terzian, 2019;Tan, 2019;Kuleto et al., 2021). In the earlier, when it comes to EdTech, there was often a lack of courtesy paid to how teachers utilized and how students engaged with these resources. ...
Purpose
This paper aims to examine the opportunities and challenges of using ChatGPT in higher education. Furthermore, it is also discuss the potential risks and plunders of these tools.
Design/methodology/approach
The paper discuss the use of artificial intelligence (AI) in academia and explores the opportunities and challenges of using ChatGPT in higher education. It also highlights the difficulties of detecting and preventing academic dishonesty and suggests strategies that universities can adopt to ensure ethical and useful use of these tools.
Findings
The paper concludes that while the use of AI tools, ChatGPT in higher education presents both opportunities and challenges. The universities can effectively address these concerns by taking a proactive and ethical approach to the use of these tools. This paper further suggests that universities should develop policies and procedures, provide training and support, to detect and prevent cheating intentions.
Originality/value
The paper provides insights into the opportunities and challenges of using ChatGPT in higher education, as well as strategies for addressing concerns related to academic dishonesty. The paper further adds importance to the discussion on the ethical and responsible use of AI tools in higher education.
... The government also provides teacher training and recruitment for these schools, as well as funding and support. The government's adaptation of mission schools involves a balance between preserving the religious identity of these institutions and integrating them into the broader education system [30]. This approach ensures that students in mission schools receive a quality education that aligns with national or state standards while respecting their religious beliefs and values. ...
Rural schools, especially Christian-named government schools situated in Muslim-dominated states in Nigeria, have experienced spates of violence, and this has caused a loss of lives and property. This paper examines the perceptions of parents and teachers on the presence of hijabs in Christian-named government secondary schools in Nigeria. The paper uses a qualitative method to investigate how stakeholders perceive the hijab crisis and its implications for religious crises and the academic performance of learners in Nigerian secondary schools. A case study design was adopted for the study. The data collected were analyzed using thematic analysis. The findings revealed that a majority of the respondents were opposed to students wearing hijabs in Christian-named government schools. Furthermore, respondents argued that the hijab crisis has implications for religious crises and could lead to increased tensions and violence in schools. Consequently, the paper concludes that stakeholders must be engaged to address the hijab crisis and to ensure the safety of learners and teachers. Strategies are also suggested for preventing and mitigating religious crises in Nigerian secondary schools. It is recommended that the government create policies that support cultural and religious diversity and provide resources for stakeholders to engage in productive dialogue. This paper provides useful insights into the perceptions of stakeholders on the presence of hijabs in Christian-named government schools in Nigeria.
... Of tradition and change. The importance of indigenous traditions is emphasized in both Asian and Pasifika systems, using different idioms (Underwood et al 2014, Welch 2019, Hayhoe 1996. Whereas the Japanese expression wakon yosai and the Chinese zhōngtǐ xīyòng deploy metaphors of place, the Maori saying, ka mua, ka muri (we walk backwards into the future) uses the hinge of time. ...
... Histories of universities in Europe, Asia, Africa and the Americas (Carpentier 2019;Perkin 2006) draw out how these institutions, for many centuries the preserve of elites or those close to elites, have served both global/international/transnational forces and national or local projects. They have generated both critical and conformist ideas, supported both authoritarianism and conditions that challenge this. ...
In this article, we reflect on debates about the position of the university in contexts of widening intersectional inequalities, neonationalism, and questions regarding the capacity of the knowledge society to adequately address the range of vulnerabilities associated with the Anthropocene. We review a role we proposed for universities after the 2008 financial crisis, considering that, as particularly located institutions with links across a range of systems, they could help resolve a tetralemma, which pulled in four different directions needing to reconcile aspirations for economic growth, equity, democracy, and sustainability. Drawing on research conducted in the subsequent decades, we show that higher education systems and universities have not adequately taken the challenge of providing a space to address the different demands associated with the tetralemma. We consider some of the systemic and institutional changes needed for this to happen and propose three conditions of possibility for continuing the transnational and open idea of a university in hard times.
... Thrift is a mutable concept with a long and complex history (Calder, 2012). The broad idea of thrift or frugality as a praiseworthy carefulness with resources is commonplace across a wide range of cultures and from earliest recorded times. ...
Thrift is a historic virtue which is enjoying a necessary revival in the context of the climate crisis and wider concerns about sustainability. Here, thrift is explored from the perspective of its traditional association with Presbyterianism in Scotland, with the aim of clarifying the concept. A review of the broad history of thrift and its connection with Protestantism is given. This is then supported by empirical data from leaders in Scottish banking gathered in the aftermath of the global financial crisis of 2007/2008, which is shown as a failure of financial stewardship. The significance of thrift is discussed in relation to the views of these banking leaders and its application to contemporary problems of sustainability. Thrift emerges, not as a compulsion to save, but as a virtue which underpins justice.KeywordsThriftProtestantismBankingSustainabilityJustice
... Thrift is a mutable concept with a long and complex history (Calder, 2012). The broad idea of thrift or frugality as a praiseworthy carefulness with resources is commonplace across a wide range of cultures and from earliest recorded times. ...
Human society is currently facing multipronged grand challenges whose impacts transcend national and regional boundaries. Of these, environmental degradation is an increasingly complex challenge with grave consequences for the social and economic realms of life. It is being increasingly recognised that the existing approaches to solving the environmental crisis are insufficient and piecemeal, and there is a dire need to explore new philosophical paradigms to charter a sustainable development pathway. In consonance with other major religions of the world, Sikhism is increasing taking a “green turn” through re-interpretation of scriptural sources and drawing on elements of Sikh philosophy. The field-based research documents the role of Sikh organisations in promoting ecological consciousness and creating new forms of environmental governance.
... This generates a social divide by impeding the social and economic rise of the latter. In Europe, it was not until the eighteenth century that this inequality slowly began to decline in certain countries thanks to the standardization and universalization of national education systems (Kafka, 2019). ...
West Papua is a non-self-governing territory without much prominence in international debates. While offering an overview of the province’s political, social and environmental troubles, this chapter chiefly focuses on concrete issues in the field of education (such as its literacy and early school drop-out rates, inequality in opportunities and access to education, poor infrastructure or the low quality of teaching) through analysis of the educational resources that Indonesia, as administrator of the region, offers to West Papuans. In general, the control that Indonesia exerts over West Papua could be said to rely on the use of violence, repression, expropriation, depopulation, and even indiscriminate killings. Therefore, the chapter also encourages debate on the geopolitical status of West Papua by placing it within the framework of postcolonial studies and suggesting that the notions of necropolitics and necroeducation should be taken as a complementary perspective from which to approach its situationin the study of comparative and international education.
... The uncertainty law of Heisenberg is considered appropriate as the theoretical foundation because this law formulates the theory of physics uncertainty up to the quantum level. Seth (2017) states that even though it is invisible, the characteristics and understanding of material objects, such as solid objects, semi-conductor, lasers, atoms, nuclei, subnuclear particles, and light, can be studied. Using this primary thought, the tendency of material things can also be explained up to the atomic level. ...
This study reports on the concept of uncertainty through the words of Agur in the Book of Proverbs about four observed objects, namely the way of an eagle in the air, the way of a serpent upon a rock, the way of a ship amid the sea, and the way of a man with a woman. The approach used to explore those words is the uncertainty theory by Heisenberg and the falsification method by Popper. It can be concluded that uncertainty is one of the themes of the Bible that unites science and religion in a dialogical manner. The finding strengthens the perspective that science can demonstrate and strengthen the Bible narrations through certain themes. The study also shows that the metaphysic statements of the holy book are not always normative and can be accepted as the source of knowledge supporting its own methodology.
Intradisciplinary and/or interdisciplinary implications: This research strengthens the intersection of religion and science. Although the two methodologies are different, there are intersection points where the two can explain and confirm each other.
... Instituted by missionaries and supported by colonial government, colonial education aimed to provide literary education for indoctrination purposes or to prepare students for jobs in a western styled economy. Due to colonial rule, western style education was adopted and maintained in most nations even though a need was recognized to reintroduce national languages (Alidou, 2003) and cultural components that emphasized African heritage (Madeira & Correia, 2019). Nevertheless, since the colonial period, Ugandan students are taught the Geography, and History of Europe and of the United States of America. ...
This paper provides a case study of teacher retention in rural Uganda focusing on the importance of rural experience and cultural connections. We argue that this study illustrates how rural parents and teachers reciprocally influence each other and that homegrown and culturally-similar rural teachers bridge parents with the school both linguistically and through engagement in common community and cultural practices. While this case study illustrates the uniqueness of a particularly understudied African context, we suggest that the phenomenon of attracting homegrown and culturally-similar teachers is a complex and socio-culturally specific practice that, if intentionally supported, holds potential benefits for hard-to-staff schools. This work suggests the value of international case studies of teacher retention in diverse contexts.
Neste estudo discutimos brevemente algumas particularidades do estudo de curvas do século XVII que, possivelmente, conduziram ou influenciaram a elaboração de uma grande área de estudos matemáticos que conhecemos hoje por Geometria Analítica e que posteriormente serviram como base para o desenvolvimento Cálculo Diferencial e Integral por Isaac Newton e seus contemporâneos. Nosso interesse por esse estudo floresceu durante uma pesquisa anterior intitulada “Um estudo sobre o Cálculo de Fluxões de Isaac Newton” em que foram apresentados alguns desdobramentos relacionados ao Cálculo Diferencial e Integral entre os séculos XVII e XVIII. Esse estudo nos apresentou alguns questionamentos direcionados ao estudo das curvas do século XVII. Assim, por entender que Isaac Newton e seus pares tiveram como base, para suas investigações matemáticas, alguns dos estudos de René Descartes direcionamos este trabalho para compreender melhor o estudo de curvas. Por isso temos como objetivo apresentar algumas particularidades entre curvas geométricas e curvas mecânicas propostas por Descartes no século XVII em sua obra A Geometria de 1637 bem como em leituras secundárias que abordam o contexto desse século. Respaldados metodologicamente por Folscheid e Wunenburguer dialogamos com os textos no sentido de evitar anacronismos durante nossa investigação. Como resultado, o estudo das curvas, proposto por Descartes, nos conduziu a compreender que esse estudo não se limitou apenas a um estudo puramente matemático, mas também físico com vistas a compreensão de alguns fenômenos que não poderiam ser observados a olho nu. Desse modo concluímos que a classificação de curvas, deixada por Descartes, além de colaborar para o florescimento da Geometria Analítica também serviu como base para o estudo dos movimentos realizado por Isaac Newton.
Following along the lines of the famous saying that ‘citizens are made not born’, and assuming that formal education plays an important role in this process, the question arises whether all children can be ‘made’ citizens through schooling. If one understands curricula as cultural constructions that include particular visions of ideal children and ideal citizens, this question particularly concerns intellectually ‘abnormal’ children who became objects of educational efforts in the second half of the nineteenth century. During this period, in various European countries, special educational institutions for ‘imbecile’ children and separate school classes for ‘feebleminded’ children were set up to complement primary school and mainstream classes. Using the information pertaining to different German-speaking countries, in this chapter Michèle Hofmann analyzes what notions of the future citizen underlay the educational efforts for intellectually ‘abnormal’ children and to what extent certain national literacies were promoted through these initiatives.
The socio-political events of 1945-1956 are characterised by several phenomena that significantly marked the formation of tertiary education in Slovakia and determined its subsequent development. In the first years after the end of the war, attempts at political, economic, or cultural contacts with Western countries could still be observed in several Central European countries for some time. Universities maintained their traditional internal academic structure, organisation of student enrolment, content of studies, etc. This situation was mainly fostered by the needs of the country's reconstruction, which at the same time masked the political pragmatism of the new, but not yet fully strengthened, people's democratic regimes. Gradually, they became a priority concern of the Communist Party, whose aim was to gain ideological control over them. Soviet influence in education was exercised in the spirit of communist ideology, centralized state planning, and a bureaucratically controlled process of education marked by ideological influences. The paper aims to analyse the basic changes in educational models and specific features of Slovak higher education systems after the bipolar division of the world.
This open access book explores the agenda of education policies in the 21st century. In the first part of the book, education is handled from a historical and political framework, and the effects of the change of states and policies on education are examined. In the second part, the effects of changes in the economy on education policies and economies’ demands from educational institutions are examined. In the last section, current policies in the international education sector, which is growing day by day as a result of increasing globalization and internationalization, are examined and future trends are tried to be revealed. In articles written by academics from different universities all over the world, the topics are presented in a comparative perspective.
This handbook suggests a global, transnational perspective on the history of education as a field. Apart from an introductory chapter written by the editors, the text includes 36 articles divided into six parts. Each article describes a subject in the field and ends with a bibliography for further reading. As repeatedly stressed in the book, this field has developed since the early nineteenth century with the emergence of the modern nation-state. Its scope and content expanded and underwent some transformations since the 1960s with the introduction of new perspectives, issues, and methods through interaction with the discipline of history and the broader social sciences.
Quels sont les ancrages, chantiers et questions vives de l’histoire de l’éducation ? L’analyse longitudinale de l’ensemble des articles d’histoire de l’éducation de la Revue suisse des sciences de l’éducation depuis 2000 permet d’y répondre, en démontrant aussi l’étonnante vitalité de cette discipline. Nous examinons les profils et trajectoires des signataires des articles en histoire de l’éducation, en problématisant en arrière-fond le statut de la discipline, à la croisée d’autres sciences sociales. Dans une seconde partie, nous analysons et discutons les problématiques historiennes traitées dans la Revue, déclinées en quatre catégories, à l’aune aussi de grands courants historiographiques, en miroir des enjeux à l’international. En ouverture, quelques réflexions sur des perspectives possibles sont proposées.
In the United States, the history of African American education has long referenced the Booker T. Washington-W.E.B. DuBois debate that put vocational or technical education and liberal education in opposition to each other in the goals for racial uplift. Today there is good reason to be skeptical of centering vocational training in African American education given that racially marginalized students are often regulated to vocational settings that reinforce class stratification. However, our research on broadening the participation of African American children in science, technology, engineering, and mathematics (STEM) illuminates a much more dynamic image of career and technical education (CTE) than is sometimes assumed. Using a race-positive framework, we show how CTE can be a generative site for moving beyond the liberal-technical dichotomy. We find that race-positive CTE is feasible when teachers seek to flatten hierarchies between the vocational and the liberal in education.
This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience and a wider horizon. If teachers’ ‘pedagogical imperative’ is to bridge the gap between forms of knowledge and their pupils, then their practice will involve authority. I suggest here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, ‘The need for authority is…constant…[I]t is the need for principles that are both stable enough and flexible enough to give direction to the processes of living in its vicissitudes and uncertainties.’ In answer to this, I suggest that teachers practice their authority in order to create stable yet flexible, open and indeterminate, but not chaotic situations that combine with pupils’ experiences in such a way as to enable educational growth. Authority practised as a form of participatory guidance, to pursue this Deweyan line of argument, can be ‘an aid to freedom’ and not freedom's enemy. This paper will argue that authority, so revalued, ought to be cultivated in our educational thought and practice. Eds: This paper forms part of a Special Issue titled ‘Beyond Virtue and Vice: Education for a Darker Age’, in which the editors invited authors to engage in exercises of ‘transvaluation’. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be reinterpreted and transvaluated (in a Nietzschean vein) such that virtues become vices, and vices, virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to reimagine educational values that are all too readily accepted within contemporary educational discourses.
This study aims to discuss how Chinese‐oriented heritage from Ming and Qing dynasties has been incorporated in the discourse of ‘Taiwanese’ culture to bolster the identity of Taiwan. Drawing upon the interconnected theoretical concepts of ‘imagined communities’ and ‘nationalising the past’, this study focuses on the ‘selective’ presentation of the Chinese‐oriented monuments in historic Tainan City, where the documented history of Taiwan began. This study concludes that these Chinese‐oriented monuments are represented as containing a wealth of transposable imagery, as one embodiment in the context of Taiwanese culture, and the mark of political distinction between ‘Taiwan’ and ‘China’, in the process of heritagisation. In the interpretation of heritage, this research result also suggests that the state of Republic of China (ROC) re‐invented ‘Taiwanese’ nationhood and that the state's goals of cultural establishment could be reinforced through social agents.
Colombia was a catholic country until the last decade of the twentieth century due to in nineteenth century the state established an official compromise with the Vati‐ can to preserve the religious dogmas including them even within the educational process. Thus, to understand the history of science education is necessary to take account of the relationship between religion and science. On the basis of critical and interpretative research about the circulation of Darwinism into biology school textbooks, published in Colombia between the second half of the 19th until the first middle of the twentieth century, we show how catholic politic an ideological agenda projected in a catholic framework, and the citizenship construction interacted not only in the way what Darwinism was perceived but also in the way in which science was taught.
Das krisenhafte Momentum des Klimawandels als globales Problem führte zu internationalen Bestrebungen der Pädagogisierung von Nachhaltigkeit. Dies, da der Bildung im Sinne eines weltgesellschaftlichen Reparaturauftrages eine Schlüsselrolle zugeschrieben wurde. Im Rahmen der Bildung für Nachhaltige Entwicklung (BNE) fand das internationale Anliegen der Nachhaltigkeit infolgedessen Eingang in den schweizerischen Lehrplan 21. Nationale Curriculumdebatten – wie jene über BNE – sind ferner immer auch Debatten über die nationale Identität, sprich: darüber, wie die zukünftigen Staatsbürger*innen sein sollen. Denn letztlich ist dies eine der Stellschrauben zur Konfiguration der Zukunft. So verknüpfen sich hier Nation Building-Prozesse mit dem Curriculum. Zur Rekonstruktion der Vorstellungen der idealen schweizerischen Identität zukünftiger Citoyens im Rahmen von BNE fokussiert diese Arbeit auf das Curriculum sowie auf Lehrmittel, welche als Manifestierung gesamtgesellschaftlich und diskursiv ausgehandelter Ideen verstanden werden, welche auf Vorstellungen der „guten“ Gesellschaft fussen. Dabei zeigt die Arbeit mithin, dass der globalen Herausforderung der Klimaerwärmung im Rahmen von BNE mit zu internalisierender Globalität, Zukunftsorientierung, verstärktem Verantwortungsbewusstsein und proaktivem, reflektierten Handeln begegnet wird, welche über das blosse Wissen hinausweisen und die emotionale und ethische Dimension miteinbeziehen.
This article investigates the dissemination of wall charts as an instructional technology in the subjects of history, geography, natural science, and geometry in elementary schools in Sweden, particularly in the Uppsala diocese from 1861 to 1910. Previous research lacks empirical analyses of the charts’ actual dissemination, making this case study of Sweden a valuable contribution to the fields of material culture and the visual aspects of schooling in the history of education. Using school inspector reports, protocols from national inspector meetings, and national and regional pedagogical statistics, the article provides empirical evidence of the active work of school inspectors and state initiatives that contributed to the widespread dissemination and use of wall charts in Swedish elementary schools by 1910.
”Hembygdskunskap” [Heimatkunde] 1919–1980: Creation and career from a curriculum history perspective. Between 1919 and 1980 ”hembygdskunskap” [Heimatkunde] was a mandatory school subject in the first three years of schooling in Sweden. The subject was composed to comprise the introductory study of the natural and social environments, but also to train the children’s perceptional and expressional skills. This article follows the career of the subject through the Swedish curriculum history based on curriculum documents and official school investigations. The article shows how the creation of the subject was influenced by international progressive educational ideas about reality based teaching, curriculum concentration and student activity. Over time, the educational implications of the concept ”hembygd” changed. In the beginning of the period, the concept ”hembygd” offered a fruitful way to focus and delimit the primary study of the environments. In the end of the period, however, the concept was abandoned, as it no longer had the capacity of gathering the teaching content. Accordingly, the era of this school subject was over.
This paper will discuss recent developments in the field of digital nationalism, presenting some of the more recent scholarship in this emergent subfield of nation studies, as well as discussing key issues and potential research questions for future research. Following introductory remarks on the study of nations and nationalisms in their offline forms, I will proceed to the discussion of the most recent studies in the new subfield of digital nationalism. Drawing from the work of digital nationalism scholars, I will also offer several research questions for further study in the field.
This chapter examines the policies, perspectives, and practices of building and developing cross-border and transnational higher education (TNHE) programs, with special attention given to the international joint and dual degree programs in North America and Asia. Specifically, this paper reviews the historical, political, and social dimensions of two international collaborative academic degree programs between the United States and Mainland China using Indiana University-Purdue University, Indianapolis (IUPUI) and Sun Yat-set University (SYSU) as the case study. Findings suggest that IUPUI’s most cited challenge with SYSU concerns to be aligning the general education requirements. On the other hand, SYSU’s biggest challenge with IUPUI to be language and cultural differences. This chapter offers five recommendations for teacher-scholars, policymakers, and advanced practitioners interested in developing, designing, and implementing dual degree programs during and after the COVID-19 pandemic. Implications for future research on and applications and practices for TNHE programs are discussed.KeywordsTransnational higher educationInternationalization of higher educationGlobal partnershipsInternational joint and dual degreesChina–U.S. RelationsCOVID-19
This chapter analyses the processes of neoliberalisation and the privatisation of state education in England and Spain since the 1980s. We understand neoliberalism as a resignified mobile technology through neoliberalisation processes that travel, mutate and are contingently recontextualised in the various scenarios where they end up. In this sense, the processes of neoliberalisation and economic globalisation have redefined the role of the state as a strategic instrument that converges with other stakeholders to build policy networks. Hence the importance of analysing the socio-historical and cultural context of the cases, in order to study the processes of neoliberalisation and the privatisation of education, while considering their contingencies. The global movements for educational reform, i.e. the introduction of the culture of competitiveness, privatisations, accountability and benchmarking, among others, are an epidemic that is spreading throughout the different educational systems in the world.
However, it is important to discriminate how they are recontextualised and resignified in the different settings. In the case of England, they were introduced in the early 1980s through Thatcher's neo-conservative policies and have been continued by successive governments to the present day. In its turn, in the Spanish public policy arena, they were implemented late, in the early 2000s, and have different implications and modifications in a decentralised system of autonomous regions with their own powers. In general terms, the history, culture, politics and economy of each of the contexts show how the English educational system has used accountability policies in a utilitarian way to create a quasi-market, while in Spain this policy transfer has been introduced from the legitimacy granted by modernisation and, therefore, the European convergence and homogenisation policies.
International education is one of the important phenomena of the globalizing world. The claim is that international education aims to educate students who are multilingual and multicultural, have common values and world citizen standards, approach different cultures with tolerance, are sensitive to global problems, contribute to world peace, and have international understanding and sensibility. The international diploma programs that have emerged for this purpose appeal to hundreds of thousands of students in thousands of schools in many countries of the world. In this section, we critically evaluate the concepts expressed in the aims of international education programs, such as global citizenship, universal culture, and international curriculum. A critical approach to these concepts opens up certain phenomena to discussion such as the weakening of national identities, homogenization, foreign language exploitation, cultural imperialism, brain drain, and global hegemony. When considering the cultural-hegemonic risks together with the virtues of international education programs, individuals and policy makers are recommended to approach international programs cautiously. In twenty-first-century education, structuring international programs on the basis of respect and equality, showing sensitivity to the culture of the countries in which they operate, and supporting students’ development toward their own cultures will be important.KeywordsInternational schoolsInternational diploma programsGlobalizationCultural imperialismCultural hegemony
The nation-state has assumed its current form after having undergone significant transformations. In the developmental and transformational process of the nation-state, the definition and expected functions of education as well as the forms of educational intervention have also transformed. This transformation became much more saturated starting in the last quarter of the twentieth century. This transformation, situated within the framework of neoliberal approaches and the phenomena of globalization, has merged with the phenomena of digitalization and network society. We live in a post-nation-state period now. Education has also undergone significant changes in terms of its purpose, scope, organization, and form during the nationalization, nation-state, open society, and connectivity phases of the nation-state’s transformation. In the post-nation-state period, radically changing expectations have brought about deep-rooted and holistic reform movements in educational systems. Although reform movements in terms of the domains of system, teacher, curriculum, school, environment, educational output, and lifelong learning differ from one nation to another, these reform movements jointly aspire to reach global standards and provide standardization and developed control mechanisms in educational systems. This chapter examines the transformation of the nation-state, the effects of this transformation over education, educational approaches in the post-nation-state period, and the efforts to transform and reform educational systems through a comparative analysis within a conceptual framework.
This article examines international schools founded and funded by government/states in the context of cultural diplomacy. The first premises of such international schools emerged within the scope of missionary activities during colonial times. These schools aimed to meet the educational needs of citizens overseas as well as to transfer and impose their own language, religion, culture, and authority to the local population. However, since the beginning of the twentieth century, states have established international schools with the qualified educational activities they have established to bring their own languages and cultures to the young generations of other countries, thus introducing and promoting their own values to the international public, raising young people who are the decision-makers of tomorrow, and aiming to win the trust of these young people. Educational activities in international schools are an important cultural diplomacy practice that strengthens the recognition, promotion, and image of states abroad. These schools influence international public opinion and create supportive public opinion. For this reason, international education has become one of the long-term policies of the great states as much as their political and economic capacities allow. While France’s Agency for French Education Abroad (AEFA), Germany’s Central Agency for German Schools Abroad (ZfA), and the UK’s British Schools Overseas (BSO) as state-supported international schools continue to be active, China’s Confucius Classrooms established in the twenty-first century and the Turkish Maarif Foundation have increased their influence in international formal education. These state-sponsored schools are one of the most essential devices of states’ cultural diplomacy.KeywordsState-supported international schoolsCultural diplomacyInternational educationAEFEZfABSOConfucius ClassesTurkish Maarif Foundation
In order to understand the World Bank’s education sector strategy development, a historical perspective of where previous strategies have gone is essential. Rather than building schools, the World Bank Group’s Education Strategy 2020 suggests that it will emphasize education system efficiency and help reform its management, governance, and finance. Rather than provide a new curriculum, it will try to lay the foundations of an education knowledge base by supporting the use of both local and cross-national academic achievement assessments. Countries will be asked to measure their progress against statistical evidence. While none of these changes are entirely new, they all represent progress. This chapter will examine the World Bank’s new strategy efforts in relation to education’s contribution to social cohesion, education and corruption, education financing and educational quality, and cognitive skills and economic development. This portion of the volume will emerge from a 22-year personal history of working with the World Bank on researching education quality, designing policies to support educational effectiveness, and training senior officials worldwide in education policy-related lending strategies.
For modern nation-states, education has always been an important topic in terms of shaping their virtuous citizens in the Platonic sense, while the pre-modern predecessors of nation-states had no concerns regarding whether or not their subjects were educated. Education as a public policy has owed much firstly to the nation-building efforts of the European states and moreover to the later modernized counterparts that followed globally. Educational reform as a parcel of the modernization (namely Westernization) project has further steered the educational policymaking wheels in developing countries. Thus, while Turkey and Brazil are located in different regions of the globe, they share not only the status as a developing country but are also empire-turned-republic nation-states that have appeared as the most remarkable emerging markets and middle-sized powers in their regions. This paper compares the recent developments of educational reforms in both countries and reveals the difficulties limiting their adaptability to the ontological, epistemological, and methodological developments within twenty-first-century global trends in education. Nevertheless, the paper suggests that having social expectations be satisfied as well as maintaining global competitiveness still offer both Turkey and Brazil the promise of a prospective path despite the challenges ahead.
This chapter examines vocational and general education comparatively, both types of education have been addressed in terms of schooling rate, employment status of graduates, cost, etc. aspects. In general, up-to-date data provided by the European Centre for Development of Vocational Training (CEDEFOP), European Training Foundation (ETF), Organization for Economic Development and Cooperation (OECD), and the European Statistical Institute (Eurostat) are used in the comparison. Data shows the share of vocational education in all secondary education is smaller than that of general education. However, vocational education gains the advantage in post-graduation employment rates. Educational costs for students are higher in vocational education. The costs vary depending on the features of the provided programs. Sectors that are the driving force of their economies play a decisive role in determining countries’ vocational education programs. Three systems of organization are found in vocational education: school-based, work-based, and dual system. In the future, vocational and technical education institutions should be transformed into life-long learning centers instead of institutions that provide training to individuals of a certain age group at a certain time period. Vocational education should be structured in a way that will allow it to adapt to the structure of the rapidly changing labor market. Content should be presented in a modular structure and include more social skills.KeywordsVocational and technical educationVocational education and general educationSchooling in vocational educationCost of vocational and general educationFuture of vocational education
Higher education requires significant investment both on the part of individuals and states. Getting individual and social benefits from higher education is closely related to the nature of the transition processes from graduation to employment. Investments in higher education become more relevant when recent graduates can find jobs that fit their level of education shortly after graduation and are related to their majors so they can use the skills they have acquired during their undergraduate/post-graduate studies. The transition from graduation to employment has been a rich area of interest for individuals, higher education institutions, employers, governments, and other employment agents owing to its critical importance. In this chapter, we will examine the current tendencies and policies on improving the transition from higher education to employment. As a very complex process, the transition from higher education to employment consigns important tasks to all social actors and requires a high level of cooperation. After reviewing the literature, some of the highlighted topics are as follows: accessibility of employment opportunities and the improvement of employment conditions, monitoring of work–life skills, having higher education institutions increase graduates’ employability rates with work-related learning offers and various business collaborations, improving skill-matching and consultancy services, and enhancing lifelong learning opportunities for alumni.KeywordsHigher educationTransition to workGraduatesAlumniEmployabilitySkill matching
In 1890, Congress passed the Second Morrill Land-Grant Act, which provided federal resources to support the creation of nineteen Black land-grant colleges. At a historical and political moment when Black Americans faced a violently repressive backlash against what progress they had achieved during Reconstruction, the successful passage and implementation of this legislation was unlikely. How did congressional lawmakers successfully pass the Morrill Land-Grant Act of 1890, and was the expansion of educational opportunity for African Americans a clearly expressed objective? Using historical analysis of primary sources, this analysis suggests that the 1890 legislation’s investment in Black colleges reflected a politically expedient compromise between northern Radical Republicans who supported greater educational access for Black citizens and Southern Democrats who wished to expand higher educational opportunity in their region while also maintaining the segregated racial order of southern educational institutions.
Analogies, metaphors, proverbs, and similes (AMPS) are widely and regularly invoked by human beings to promote communication and understanding in cultures and societies at least since recorded history. This chapter argues that AMPS should be more regularly and formally engaged in the service of learning by teachers, learners, and instructional designers worldwide. AMPS provide important mental images that enable students from various cultural backgrounds to better understand and assimilate content and develop skills. Using a dynamic equivalence approach to AMPS, instructional designers can identify or encourage their students to identify functionally equivalent AMPS from one culture that relate to another, thereby providing a rich and culturally sensitive way to advance student understanding and achievement within a multicultural learning environment.
Using an interpretive-textual method, this study seeks to analyse the major characteristics of Abdullah Öcalan’s narrative of history in terms of the relationship between history and nationalism. Öcalan has been the undisputed leader of the PKK since the founding of the organization in 1978. As the leader who has shaped the policies of the PKK, Öcalan’s narrative of history has functioned as a cognitive map for the organization. Accordingly, this study argues that Öcalan’s narrative of history reflects a strong primordialist tendency. Furthermore, it is argued that history has been a significant component of Öcalan’s political thought.
This paper studies the expansion of mass education in Latin America in the twentieth century from a global comparative perspective. The paper argues that expansion in terms of enrolment and attainment levels was quite impressive. A comparative analysis of the grade enrolment distribution demonstrates, however, that the rapid expansion of primary school enrolment did not correspond with an equally impressive improvement in educational quality. The persistently large tertiary education bias in public education spending suggests that part of the poor quality performance is related to a lack of fscal support for primary education and that the political economy explanation for educational underdevelopment, as advanced by Engerman, Mariscal and Sokoloff for the 19th century, still applied to Latin America during most of the 20th century.
This article deals with the conflicts that involved the San Bernardo and San Antonio schools all along the seventeenth century. The author proposes a new approach to explain the social history of colonial Cuzco. He mantains that the root of the confrontation has to do with the privileges that enjoy the jesuits in the provision of academical degrees, a basic requirement to obtain appointments in the civil and eclesiastical administration. To understand this social dinamic, he reconstructs the institutional history of both schools, and reveals the interests that defend the main actors of this secular conflict.
Los conflictos que enfrentaron a los colegios de San Bernardo y San Antonio Abad a lo largo del siglo XVII es el tema central de estudio de este ensayo. El autor propone una nueva lectura a este episodio de la historia social del Cuzco colonial. Sostiene que en la raíz de los enfrentamientos estuvo el privilegio que gozaban los jesuitas para la concesión de grados académicos, requisitos fundamentales para obtener cargos en la administración civil y eclesiástica. Para entender la dinámica social, el autor reconstruye la historia institucional de los colegios y los intereses en juego de los principales protagonistas del secular conflicto.
La educación colonial desde finales del siglo XVIII en la Nueva Granada
estuvo influenciada por la Ilustración americana. Los cambios políticos y culturales
que se gestaron en la colonia transformaron en tres siglos las sociedades originarias
imponiendo una nueva racionalidad que construyó los fundamentos de la nueva
sociedad americana en lo más arraigado de las costumbres sociales, familiares y
espirituales, a través de la educación y la evangelización, para modificar de manera
substancial la base cultural de las poblaciones indo-americanas y afro-americanas.
En el proceso de transición de la educación doméstica a la educación colonial, se
produjeron rupturas culturales que permitieron el surgimiento de nuevas
instituciones sociales; la principal ruptura se plantea en la cédula real del 14 de
agosto de 1768, tanto a nivel de lo familiar como de lo religioso con el mandato que
la educación no podría seguir estando ni bajo el domino de lo religioso ni bajo el dominio de lo familiar. La consecuencia de dicha prohibición será el límite y la
intervención a la educación doméstica, la apertura de escuelas públicas, la
emergencia de maestros de primeras letras y el control y vigilancia del Estado en los
asuntos educativos a través de la instrucción pública.
This article explores the history of material life in the Jesuit College of the City of Antioquia, New Kingdom of Granada, during the eighteenth century. By linking urban and rural consumption practices on Jesuit estates with the patterns of everyday life and social hierarchies, this article argues that objects and spaces were consumed and used according to the Catholic religiosity and the political and spiritual hierarchy that characterized the colonial social order. This framework gave meaning to material life, but the limits it imposed on consumption practices could be transgressed in certain circumstances.
La Escuela Nueva en Colombia significó la apertura hacia un proceso de modernización de loscontenidos y de reforma de los métodos de enseñanza. Desde una perspectiva histórica, el artículodescribe este proceso por medio de los métodos que mayores transformaciones operaron en los sistemas y métodos de enseñanza en el saber pedagógico colombiano durante la primera mitad del siglo XX, a saber: los Centros de Interés, del médico belga Ovidio Decroly y el Método de Proyectos derivado de la pedagogía activa del norteamericano John Dewey. Los maestros en formación y egresados de las escuelas normales hicieron uso de estos dos sistemas de enseñanza para globalizar la enseñanza y para romper con el antiguo aislamiento de las diferentes asignaturas. Sus tesis o monografías de grado constituyen un campo documental invaluable para comprender la complejidad de las prácticas de apropiación de este acontecimiento pedagógico en Colombia.
For a good while now, feminist scholars have illuminated the complicated gendered processes that accompanied modern state-building and development policies in twentieth-century Latin America. Just as modernizing a European nation's devised social policies to cope with an emerging mass society pressing new political claims and bringing social ills into close proximity of urban educated elites, so too did Latin America's liberal and populist states develop educational, immigration, and eugenic plans to manage their explosive demographic, social, and political problems associated with all the opportunities and ills of modernity. In the era of World War I, government reformers drew from biomedical and social ideas articulated in a transnational professional milieu and adapted them to suit their definition of national need or racial heritage. Latin America's varied postcolonial contexts therefore shaped and mediated the political and social significance, and outcome, of those reform efforts in the interwar era. According to Nancy Stepan, Brazil's reformism proved to be the vanguard of tropical medicine policies and sanitation sciences, whereas Argentina cast its fate with the eugenic process of whitening through aggressive immigration policies and military violence against its interior indian population (1991). The Mexican Revolution, by contrast, made its development policies progressive compared with those of Argentina and Brazil. The revolutionary rupture of its oligarchic liberal state permanently altered the ideological landscape and transformed the national state, making it more beholden to the country's laboring classes and anxious to bring them into the ambit of the populist state. This it largely accomplished through federal agencies of education, agrarian reform, and health under Cárdenas during the 1930s (Stepan 1991; Vaughan 1997). In the Andes, modernizing and reformist elites confronted a more difficult task. On the one hand, they lacked the institutional or ideological resources that neighboring nations enjoyed-Chile's relatively stable political system, Brazil's biomedical establishment, Argentina's immigration option, or Mexico's unifying revolutionary state apparatus-in order to mobilize their own societies for purposes of social control and economic development in an increasingly competitive global economy. On the other, Bolivia's creole reformers (that is, Spanish-speaking Bolivians of European descent who considered themselves to be progressive nationalists) were deeply preoccupied with the "dead weight" that their own racially heterogeneous, poor, and illiterate populations had placed on their modernizing and culturally homogenizing projects. As they gazed upon their interior landscapes of mountains, provincial potentates, and indians mired in feudal servitude or else erupting in episodic upheaval, creole elites often turned pessimistic about their nation's racial unfitness or diseased body politic (Arguedas 1909). Anxiety about the future progress of Andean society might then provoke deeper unease about modernity itself. Was Mexico's postrevolutionary paradigm of mestizaje (that is, racial- cultural fusion) to serve as the Andean template of integration, or did race mixture hasten nineteenth-century "degenerative processes" of racial and republican decline? How might the Andean nation-state uplift and integrate its indigenous populations while preempting a Mexican-styled social revolution? Might Andean scientists and health workers manage to engineer sanitary cities and healthy bodies, purged of disease, alcoholism, and other vices, without the kind of public health campaigns that Brazil boasted? No less urgent, if attempts to attract white European immigration to the Andes were proving to be a colossal failure, how might public education be made to civilize, moralize, and uplift the Andean nations? These questions vexed and divided creole elites (see de la Cadena 2000). Furthermore, as Nancy Stepan notes, tropes of economic and cultural progress could easily be reversed as "degeneration [became] the major metaphor of the day, with vice, crime, immigration, women's work, and the urban environment variously blamed as its cause" (1991:24). At any historical moment or place, social policy making might be motivated by a fragile calculus of optimism and pessimism, hope and fear-and never more so than in the Andes, where weak states and fractured elites competed with each other over regional/racial projects (as in the polarizing Lima/ Cuzco struggle in Peru), or where international conflicts or internal rural uprisings suddenly altered internal political balances (as in Bolivia after the 1899 indigenous uprisings or the Chaco War in the early 1930s). But sooner or later, modernizing states began to expand the notion of "public interest" to encompass realms once thought of as "private." As the old patriarchal and seigneurial order crumbled, peasants flooded into the cities, and urban laboring groups mounted all sorts of democratizing challenges, Latin America states and social reformers sought new modes of "population management," which could burrow into the intimate interior of the family. Nationalist ideologies quickly fastened on family, as they did on race, to promote cultural reforms designed to reproduce healthy, efficient, patriotic citizen-workers or peasants. Brazil and Mexico offer striking historical examples of strong corporatist states taking aggressive measures to "rationalize domesticity" in the service of broader political, economic, and eugenic projects. As Mary Kay Vaughan writes, "Public appropriation of reproductive activities such as education, hygiene and health care demanded new interactions between households and the public sphere: [and] the appointed household actor was the woman, the mother" (Vaughan 2000:196). State policies therefore fastened onto gender as both a precept and a tool in their attempts to subordinate popular households to the interests of national development, social order, and patriarchal power (see also Besse 1996; Dore 1997; Dore and Molyneux 2000; Klubock 1998; Mayer 2002; Rosemblatt 2000; Stephenson 1999; Weinstein 1996). There is no doubt that the new gendered policies had tangible, often beneficial, effects. Public health programs of disease control, the introduction of rural schools, and the regulation of work did improve living standards for certain social sectors and did empower women and children in new ways. But feminist scholarship has shown that the states' efforts to rationalize the household and, in Eileen Findlay's words, "impose decency" on the gendered body politic were hardly driven by emancipatory aims (Findlay 1999). On the contrary, progressive social reforms hoped to reconfigure gender inequality during Latin America's turbulent passage to industrial capitalism and corporatist state building. This paper explores the Bolivian state's halting efforts to burrow into the intimate spaces of the rural Aymara world in order to remake indians into productive peasants over the course of the 1920s, 1930s, and 1940s. Although the Bolivian state was riddled by partisan and ideological conflicts, and singularly impoverished and ineffectual in comparison to Mexico or Brazil, it managed to mount an extraordinary project of rural education, which ultimately came to target el hogar campesino (variously connoting peasant hearth, household, family) as the terminal point of the state's evolving "cultural revolution" in the countryside (the term "cultural revolution," although most often associated with Maoist reform is, here, borrowed from Philip Corrigan and Derek Sayer's [1985] idea of the slow, contested process by which the modernizing state imposed a normative [hegemonic] order). Rural school reform was aimed at the cultural production of Bolivia's modern campesino class, but it was not simply about "incorporating indians into the national culture." It was equally driven by the need to fix racial, class, and gender hierarchies in ways that subordinated the indian peasantry to the state, especially as rural insurgents pounded on the gates of Bolivian cities in the 1930s and 1940s. Paying close attention to shifting social fields, I examine how the changing calculus of elite needs, aspirations, and fears shaped rural school reform, which became a crucial site for rearticulating gender and race categories in the process of educating campesinos.
In the 1960s and 1970s, El Salvador's reigning military regime instituted a series of reforms that sought to modernize the country and undermine ideological radicalism, the most ambitious of which was an education initiative. It was multifaceted, but its most controversial component was the use of televisions in classrooms. Launched in 1968 and lasting until the eve of civil war in the late 1970s, the reform resulted in students receiving instruction through programs broadcast from the capital city of San Salvador. The Salvadoran teachers' union opposed the content and the method of the reform and launched two massive strikes. The military regime answered with repressive violence, further alienating educators and pushing many of them into guerrilla fronts. In this thoughtful collaborative study, the authors examine the processes by which education reform became entwined in debates over theories of modernization and the politics of anticommunism. Further analysis examines how the movement pushed the country into the type of brutal infighting that was taking place throughout the third world as the U.S. and U.S.S.R. struggled to impose their political philosophies on developing countries. © 2012 by the University of New Mexico Press. All rights reserved.
French Catholicism inspired one of the most ambitious missionary movements in the history of Roman Catholicism in the nineteenth century. French missionaries went to Latin America to build a new Church. In France, new missionary societies were founded for this task. Older, established religious societies were renewed in order to participate in the missionary movement of the day. French missionaries travelled across the globe establishing a network of missions linking the continents to France, and France to Rome. The missionary revival constituted the leading edge of religious renewal sweeping Europe and France during the nineteenth century.
The Latin American Church was especially receptive to French religious currents. Latin American religious leaders were preoccupied with internal struggles and absorbed with social and political conflicts. They disposed of few resources and of limited energy for evangelization and religious renewal within their newly-formed nations. The French were anxious and able to supply what was needed in Latin America. The French saw the missionary challenge as a struggle against secularization and liberalism, even though that battle was far from over within France itself.
Bishop Baltazar Jaime Martínez Compañón of Trujillo in the Northern Peru has made remarkable efforts to originate the regional primary education in eighteenth century colonial Peru. The scheme was aimed beyond the traditional instruction to Christianize and Hispanicize the native boys and girls. The bishop founded the local primary schools in native communities, boarding schools in the cities of Trujillo and Cajamarca, and ecclesiastical seminaries in Trujillo Lambayeque, Piura, and Cajamarca to train missionaries. The bishop envisioned the education as a means to turn potentially rebellious native subjects into dutiful and productive citizens. The implemented educated system was publicly supported that emphasized practical knowledge and indoctrinated the young in respect for secular and ecclesiastic officials. The most significant reforms were the foundation of the schools of 'first letters' in the native communities of Trujillo, Piura, Guambos, Zaña, Cajamarca, Cajamarquilla, and the provinces of bishop's bishopric.
After independence, the new Latin American polities adopted republican systems of government. This crucial decision stressed the importance of vast projects of popular education for the shaping of the virtuous citizenry to come, a clearly different agent from the old colonial society. As a means of creating new citizens and, at the same time, guaranteeing political rights, many Latin American constitutions and electoral laws foresaw restrictions of male universal franchises on the basis of literacy. Only those citizens able to read and write would be considered full citizens with regard to electoral practices. The illiterate had the use of their political rights temporarily revoked. The article explores the origins, meanings and implementations of this association of elementary school policies and political rights by analysing constitutions and constitutional drafts from all Latin American countries until the middle of the century. Not only will the different voting restrictions and their development be analysed, but also some discursive configurations that accompanied the consolidation of this conception of modern citizenship through formal education in the region.
The purpose of this article is to trace the evolution of elementary education in Spanish America during the last four decades, by way of a broad analysis that allows the principal problems to be placed in their historical context. Given the wide scope of the subject, this account is necessarily schematic and general, putting more emphasis on that which the countries have in common than on their differences. Among the questions dealt with is the changing direction of educational policies, the most representative features of the administrative bodies, and the development of schools and teachers. Finally, the quantitative evolution is analyzed through statistics covering such matters as literacy, enrolment and repetition.
This article studies the evolution of literacy in Latin America and the Caribbean from 1900 to 1950. A methodology is developed to overcome the lack of census data for half of the countries in the region for 1900, as well as the lack of comparability of the existing census data. Combining census data and literacy data gathered from marriage registrations, military recruits, crime statistics, and urban censuses, adult literacy estimates for twenty-two countries of the region are provided for 1900, which offer a new and more complete portrait of human capital formation from 1900 to 1950. There are wide variations across the region in literacy rates in 1900, as well as in the increase of literacy from 1900 to 1950, the latter being associated with variations in the expansion of primary education enrollment in different Latin American countries. However, countries also differ in their success in transforming school enrollment into adult literacy, which is partly associated with the prevalence of Amerindian populations.
This article aims to present some interpretations on the development of the new school movement in Argentina, with special focus on its relationship with the cultural modernization processes and with the political currents of the 1920s and 1930s, on its elements of continuity and differentiation with regard to the pedagogic tradition of normal schools typical of the last few decades of the nineteenth century, and on its impact on the renewal of the intellectual field of pedagogy. In the second part of this article, a topography will be outlined throwing light on how this movement specifically developed in Argentina, trying to identify the most salient features of an educational experience that combined the internationalization of pedagogic thinking with the creation of educational projects with local traits. The author’s hypothesis is that this movement deserves to be reread from the point of view of its cultural importance, its experimental nature and its controversial position in the history of pedagogy in Argentina, as it embodies the set of tensions and contradictions typical of the first half of the twentieth century in a cycle of expansion of the educational system, social and cultural modernization and development of pedagogic thinking.
Among the most outstanding changes that occurred in Spanish America during the first half of the twentieth century is the transformation in the area of education. Two salient features deserve emphasis. First, this change was quantitative: many more children came to attend school, and a greater proportion of the inhabitants became literate. Second, this increase in schooling came about within a homogeneous institutional framework. It was the Estado Docente – personified in national and provincial governments – which was the principal vehicle for educational services and which determined the contents of the curricula. The purpose of this article is to present a brief sketch of the most significant characteristics of this transformation.
A educação feminina durante o século XIX: O Colé gio Florence de Campinas
- Arilda Ines Miranda Ribeiro
Arilda Ines Miranda Ribeiro, A educação feminina durante o século XIX: O Colé
gio Florence de Campinas, 1863-1889 (Campinas: Centro de Memoria-Unicamp, 1996).
Research into the History of Education in Latin America: Balance of the Current Situation
- Julie Leininger
Julie Leininger Pycior, "The History of Education in Latin America: An Overview,"
Trends in History 3, no. 2 (1982): 33-47; Gabriela Ossenbach, "Research into the History
of Education in Latin America: Balance of the Current Situation," Paedagogica Historica
36, no. 3 (2000): 841-867. On the Argentine case, see Carlos Newland, Buenos Aires no
es Pampa: La educación elemental porteña 1820-1860 (Buenos Aires: Grupo Editor Lati
noamericano, 1992), 9-10, 21-26. For the Chilean case, see Sol Serrano, Historia de la
Educación en Chile, 1810-2010 (Santiago: Taurus, 2012), 1:15-16.
Amazons, Wives, Nuns, and Witches: Women and the Catholic Church in Colonial Brazil
- Peter Bakewell
- Jacqueline Holler
Peter Bakewell and Jacqueline Holler, A History of Latin America to 1825, 3rd edition
(Malden, MA: Wiley-Blackwell, 2010), 178; Bianca Premo, Children of the Father King:
Youth, Authority, and Legal Minority in Colonial Lima (Chapel Hill: University of North
Carolina Press, 2005), 83-90, 97-103; Carole A. Myscofski, Amazons, Wives, Nuns, and
Witches: Women and the Catholic Church in Colonial Brazil, 1500-1822 (Austin: Universi
ty of Texas Press, 2013), chapter 3.
A Social History of the Colonial Period
- Jonathan C Brown
- Latin America
Jonathan C. Brown, Latin America: A Social History of the Colonial Period, 2nd edition
(Belmont, CA: Thomson Wadsworth, 2005), 159-162;
- Monique Alaperrine-Bouyer
Monique Alaperrine-Bouyer,
La educación de las élites indígenas en el Perú colonial (Lima: Instituto Francés de Estu
dios Andinos, Instituto Riva-Agüero, 2007).
A educaçao e seus métodos
- Carvalho
Carvalho, "A educaçao e seus métodos";
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