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1.
Robert Nelson Reddick 《Educational theory》2004,54(1):1-2
This paper analyzes the politics of education in the United States by considering the ideas and lives of Emma Willard and Catharine Beecher, nineteenth century educational reformers. It argues that understanding these women as American Antigones, as working through the contradictions between their public writing and their private lives, provides a perspective on the history of educational reform that combines myth and history. This perspective refuses idealized accounts of "lost" moments or possibilities in the past, grounding educational reform in the project of reimagining gender relations within families and schools in the present. 相似文献
2.
Exposure to the eyes of God: monitorial schools and Evangelicals in early nineteenth‐century England
Through a close analysis of the links between nineteenth‐century Protestant missionary thought and the British and Foreign School Society (BFSS) this article suggests that to distinguish Enlightenment educational and social reform from evangelism is mistaken. Emblematic of the social reform projects which emerged in England as responses to the challenges of the French Revolution and rapid urbanisation, the BFSS was the outgrowth of Joseph Lancaster’s efforts at spreading the method of education he pioneered, the monitorial system, throughout the British Isles and, ultimately, the world. Despite the strong association between the BFSS and various utilitarian thinkers, evangelicals of late‐eighteenth and early‐nineteenth‐century England came to view the Society and the monitorial system as means by which to integrate all the peoples of the world into the Lord’s dominion. Becoming part of that dominion entailed subjecting oneself to constant moral scrutiny, and monitorial schools were regarded as a means by which to ensure such self‐examination. In short, missionaries seized upon monitorial schools because their aims were parallel to those of educational reformers in the metropole. Where home reformers aimed at the normalisation of the body of English political subjects, the development of the English social body, missionary reformers aimed at the normalisation of the body of God’s children. 相似文献
3.
Johannes Westberg Ayhan İncirci Merja Paksuniemi Tuija Turunen 《Journal of educational administration and history》2018,50(3):133-144
This article addresses the role of the state and state formation in the establishment of national education during the nineteenth century and early twentieth century. Through a comparative case analysis of two countries at the European periphery (Finland and Turkey), this article shows how national educational systems, in both instances, were driven by periods of intense state building. In the nineteenth century, military defeats sparked educational reforms, and in the early nineteenth century school laws were enacted due to the establishment of the republics of Finland and Turkey. Nevertheless, these examples also show the limits of a state formation perspective. Despite changes in educational policy, neither state reached high enrolment levels in the nineteenth century, and only in Finland schooling for all was realised in the 1930s. Thus, this work encourages further comparative analyses of the social, economic and political circumstances in which these states acted. 相似文献
4.
5.
Isak Hammar 《History of education》2013,42(6):713-730
This article examines challenges to the classical paradigm of education in Sweden that followed in the wake of state-initiated attempts at school reform in the first decades of the nineteenth century. When the internal disputes of the so-called ‘Genius Committee’ resulted in a failure to overcome the increasing divide between reformers, a prolific opportunity to argue the value of practical subjects and natural science arose. This article demonstrates that this conflict over knowledge was characterised by a humanistic consensus that rested on the idea of formal education as well as on the shared commitment to a moral education. As a result, challengers attempted to attribute the same value that gave classical study its supremacy over their rival subjects. The article argues that this aspect of the European educational debates is an overlooked key to understanding the continued relevance of classical education throughout the nineteenth century. 相似文献
6.
Mary Ann Stankiewicz 《The International Journal of Art & Design Education》1997,16(3):257-261
Industrial art education entered nineteenth century Massachusetts schools as an educational reform, but was not completely successful for a variety of reasons. Key factors contributing to this failure included, first, conflicting rationales used in advocating art education. Second, discrepancies between authoritative taste and early consumer choice in art reproductions threatened the power of reformers, notably Walter Smith. Third, differing assumptions about art among art specialists and classroom teachers, compounded by growing distinctions between men’s and women’s sphere of action, made it difficult for teachers to fully participate in the reform process. Late twentieth century reform policies may also fail without recognition of multiple justifications, with over-reliance on top-down expertise, or with lack of attention to teachers’ beliefs and needs. 相似文献
7.
Throughout the nineteenth century, determining the best ways of improving popular education was seen by contemporaries as crucial to the future of national societies. From the beginning of the French Revolution, the issue of educational reform played a central role in the debate on public services and on the way in which the state could serve the general interest without abusing its powers. Thus, it offers historians an opportunity to shed light, by comparative means, on the relationship between law and habit, government decision and social demand, popular claims and the interests of the ruling classes. This article successively focuses on three problems arising from the original function played by this issue throughout the nineteenth century. First, attention is drawn to its links with new conceptions of the role played by the state, which monitors education, acts on the educational system and controls the use of the freedom that is a necessary condition of progress, in this field as in others. The commonplace view is that the state thought it preferable for the masses to be inculcated with moral standards rather than knowledge, as morality was seen as a better safeguard against the threat of revolution; however, this view requires critical examination. Eventually, as the ‘imperial societies’ gained in vigour and influence, the Nation was increasingly regarded as a sacred ideal, and the state, which, in theory at least, remained liberal, emerged as a more and more watchful organizer of teaching. From a comparative point of view, the debate in France aimed at little more than a compromise between authority and liberty, owing to the intransigence of the Catholic Church. The state seemed to fear that sharing its authority would weaken its legitimacy, diminish its capacity to maintain law and order, and, after 1870, limit its ability to defend the freedom of conscience. Conversely, in the United Kingdom, religious passions led political authorities to leave educational reform in the hands of private citizens and philanthropic institutions. The same comparative approach highlights the importance of two periods that appear as turning points: the 1830s and the 1870s. During the former decade, many countries, ranging from the United Kingdom to Greece, either created special government offices in charge of monitoring education or passed new legislation that provided a framework for government intervention. In the course of the latter decade, as Prussia's wealth made a deep impression, these and other governments launched reforms based on the Prussian model and sought to generalize school attendance. In the end, however, the autonomy and power of administrative authorities increased less than the share of the state budget devoted to education. It is legitimate to wonder whether these reforms reinforced the state's ascendancy over the individual mind and whether they can account for the passive acceptance by many citizens of various brands of propaganda in the course of the twentieth century. However, this article suggests that historians should not exaggerate the power of the school. Like that of other institutions, its action neither automatically nor comprehensively mirrors the legislator's intentions. Whereas laws and official regulations reflect a unified conception, variations in local dispositions account for a far greater degree of political and cultural diversity. Studying the history of education in nineteenth‐century Europe not only leads one to appreciate the distance between government intention and the manifold modes of popular resistance, but reveals the very diverse means by which the population at large was able to adapt official programmes to contradictory interests and aspirations. 相似文献
8.
This paper reexamines the analytic categories that American educational historians have used to describe progressive era reformers and their innovations. Using archival sources and other school district records, this essay analyzes the nature of school reform in three United States cities: Seattle, Washington, Oakland, California, and Denver, Colorado during the early decades of the twentieth century. The author argues that educational leaders in city school systems blended and combined practices that historians have tended to see as contradictory. These "district progressives" viewed many reforms of the era as compatible and intertwined for a variety of reasons: practitioners at the local level were more likely to see the movement for "progressive" education in a battle with older, nineteenth-century conceptions of education; district leaders, by necessity, developed distinct strategies for district-wide change, using their administrative leverage to foster instructional change; and some leaders, quite simply, found certain administrative reforms much easier to implement. 1 相似文献
9.
The author states that, taking into account historical changes and variations, citizenship in the Netherlands mainly developed as a bottom‐up affair. She stresses the structural conditions (geographical: an early and high degree of urbanization, the co‐operative regulation of the waterlevel; social and political: limited forms of a central political authority, a multiplied religious map, pillarization; economic: a highly developed merchant capitalism and a late emergence of industrial capitalism) and points at the special contribution of the Dutch educational system to these processes: the operation along local (urban) lines; the early decline of the relevance of the grammar school (from the sixteenth century on); a curriculum for higher and lower social strata set up from a relatively congruent utilitarian point of view; and a structural transformation of the school system in the late eighteenth, early nineteenth century, starting at the level of elementary education and not just (as in Germany and France) in secondary or tertiary institutions. 相似文献
10.
Christina Chávez‐Reyes 《Teaching Education》2013,24(3):297-311
This article addresses the lack of attention universities have given to adjusting liberal education, the undergraduate major for teachers in California, to the increase of multi‐ethnic, multi‐racial, and social class heterogeneity in state universities. This article argues for a revised pedagogy for undergraduate liberal arts education for teacher candidates in California called critical liberal education. This pedagogy emphasizes the interdisciplinary knowledge and inquiry skills of a traditional program in conjunction with intercultural competence, civic engagement and an ethical stance toward social justice. This pedagogy brings liberal arts education in line with living in our complex multicultural democracy to create analytic, engaged teacher‐citizens for the twenty‐first century. 相似文献
11.
Klaus Dittrich 《History of education》2019,48(3):317-335
Building upon an expanding literature on world exhibitions and international conferences as vehicles for the transnational circulation of educational knowledge during the late nineteenth and early twentieth century, this article discusses the participation of Luxembourg at these events. It focuses on three thematic strands: the representation of Luxembourgian education at world exhibitions during the late nineteenth century, when organisers showcased the allegedly advanced state of primary instruction; the activities of the director of the École d’artisans de l’État Antoine Hirsch who took the representation of Luxembourgian education into his hands during the first three decades of the twentieth century; and the Grand-Duchy’s participation in the Seventh Biennial Conference of the World Federation of Education Associations in Tokyo in 1937, when Luxembourgian education was first represented overseas. These episodes reflect the ongoing industrialisation of the country and the growing influence of the steel industry on the educational sector. 相似文献
12.
Hoda A. Yousef 《History of education》2017,46(5):561-577
This article examines petitions submitted to the Egyptian state by students and parents over the span of a century. These sources reveal that Egyptians from across the economic spectrum were shifting their construction of schooling in response to changing political and educational policies and evolving conceptions of educational need. Over the course of the nineteenth and early twentieth centuries, parents and students were increasingly appealing to discourses concerning education, girls’ schooling and nationalism as a way to frame their personal pursuits as an extension of national advancement. As a result, petitioners saw education not as a matter of charity or luxury, but rather as a fundamental way to prevent ‘losing’ a brighter future. Ultimately, this shift in the concept of educational need underwrote the development of mass educational systems of the twentieth century as a cornerstone of the relationship between even the poorest of citizens and the Egyptian state. 相似文献
13.
The English social and educational reformer, Mary Carpenter, became involved in the imperialist venture in India in the 1860s and 1870s. Imbued with liberal, anti‐racist attitudes, she was drawn to India particularly because of gender interests. Inspired by and working with Indian reformers, she was apparently welcomed on her four visits to India where her own ideas on women's rights were further developed. In England she eagerly publicised her experiences and strove, with some success, to achieve her interpretation of what Indian reformers desired. How far Mary Carpenter actually could understand the Indian situation, how far her liberalism in fact was touched by cultural imperialism and class attitudes — her own ethnicity as an Englishwoman — indeed, are examined here. It will be seen that to understand fully racial and imperial attitudes of late nineteenth century England it is crucial to interrelate gendered notions with them. 相似文献
14.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse. 相似文献
15.
《加州高等教育总体规划1960-1975》有力地促进了加利福尼亚州高等教育的发展。它不仅成功地化解了公立高等院校之间的矛盾,使高等学校之间停止了恶性竞争,而且把加州高等教育引上了健康有序发展的道路。规划实施后,加州大学系统、州立大学系统和社区学院系统都得到了很大发展,使加州公立高等教育系统成为美国运转最为良好而且质量一流的公立高等教育系统。加州高等教育总体规划对各层次高校成功定位的经验,对我国高校的结构层次划分可能包含积极的借鉴意义或警示意义的因素。 相似文献
16.
Laurence Parker 《教育政策杂志》2013,28(6):699-715
Racial desegregation in higher education is taking on a new direction as the twenty‐first century approaches. The Brown v. Board of Education decision brought down legal racial barriers to segregated education, and this landmark US Supreme Court ruling was implicitly intended to apply to higher education as well. The positive changes for African Americans in removing racial barriers contributed significantly to the civil rights movement and opening avenues of opportunity. Yet, there has always been a fundamental tension between the removal of the vestiges of racial segregation to create equal educational opportunity, and the activist stance of addressing historical and current discriminatory educational policies. This is evident in the recent higher education desegregation and affirmative cases as the Federal Courts advocate the colour‐blind interpretation of higher education desegregation law and educational policy, while African Americans argue in favour of the enhancement of the public Historically Black Colleges and Universities and the explicit use of race as a form of diversity. This article examines the salient positions and racial identity politics surrounding this tension. I also argue that broader issues of racial control and power need to be addressed by educational institutions, the courts and the larger society in the debate about race, social justice and the removal of the vestiges of segregation. 相似文献
17.
Helena Munín 《Compare》1998,28(3):229-243
The introduction of ‘freer’ forms of organization and financing into the Latin American educational systems about 20 years ago parallels similar developments in the contexts of neo‐liberal policies in the USA, Great Britain and, more recently, in Eastern Europe. This article will highlight the effects of ‘school autonomy’, decentralization, and privatization in the Latin American educational systems. In so doing, I will focus on the analysis of educational policy development in Chile and Argentina, based in part on my own research results. The results demonstrate that ‘freer’ forms of organization and financing have not proven to be positive for the progressive distribution of education, democratization and the consideration of diversity—and also not for the (difficult to measure) categories of ‘quality’ and ‘efficiency’ of education. These findings contribute to question whether the neo‐liberal forms of organization and financing of educational systems in Latin America are important factors in the realization of these goals. 相似文献
18.
G.R. Grigg 《History of education》2013,42(3):243-262
This article explores whether private adventure and dame schools were anything more than ‘nurseries of ignorance’ in nineteenth‐century Wales. It traces the origins, development and make‐up of these small schools, through an analysis of educational reports, biographical material, census returns and other sources. Private adventure schools have been subjected to strong criticism, most notably in the 1847 report on the state of education in Wales. The article considers why this was so. While falling short of expectations held by inspectors, civil servants and other middle‐class social commentators, the article contends that private adventure schools had much to offer working‐class communities set against state‐funded and regulated schools. The article concludes by exploring the demise of private adventure schools post 1870, against a backdrop of increasing state control over elementary school provision. 相似文献
19.
Scott O. Moore 《History of education》2019,48(3):336-355
This article examines Austria’s efforts to reform teacher education during the period of the Dual Monarchy, 1867–1914. It offers insight into the role of teachers in Austrian society and how this role changed over time. It demonstrates that, during this period, teaching became an institutionalised and professionalised occupation. This process of professionalisation brought teachers firmly under state control, leading to conflict between teachers and the Austrian educational bureaucracy. This process also led to the development of a robust network of teachers’ associations to represent the interest of Austrian teachers and to contribute to their professional development. This article utilises documents from the Austrian educational bureaucracy, printed curriculum and pedagogical journals to illustrate that Austrian teacher training reforms offer crucial insight into the development of public education in the late nineteenth century. 相似文献
20.
The centralisation of French educational institutions is more in keeping with a political and social model than with reality. The construction of a complete school system under state supervision started early but has been a process of more than a century and a half long, which until 1880 mostly concerned the education of the elite (higher education and the lycées), and which left an important role to cities. Part of the educational action of the state has long been based on the idea that training courses should be adapted to the needs of cities and regions. Towns were entrusted with a great part of the state educational policies while influencing the private sector at the same time. But although their school policies had abiding features and their financial commitments increased considerably during the nineteenth century, cities have never been independent of the state. Moreover, a great many other local groups and individuals took part in school development. Urbanisation in France has been gradual, which accounts for the lack of interest in urban educational studies on the part of French historians. The shift of the past few years has given us a whole new insight into our knowledge of the history of schooling and has brought to light its institutional, material and financial factors - overlooked until now. One of these factors is the permanent threat of pupil shortage which weighed heavily on most nineteenth century public and private post-elementary schools. Until public education became free - in 1881 in primary schools and in the 1930s in secondary schools - all schools were basically self-supporting. Recruiting a sufficient number of pupils was both a crucial necessity and one of the driving forces behind the creation and the renewal of educational provision, especially when several schools were in competition. Free education did not bring about any profound changes: the growth of school attendance reduced the unitary cost of studies and remained a major criterion by which the value of school management was judged. 相似文献