共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
3.
4.
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
5.
6.
7.
Gideon Dishon 《Paedagogica Historica: International Journal of the History of Education》2017,53(4):364-380
This article examines the ascendance of team sports as tools of “character building” in British Victorian public schools in the second half of the nineteenth century. The focus of this enquiry is the commonly overlooked pedagogical innovation underlying this process – the utilisation of organised games as educational tools. Relying on Roger Caillois' delineation of the unique qualities of game playing, I explore how team sports’ game qualities shaped their educational function and perception in Victorian public schools. Broadly stated, these game qualities enabled team sports to function as an ideal site for shaping on-court behaviour, while limiting their long-term effect on student conduct. Two central limitations of the Victorian application of game playing are pointed out. First, offering an organised model of play, team sports increased adult control over students’ play patterns, yet they concurrently undermined student agency within play, and the relevance of these activities to external contexts. Moreover, Victorian educators assumed that lessons learned on the court would readily carry over to other areas of students’ lives and failed to meaningfully incorporate team sports into the broader educational curriculum. These lessons concerning the educational function of games are particularly timely in light of the growing pervasiveness of games, physical and virtual, in educational contexts and in children’s lives in general. 相似文献
8.
9.
10.
The paper presents one of the most prominent Greek women teachers and educators of the nineteenth century, and a leading figure of Greek women’s education in Ottoman territory, Sappho Leontias (1830–1900). Within a transnational framework and based on the study of the writings of Sappho Leontias, the paper presents her educational views, theory and philosophy and focuses on her connections to educational thought and activity “beyond ethnic/national borders”, investigating the influences on her theoretical schema. A secondary intention of the paper is to present the influence Leontias exercised on the education of her times through an overview of her educational activity. The historical and social conditions of the time and place, as well as gender ideologies, are taken into consideration; the paper supports the position that they affect or shape individual projects and choices to a great extent. 相似文献
11.
12.
Martyn A. Walker 《Journal of educational administration and history》2015,47(4):367-387
This paper traces the origins and development of coal mining education and training in Britain from 1900 to the 1970s, by which time the coal industry had substantially declined. It looks at the progress from working-class self-help to national policy in support of education and training. The research makes use of college prospectuses and principals' reports to identify the kind of courses offered at several former mining and technical colleges located on the Lancashire and Yorkshire coalfields. The research also identifies funding available to those who worked in the industry, from new employees to those aspiring to be colliery and area managers. The paper also briefly summarises what policy-makers can learn from studying the former mining industry's education and training framework. 相似文献
13.
Jack H. Schuster 《Higher Education》1994,28(4):437-452
This research links two important higher education phenomena: potential brain drain among academics abroad and the U.S. academic labor market. The inquiry draws on the brain drain literature and is grounded primarily on a secondary analysis of a major survey (1989) of British university and polytechnic faculty members. The anlaysis shows that fully 40.0 percent of university faculty are seriously considering a move abroad with the substantial majority favoring the United States as a destination. Faculty characteristics—including academic field, research versus teaching orientation, rank, age, gender, and political identification—are correlated with faculty members' professed interest in emigration. The analysis also compares (former) polytechnic to university faculty as well as to a subset of Oxford and Cambridge faculty. 相似文献
14.
Thomas Walsh 《Irish Educational Studies》2013,32(2):127-143
The focus of this article is the Revised Programme of Instruction (1900), which was devised in the final years of the nineteenth century and implemented in Irish national schools between 1900 and 1922. It begins by analysing the societal and educational context for the Revised Programme. Second, the work of the Commission on Manual and Practical Instruction, which provided the research evidence base for the introduction of the Revised Programme, is documented. This is followed by a delineation of the content of the programme, focusing in particular on the subject areas and methodologies. The impact of wider educational developments on the programme in this period is then reviewed, such as the reform of the inspectorate and teacher training. The implementation of the programme between 1900 and 1922 is then examined, highlighting successes and shortcomings in this regard. The article concludes by drawing implications for the contemporary context regarding curriculum planning and implementation. 相似文献
15.
16.
17.
18.
19.
20.
《International Journal of Educational Development》1994,14(2):159-176
This paper describes the magnitude of British bi-lateral support for educational development and develops an analysis of recent patterns of disbursement.1 Educational assistance was given to 111 countries between 1989 and 1991. Sub-Saharan African countries received more than other regions and most of the disbursement for education that was classified by sector was directed towards higher education. Amongst major recipient countries more educational assistance per capita tends to be given to countries with relatively greater Gross National Products per Capita and Human Development Indices, smaller populations, higher Gross Enrolment Ratios and smaller gender disparities in enrolments at primary level, and those which spend a greater proportion of GNP on education. The paper explores possible reasons for what is observed and the tensions between over-arching assistance policy and actual disbursement patterns. Concluding remarks draw together some of the main observations and suggest issues for further consideration. 相似文献