EHNE – Education en contexte colonial, politique, mais aussi technique, artistique…

Message de Véra Léon :

Nous avons le plaisir de partager avec vous la vingtaine de notices récemment publiées au sein de l’Encyclopédie numérique d’histoire européenne (ehne.fr).

Sous la responsabilité éditoriale de Jérôme Krop, Stéphane Lembré, Véra Léon et Isabelle Matamoros, l’axe de recherche Éducation, enseignement, formation, propose des analyses historiques comparatives de l’évolution des idées et des pratiques éducatives, des structures des systèmes éducatifs des pays européens et des enseignements, disciplinaires ou non, ainsi que des formations professionnelles.

Vous trouverez ci-dessous l’arborescence de ces nouvelles contributions, qui s’articulent en six blocs :

  • L’éducation en milieu colonial
  • De l’enseignement technique aux formations professionnelles
  • Éducations politiques, éducations à la politique
  • L’éducation sans l’école
  • De l’éducation culturelle aux formations artistiques
  • Jeunesse, déviances et différences

Elles seront prochainement traduites en anglais.

EHNE, Axe Éducation, enseignement et formation (année 2020-2021)

Bloc 1 : De l’enseignement technique aux formations professionnelles

Bloc 2 :Éducations politiques, éducations à la politique

Bloc 3 : Éducation en milieu colonial

Bloc 4 : L’éducation sans l’école

Bloc 5 : De l’éducation culturelle aux formations artistiques

Bloc 6 : Jeunesse, déviances et différences

Parution – Pierre Caspard, “La famille, l’école, l’État. Un modèle helvétique, XVIIe-XIXe siècles”, P.I.E-Peter Lang S.A., Éditions Scientifiques Internationales, 2021

Dans les régions développées de l’Occident moderne, les parents ont été nombreux à vouloir assurer à leurs enfants, garçons et filles, une bonne maîtrise de leur langue, parlée, lue et écrite. Les raisons qui étaient les leurs, les moyens qu’ils se sont donnés, les résultats qu’ils ont atteints, font l’objet du présent livre.

Le contexte régional observé est celui de l’actuel canton suisse de Neuchâtel. Les principes, valeurs et intérêts qui motivaient ses paysans, artisans, ouvriers, commerçants, petits notables, à instruire ou faire instruire leurs enfants, se donnent à voir dans leurs écrits personnels, mais aussi dans les programmes de leurs écoles, dont ils décidaient collectivement, dans un contexte de démocratie directe exercée au niveau communal.

Par cette pratique de la démocratie directe, le pays de Neuchâtel appartient au monde helvétique. Socialement et culturellement, il est proche aussi d’autres régions de l’Occident développé. Le livre propose diverses comparaisons avec la France mais invite, plus largement, à une réflexion sur les politiques d’instruction menées par des acteurs localement situés, avant que les États nationaux ne privilégient une scolarisation généralisée sous leur contrôle, dans le courant du XIXe siècle.

Parution – “Les transmissions religieuses face à la sécularisation”, n° 155, revue Histoire de l’éducation, 2021

Dossier

Anne Jusseaume et Sarah Scholl

Les transmissions religieuses face à la sécularisation Religious Transmissions in the Secular Age

Jean-Charles Buttier

L’enseignement de la morale pendant la Révolution française : un état des lieux historiographique Moral education during the French Revolution: a historiographical review

Charles Mercier

Les Journées mondiales de la jeunesse comme dispositifs de transmission religieuse (1985-2019) World Youth Days as a means for transmitting religion

Samuel Gicquel

La transmission religieuse dans les lycées catholiques bretons (XIXe-XXe siècles) Religious transmission in the Catholic educational institutions of Brittany (19th-21st centuries)

Bénédicte Toucheboeuf

Les changements dans la catéchèse des années 1960 en France : une rupture dans la transmission de la foi ? Changes in catechesis in the 1960s in France: a breach in the transmission of faith?

Émilie Pontanier

Choisir une école secondaire française à Tunis dans les années 2010 : stratégie sociale d’entre-soi ou liberté de conscience et transmission religieuse ? Choosing a French secondary school in Tunis in the 2010s: a social strategy for community-based exclusivity or freedom of conscience and religion?

Varia

Marcel Grandière

Entre demande sociale et conflits de pouvoirs : les écoles de Brissac en Anjou (vers 1450-1540) Between social demands and power conflicts. The schools of Brissac in Anjou (circa 1450-1540)

Karina Bénazech Wendling

De la charité religieuse au contrôle séculier de l’État : le rôle de l’Irish Society for Promoting the Education of the Native Irish through their own Language dans la mise en place d’une éducation nationale en Irlande (1800-1845) From religious charity to secular State control: the role of the Irish Society for Promoting the Education of the Native Irish through their own Language in the implementation of national education in Ireland (1800-1845)

Pascal Clerc

La formation d’un regard : la colonisation dans les manuels de géographie du secondaire (1873-1951) Shaping a viewpoint: colonization in secondary school geography textbooks (1873-1951)

Notes critiques

Thierry Kouamé

WEJWODA (Marek), Sächsische Rechtspraxis und gelehrte Jurisprudenz. Studien zu den rechtspraktischen Texten und zum Werk des Leipziger Juristen Dietrich von Bocksdorf (ca. 1410-1466) Hannovre, Hahn, 2012 (Monumenta Germaniae Historica. Studien und Texte, 54), XXX-318 p.

Sylvène Édouard

MORMICHE (Pascale), Le petit Louis XV. Enfance d’un prince, genèse d’un roi (1704-1725) Ceysérieu, Champ Vallon, 2018, 422 p.

Marie-Élise Hunyadi

MONNIER (Anne), Le temps des dissertations. Chronique de l’accès des jeunes filles aux études supérieures (Genève XIXe-XXe) Genève, Droz, 2018, 360 p.

Laurent Gutierrez

PALLUAU (Nicolas), La fabrique des pédagogues. Encadrer les colonies de vacances, 1919-1939 Rennes, Presses universitaires de Rennes, 2013, 301 p.

Yves Verneuil

DALANÇON (Alain), DRAGONI (Josiane), DREVON (Jean-Michel) (coord.), BRESSAN (Eugenio), FÉRAY (Anne), LAFONTAN (Jean), LEIDET (Gérard), SPRINGSFIELDS (Marin), SZAJNFELD (Raphaël), Histoire de la FSU, t. 2 : dans la cour des grands (1997-2010) Paris, Syllepse, 2019, 281 p.

Jérôme Krop

DORISON (Catherine), CHEVALIER (Jean-Pierre), BELHADJIN (Anissa), ELALOUF (Marie-Laure), LOPEZ (Maryse), Des écoles normales à l’ESPÉ. Témoignages de formateurs Grenoble, Presses universitaires de Grenoble, 2018, 237 p.

Résumés

Français/French : Partant du constat que les institutions religieuses et les initiatives qu’elles portent ont une place importante dans l’histoire de l’éducation, ce dossier analyse les modalités de la transmission religieuse, en particulier en milieu catholique mais non exclusivement, et en élargissant la perspective par rapport aux institutions scolaires. Sont examinés différents lieux, acteurs et événements qui concourent, en parallèle à la construction de l’école laïque et parfois en réaction à celle-ci, à maintenir et transformer le processus de transmission religieuse (savoirs, savoir-être, rituels et identités) à l’ère de la sécularisation. Les articles traitent d’une part de l’école et de son statut – privé ou public, religieux ou laïc – avec des exemples français, ainsi que l’étude d’un cas paradoxal, celui du choix par les parents d’un établissement français en Tunisie. Ils montrent que parents et institutions (État ou Églises) négocient, depuis la Révolution, pour conjuguer transmission scolaire, morale et religieuse ou areligieuse, et sont à la recherche de fragiles et provisoires compromis. D’autre part, les articles étudient des initiatives émanant des Églises pour contrecarrer la sécularisation et la laïcisation scolaire, tant en matière de réforme du catéchisme que d’événements comme les Journées mondiales de la jeunesse. Couvrant deux siècles d’histoire, ce dossier montre que la sécularisation de la société n’élimine pas la transmission religieuse, mais amène à une diversification de ses formes, avec un réinvestissement de l’espace public par les acteurs religieux.

English/Anglais : Building on the premise that religious institutions and the initiatives that they engender have an important place in the history of education, this special issue analyses the methods by which the various aspects of religious tradition and heritage are transmitted, in particular but not exclusively in Catholic milieus, by enlarging the perspective relative to educational institutions. We examine various places, actors and events that converge parallel to the construction of secular schools and sometimes in reaction to them, to maintain and transform the process of religious transmission (knowledge, soft skills and identities) in the period of secularization. The articles deal with schools and their status – private or public, religious or lay – with French examples, but also the study of a paradoxical case, in Tunisia, of parents choosing a French secular school for their children. They show that, since the Revolution, parents and institutions (state or church) have been negotiating to commingle educational, moral and religious or areligious transmission, in a search for fragile and temporary compromises. Simultaneously, the articles study initiatives emanating from churches to counter educational secularization and laicization, such as a reform of the catechism and events like the World Youth Day. Covering two centuries of history, this special issue shows that the secularization of society does not preclude religious transmission but leads to a diversification of its forms, with a renewed focus by religious actors into the public sphere.

Parution – Olivier Marty et Ray J. Amirault, “Nicolas de Condorcet. The Revolution of French Higher Education”, Springer, 2020

https://www.springer.com/gp/book/9783030435653

This Springer brief explores the contribution of Nicolas de Condorcet in French higher education, the historical development of his work and its influence on the history of the French education system.

Condorcet’s educational proposals were first devised as five Memoires, which were consolidated into the ‘Rapport et Projet de Decret sur l’Organisation Generale de l’Instruction Publique’. This report has sparked debate on the subject of education in the past and lives on as a basis for ongoing iterations of plans for education by other writers.
In developing these ideas and especially how they apply to higher education, this book bridges the gap between the 18th century French Enlightenment shift and the Revolution of higher education, with the advent of the Grandes Écoles such as École Normale Supérieure, École Polytechnique and Conservatoire National des Arts et Metiers. Each of these schools was represented by a specific institutionalized educational idea rooted in the works of the philosopher.

This book offers insights to a wider audience in the educational thought of Condorcet, which at the time of his writing was overshadowed by Rousseau, and shows how his ideas of liberty and equality flourish in the French educational system and remain an important part in today’s French academic, cultural and political culture.

Parution – “Regards sur l’histoire de l’éducation, une perspective internationale” [Looking at History of Education, an international perspective], revue Histoire de l’éducation, 2021

https://journals.openedition.org/histoire-education/5465

Dossier

Rita Hofstetter et Solenn Huitric

La carte et le miroir. Ancrages, enjeux et horizons de l’histoire de l’éducation 

Carmen Sanchidrián Blanco, Andrés Payà Rico et Tatiane de Freitas Ermel

Twenty-five years of History of Education Doctoral Dissertations in Spain (1990-2015). Academic and Institutional Issues Vingt-cinq ans de thèses de doctorat en histoire de l’Éducation en Espagne (1990-2015). Questions académiques et institutionnelles

Iveta Kestere et Irena Stonkuviene

From National to Global? Research on the History of Education in the Baltic States (1990–2015): Examining Doctoral Theses Du national au global ? La recherche en histoire de l’éducation dans les États baltes (1990-2015) : le cas des thèses de doctorat

Solenn Huitric

Les thèses françaises en histoire de l’éducation depuis 1990 : un miroir de la discipline ? French doctoral theses in history of education since 1990: a reflection of the discipline?

Gary McCulloch

History of education in Britain since 1960 L’histoire de l’éducation en Grande-Bretagne depuis 1960

Renaud Enfert (d’) et Rebecca Rogers

Orientations et lieux de la recherche en histoire contemporaine de l’éducation en France depuis 2000 Modern educational history in France: research orientations and spaces in France since 2000

José Luis Hernández Huerta, Sara González Gómez et Iván Pérez Miranda

History of Education in the Iberian Peninsula (2014-2019). Societies, Journals and Conferences in Spain and Portugal L’histoire de l’éducation dans la péninsule ibérique (2014-2019) : associations savantes, revues et colloques en France et en Espagne

Varia

Julien Cahon

Réformer les rythmes scolaires en France (1848-2017) Reforming school time in France (1848-2017)

Continuer la lecture de « Parution – “Regards sur l’histoire de l’éducation, une perspective internationale” [Looking at History of Education, an international perspective], revue Histoire de l’éducation, 2021 »

Café APHG – Comment dépasser, par l’histoire, la lecture catastrophiste du destin de l’École en France ?

Café virtuel de l’Association des Professeurs d’Histoire et de Géographie (APHG)

Premier café du cycle Histoire de l’Éducation – Lundi 20 sept. – 19h

Comment dépasser, par l’histoire, la lecture catastrophiste du destin de l’École en France ?

Jean-Noël Luc, Jean-François Condette, Yves Verneuil

Pour s’inscrire : inscriptionsaphg@gmail.com  –  En indiquant nom, prénom et établissement

Parution – “History of Education in China and Beyond”, History of Education Review, Volume 50, Issue 1, 2021

https://www.emerald.com/insight/publication/issn/0819-8691/vol/50/iss/1

Guest editorial

Adam NelsonWang Huimin

Western educational historiography and the institutionalization of normal schools in modern China (1901–1944)

Wang ChenLuo WeiWu Yuefei

The reception and use of John Dewey’s educational ideas by Hu Shi in the Early Republic of China

Kang Zhao

The fate of traditional schools in a context of educational modernization: the case of Si-shu in China

Chunjiao JiangPengcheng Mao

Whose books? The Harvard-Yenching Institute’s library and the question of academic imperialism

Liu Qing

The National Defense Education Act, the American Association of University Professors and the dilemma of academic freedom in the mid-twentieth century

Huimin Wang

A political history of Chinese historiography on “foreign education”

Luxi ChenYiqing Su

Parution – History of Education Review, Volume 49, Issue 2, 2020

https://www.emerald.com/insight/publication/issn/0819-8691/vol/49/iss/2

“The NOSCA Mafia”: overseas student activism in Australia, 1985–1994

Tim Briedis

The New South Wales Teachers Federation, the Conciliation Committee of 1927-1929, and the Formation of the Educational Workers League

Dorothy KassMartin Sullivan

Collegial governance in postwar Australian universities

Joel Barnes

Education in the apocalypse: disaster and teaching on British television

Marcus Harmes

Remembering and forgetting the arts of technical education

John Pardy

The quarantine archives: educators in “social isolation”

Ligia (Licho) López LópezChristopher T. McCawRhonda Di BiaseAmy McKernanSophie RudolphAristidis GalatisNicky DulferJessica GerrardElizabeth McKinleyJulie McLeodFazal Rizvi

Australian university and medical school life during the 1919 influenza pandemic

James Waghorne

A history of university income in the United Kingdom and Australia, 1922–2017

Tamson Pietsch

“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980

Stephen James Jackson

Parution – “Outdoor Education in Historical Perspective”, History of Education Review, Volume 49, Issue 1, 2020

https://www.emerald.com/insight/publication/issn/0819-8691/vol/49/iss/1

Outdoor education in historical perspective

Mark FreemanJayson Seaman

Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976

Jayson SeamanRobert MacArthurSean Harrington

Czech education in nature traditions

Andrew MartinGeoff WatsonJan NeumanIvana TurčováLucie Kalkusová

‘Doing nature’ and being a Guide: the problem of the town guide in the British Girl Guides Association, 1930–1960

Sian Edwards

“You can’t be an atheist here”: Christianity and Outward Bound in Britain, c.1941–1965

Mark Freeman

Outdoor education: the Romantic origins at the University of St Mark and St John

Mark LeatherGil FewingsSu Porter

The adventure (sex)pedition: revisiting Kurt Hahn’s educational aims

Franklin Vernon

Parutions récentes du Journal of Educational Administration and History, 2020-2021

2021

2020

Parution – John L. Rury et Eileen H. Tamura (eds.), “The Oxford handbook of the history of education”, Oxford, 2019

https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199340033.001.0001/oxfordhb-9780199340033

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.

Parution – History of Education, Volume 50, Issue 3 (2021)

https://www.tandfonline.com/toc/thed20/50/3?nav=tocList

Launching Paul Natorp’s Sozialpädagogik in Japan in the early twentieth century

Takeo Matsuda & Juha Hämäläinen

‘The children show unmistakable signs of Indian blood’: Indigenous children attending public schools in British Columbia, 1872–1925

Sean Carleton

More than ‘bare walls’: the educational philosophy of Margery Fry (1874–1958) and its impact on university residential facilities for women in the twentieth century

Anne Logan

Phyllis Monk: a pragmatic revolutionary in charge of a school for ‘girls with little or no sight’

Jeanette Normanton Erry

The work school in Spain: training citizens and industrial technicians (1923–1930)

María Luisa Rico-Gómez

Mapping scientised education in German-American transnational networks after 1945

Anne Rohstock

From defence mechanism to insufficient bladder control: Dutch experts on enuresis nocturna in an age of developing child sciences (c. 1950-1990)

Milou Smit & Nelleke Bakker

Quality and innovation in American higher education accreditation: the case of the University of Phoenix

Nidia Bañuelos

Parution – History of Education, Volume 50, Issue 2 (2021)

https://www.tandfonline.com/toc/thed20/50/2?nav=tocList

Children of the state: Rousseau’s republican educational theory and child abandonment

Graeme Garrard

Russian emigrant Scouts and their activities regarding the construction of national identity

Ivan Bulatov

‘For me, St Paul’s would always be among the pine trees of Berkshire’: English public schools and wartime evacuation (1939-45)

Clémence Pillot

The political and national character of institutions of higher education and the University of Prishtina in Kosovo (1958–1980)

Atdhe Hetemi

An individualistic turn: citizenship in Swedish history and social studies syllabi, 1970–2017

Henrik Åström Elmersjö

One hundred years of the gender gap in examination results at the University of Oxford

Dennis A. Ahlburg & Brian P. McCall

Parution – Robert Troschitz, “Higher Education and the Student. From welfare state to neoliberalism”, Routledge, 2017

https://www.routledge.com/Higher-Education-and-the-Student-From-welfare-state-to-neoliberalism/Troschitz/p/book/9780367133498

As one of the pioneers and leading advocates of neoliberalism, Britain, and in particular England, has radically transformed its higher education system over the last decades. Universities have increasingly been required to act like businesses, and students are frequently referred to as customers nowadays. Higher Education and the Student investigates precisely this relation between the changing function of higher education and what we consider the term ‘student’ to stand for.

Based on a detailed analysis of government papers, reports, and speeches as well as publications by academics and students, the book explores how the student has been conceptualised within the debate on higher education from the birth of the British welfare state in the 1940s until today. It thus offers a novel assessment of the history of higher education and shows how closely the concept of the student and the way we comprehend higher education are intertwined. Higher Education and the Student opens up a new perspective that can critically inform public debate and future policy – in Britain and beyond.

The book should be of great interest to scholars, researchers, and postgraduate students in the fields of higher education; educational policy and politics; and the philosophy, sociology, and history of higher education.

Parution – Yoko Yamasaki et Hiroyuko Kuno, “Educational Progressivism, Cultural Encounters and Reform in Japan”, Routledge, 2017

https://www.routledge.com/Educational-Progressivism-Cultural-Encounters-and-Reform-in-Japan/Yamasaki-Kuno/p/book/9780367133917#

Educational Progressivism, Cultural Encounters and Reform in Japan provides a critical analysis of educational initiatives, progressive ideas and developments in curriculum and pedagogy in Japan, from 1900 to the present day. Drawing on evidence of both cultural encounters and internal drivers for progressivism and reform, this book re-evaluates the history of Japanese education to help inform ongoing and future debates about education policy and practice worldwide.

With contributions from Japanese scholars specialising in the history and philosophy of education and curriculum studies, chapters consider key collaborative improvements to teacher education, as well as group learning, ‘life education’, the creative arts and writing, and education for girls and women. The book examines Western influences, including John Dewey, Carleton Washburne and A. S. Neill, as well as Japan’s own progressive exports, such as holistic Zenjin education, Children’s Villages and Lesson Study, highlighting cultural encounters and progressive initiatives at both transnational and national levels. The chapters reflect on historical and political background, motivations, influences and the impact of Japanese progressive education. They also stimulate, through argument and critical discussion, a continuing discourse concerning principles, policy, politics and practices of education in an increasingly globalised society.

A rigorous and critical study of the history of progressive education in Japan, this book will interest an international readership of academics, researchers and postgraduate students in the fields of progressive education, comparative education, social and cultural history, history of education, Japanese studies, curriculum studies, and the history of childhood.

Parution – Edward Janak, “A Brief History of Schooling in the United States. From Pre-Colonial Times to the Present”, Palgrave, 2019

https://www.palgrave.com/gp/book/9783030243968

This book presents a sweeping overview of the historical and philosophical foundations of schooling in the United States. Beginning with education among the indigenous peoples of the Americas and going on to explore European models of schooling brought into the United States by European colonists, the author carefully traces the arc of educational reform through major episodes of the nation’s history. In doing so, Janak establishes links between schools, politics, and society to help readers understand the forces impacting educational policy from its earliest conception to the modern day. Chapters focus on the philosophical, political, and social concepts that shaped schooling of dominant and subcultures in the United States in each period. Far from being merely concerned with theoretical foundations, each chapter also presents a snapshot of the “nuts and bolts” of schooling during each period, examining issues such as pedagogical devices, physical plants, curricular decisions, and funding patterns.

Parution – History of Education, Volume 50, Issue 1 (2021)

https://www.tandfonline.com/toc/thed20/50/1?nav=tocList

John Amos Comenius as the prophet of modern ideas in science education: in the light of Pansophia

Gyeong-Geon Lee & Hun-Gi Hong

Who was going to become a teacher? The socio-economic background of primary school teachers in northern Sweden 1870–1950

Emil Marklund

Heißmeyer: Nazi education architect

Tim Mueller

Literacy education, ideology and politics: the case of Soviet and US military governments in the two Koreas

Sun Kim & Sungwoo Kang

Special Section How Cybernetics and Constructivism Inspired New Forms of Learning

Guest Editors: Barbara Hof and Jan Müggenberg

Human – learning – machines: introduction to a special section on how cybernetics and constructivism inspired new forms of learning

Barbara Hof & Jan Müggenburg

The turtle and the mouse: how constructivist learning theory shaped artificial intelligence and educational technology in the 1960s

Barbara Hof

From learning machines to learning humans: how cybernetic machine models inspired experimental pedagogies

Jan Müggenburg

Parution – History of Education, Volume 49, Issue 6 (2020)

https://www.tandfonline.com/toc/thed20/49/6?nav=tocList

Teachers in écoles d’arts et métiers in nineteenth-century France

Stéphane Lembré

Music teaching and the Spanish Regenerationism: Felipe Pedrell and the Academia Granados

Alejandra Pacheco-Costa

Empire’s daughters: the first 25 Australian-born women at Girton and Newnham Colleges Cambridge, 1870–1940, as insiders and outsiders

Josephine May

Reteaching/retouching Heimat: expellees, home and belonging in German schools’ post-war curricula

Kimberly A. Redding

For whom university? Rising educational desires via the daily press in post-war Poland

Agata Zysiak

Parution – History of Education, Volume 49, Issue 5 (2020)

https://www.tandfonline.com/toc/thed20/49/5?nav=tocList

‘Wading through children’s tears’: the emotional experiences of elementary school inspections, 1839–1911

Russell Grigg

Child guidance, dynamic psychology and the psychopathologisation of child-rearing culture (c. 1920-1940): a transnational perspective

Nelleke Bakker

Cleavage structures and school politics: a Rokkanian comparative-historical analysis

Katharina Sass

‘Gems Unwrought Can Form Nothing Useful’: Socialist China’s Pedagogical Erasure of Individuality, 1949–1958

Zhipeng Gao

A very English revolution: the impacts of co-residence at the University of Oxford

Dennis A. Ahlburg & Brian P. McCall