The New South Wales Teachers Federation, the Conciliation Committee of 1927-1929, and the Formation of the Educational Workers League
‘Doing nature’ and being a Guide: the problem of the town guide in the British Girl Guides Association, 1930–1960
- Volume 53, Issue 1 (2021) : https://www.tandfonline.com/toc/cjeh20/53/1?nav=tocList
- Volume 53, Issue 2 (2021) : https://www.tandfonline.com/toc/cjeh20/53/2?nav=tocList
- Volume 52, Issue 1 (2020) : https://www.tandfonline.com/toc/cjeh20/52/1?nav=tocList
- Volume 52, Issue 2 (2020) : https://www.tandfonline.com/toc/cjeh20/52/2?nav=tocList
- Volume 52, Issue 3 (2020) : https://www.tandfonline.com/toc/cjeh20/52/3?nav=tocList
- Volume 52, Issue 4 (2020) : https://www.tandfonline.com/toc/cjeh20/52/4?nav=tocList
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.
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.
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.
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.
Special Section How Cybernetics and Constructivism Inspired New Forms of Learning
Guest Editors: Barbara Hof and Jan Müggenberg
Many women who lived through the Second World War believed it heralded new status and opportunities, but scholars have argued that very little changed. How can these interpretations be reconciled? Making the Best of It examines the ways in which gender and other identities intersected to shape the experiences of female Canadians and Newfoundlanders during the war. The contributors to this thoughtful collection consider mainstream and minority populations, girls and women, and different parts of Canada and Newfoundland. They reassess topics such as women’s presence in the military and in munitions factories, and tackle entirely new subjects such as wartime girlhood in Quebec.
Collectively, these essays broaden the scope of what we know about the changes the war wrought, and draw on diverse methodologies to address wider debates about memory, historiography, and feminism.
Making the Best of It offers new insights into the impact of the Second World War and lays the foundation for a better understanding of the dramatic alterations that occurred in the lives of women and girls in Canada after the 1940s.
Students and scholars of history, women’s studies, and childhood studies will find this work compelling, as will others interested in women’s and gender history, children’s history, and the history of Canada and/or Newfoundland during the Second World War.
Before #MeToo: The Fight against Sexual Harassment at Ontario Universities, 1979–1994
Jeremy Istead, Catherine Carstairs, Kathryn L. Hughes
“My Own Old English Friends”: Networking Anglican Settler Colonialism at the Shingwauk Home, Huron College, and Western University
Natalie Cross, Thomas Peace
The “Educational Laboratory”: American Educators Visit Soviet Schools, 1925–1929
Hannah Lindsay Rudderham
Thrifty Trustees, Curriculum Clashes, and Gender Disparities: Late Nineteenth- and Early Twentieth-Century Barriers in Education in Rural Renfrew County
Joshua C. Blank
Focusing on Australia, Canada, and New Zealand, Religious Education and the Anglo-World historiographically examines the relationship between empire and religious education. The analysis centres on three formative eras in the development of religious education in each case: firstly, the foundational moments of publicly funded education in the mid- to late nineteenth centuries when policy makers created largely Protestant systems of religious education, and frequently denied Roman Catholics funding for private education. Secondly, the period from 1880-1960 during which campaigns to strengthen religious education emerged in each context. Finally, the era of decolonisation from the 1960s through the 1980s when publicly funded religious education was challenged by the loss of Britishness as a central ideal, and Roman Catholics found unprecedented success in achieving state aid in many cases. By bringing these disparate national literatures into conversation with one another, Stephen Jackson calls for a greater transnational approach to the study of religious education in the Anglo-World.