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

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 – “Varia”, History of Education, Volume 49, Issue 1 (2020)

https://www.tandfonline.com/toc/thed20/49/1?nav=tocList

Editorial

Heather EllisMark Freeman & Stephanie Olsen

The charitable status of elite schools: the origins of a national scandal

Roy Lowe

Society, science and institutionally-embodied higher education reform in nineteenth-century Ireland: the role of mobile, professional elites in fashioning reform

Christopher F. McCormack

In search of a moral standard: debates over ethics education and religion in Meiji Japan

Zibo Lin & Hanyang Lu

More than a mere footnote: the department of military studies, University of Sydney, 1907-1915

William Westerman

Nation-building in Turkey through ritual pedagogy: the late Ottoman and early Turkish Republican era

Dr. Filiz Meşeci Giorgetti

A time of destiny for Norwegian mission schools in Zululand and Natal under the policy of Bantu Education (1948–1955)

Ellen Vea Rosnes

Parution – Stephen Jackson, “Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonization in Australia, Canada, and New Zealand”, Brill, 2020

https://brill.com/view/title/57607

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.

Sélection de plus de 170 articles parus en histoire de l’éducation entre janvier et juin 2021 (revue mondiale)

Compilation de la veille faite chaque mois sur H-Education par Rick Mikulski, MLS, PhD, Assistant Professor & Librarian à la Portland State University

Janvier

Alber, Julia M.; Allegrante, John P.  ; Auld, M. Elaine ; Breny, Jean. “Looking Back and Moving Forward: SOPHE’s 70 Years of Contributions to Health Education” Health Education & Behavior, v47 n6 p793-801 Dec 2020. [note: SOPHE is Society for Public Health Education]

Choi, Jamyung. “The Consolidating the Collar Line: The Professionalization of Engineering and Social Stratification in Modern Japan,” International Labor and Working-Class History No. 98, Fall 2020, pp. 216–236.

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Parution – Stephen Jackson, “Constructing National Identity in Canadian and Australian Classrooms. The Crown of Education”, Springer, 2018

This book explores the evolution of Canadian and Australian national identities in the era of decolonization by evaluating educational policies in Ontario, Canada, and Victoria, Australia. Drawing on sources such as textbooks and curricula, the book argues that Britishness, a sense of imperial citizenship connecting white Anglo-Saxons across the British Empire, continued to be a crucial marker of national identity in both Australia and Canada until the late 1960s and early 1970s, when educators in Ontario and Victoria abandoned Britishness in favor of multiculturalism. Chapters explore how textbooks portrayed imperialism, the close relationship between religious education and Britishness, and efforts to end assimilationist Anglocentrism and promote equality in education. The book contributes to British World scholarship by demonstrating how decolonization precipitated a massive search for identity in Ontario and Victoria that continues to challenge educators and policy-makers today.

Parution – Jan Keane, “National Identity and Education in Early Twentieth Century Australia”, Emerald Publishing Ltd, 2018

This fascinating book explores how curriculum content in education was used to cultivate a sense of Australian national identity during the first two decades of the twentieth century. 

Providing a comprehensive picture of the entire reading curriculum in Victorian government schools over a period of almost two decades, the author demonstrates that, contrary to received wisdom, the Department of Education made every effort to integrate children of different backgrounds. Using three dimensions frequently cited in national identity theory – landscape, history, and mythology – readers are shown how material was chosen specifically to engage young white settler children and to help them overcome their sense of Australia as the ‘other’. 

National Identity and Education in Early Twentieth Century Australia not only brings about a clearer understanding of how Australia came to be ‘Australian’ in character, it establishes how curriculum content may be brought into the service of nation-building across the globe.

Parution – Douglas E. Delaney, Robert C. Engen et Meghan Fitzpatrick, “Military Education and the British Empire, 1815–1949”, UBC Press, 2021

Common military education was the lifeblood of the armies, navies, and air forces of the British Empire. It permeated every aspect of the profession of arms and was an essential ingredient for success in both war and peace. Yet much military history overlooks external factors and influences such as education, which shape armed forces.

Military Education and the British Empire is the first major scholarly work to address the role of military education in maintaining the empire throughout the nineteenth and twentieth centuries. Bringing together the world’s top scholars on the subject, this book places distinct national narratives – Canadian, Australian, South African, British, and Indian – within a comparative context. The contributors examine military education within the British Empire as a generator of institutional knowledge, as a socializing agent, and as an enhancer of interoperability. Moreover, this volume explores the importance of professional military education as a catalyst for forging effective alliances and coalition operations, which have highlighted the need for military forces to operate seamlessly with alliance partners – most recently in Afghanistan, Iraq, and Libya.

Military Education and Empire is the first volume to examine military education from a transnational perspective, which allows readers the opportunity to consider the connections between education and empire.

This book will interest scholars of both military history and education. Given the contemporary resonance of the subject, there are also vital lessons for policy makers and military practitioners alike.

Sélection de plus de 300 articles parus en histoire de l’éducation pendant l’année 2020 (revue mondiale)

Compilation de la veille faite chaque mois sur H-Education par Rick Mikulski, MLS, PhD, Assistant Professor & Librarian à la Portland State University

Janvier 2020

  • Arnaldo Briskievicz, Danilo. “A educação no Brasil colonial a partir do Serro/MG (1702 a 1758). [Education in Serro/MG, colonial Brazil (1702-1758).]” Espacio, Tiempo y Educación, Vol. 7 Issue 1, p205-225.
  • D’ALESSIO, Michela. “The «New School» of Basilicata in Mid-twentieth Century. Arturo Arcomano’s Contribution for a Different Education in Southern Italy.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 47-67.
  • DALLABRIDA, Norberto. “The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 133-146.
  • D’Ascenzo, Mirella. “Pedagogic Alternatives in Italy after the Second World War: the Experience of the Movimento di Cooperazione Educativa and Bruno Ciari’s New School in Bologna.” Espacio, Tiempo y Educación, 2020, Vol. 7 Issue 1, p69-87.
  • GROVES, Tamar. “Professional Advocacy in Education. The Legacy of the 1960s Students’ Protest and the Forging of a Social-Professional Identity among Teachers (Spain, 1970-1982).” Espacio, Tiempo y Educación. v. 7, n. 1, p. 163-180, jan. 2020.
  • Lowe, Roy. “The charitable status of elite schools: the origins of a national scandal” History of Education, January 2020, Vol.49(1), pp.4-17.
  • MACHADO TRUJILLO, Cristian. “The Technological Boom in Schools in the 80s: an Approximation to the Spanish ATENEA Programme.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 247-262, jan. 2020.
  • MANGAL, Aarti. “A century of teacher education in India: 1883-1985.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 263-285, jan. 2020.
  • McCormack, Christopher F. “Society, science and institutionally-embodied higher education reform in nineteenth-century Ireland: the role of mobile, professional elites in fashioning reform.” History of Education; Jan2020, Vol. 49 Issue 1, p18-37.
  • Meşeci Giorgetti, Filiz. “Nation-building in Turkey through ritual pedagogy: the late Ottoman and early Turkish Republican era.” History of Education; Jan2020, Vol. 49 Issue 1, p77-103.
  • ROBERT, André D; JEAN-YVES, Seguy. “The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy?” Espacio, Tiempo y Educación, v. 7, n. 1, p. 27-45, jan. 2020.    
  • Rosnes, Ellen Vea. “A time of destiny for Norwegian mission schools in Zululand and Natal under the policy of Bantu Education (1948–1955).” History of Education; Jan2020, Vol. 49 Issue 1, p104-125.
  • VISACOVSKY, Nerina. “Between State and Private Education: the Ideological Dilemma of Argentine Progressive Jews (1955-1995).” Espacio, Tiempo y Educación, [S.l.], v. 7, n. 1, p. 287-313, jan. 2020.
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Publication – History of Education Review, vol. 48/2, 2019 (Australie et Nouvelle-Zélande)

Parution: Enfances déplacées en situation coloniale

Le dernier numéro de la Revue d’histoire de l’enfance irrégulière (14/2013) est consacré aux “Enfances déplacées. I. en situation coloniale“.

Ce numéro considère la portée du projet colonial du XIXe et XXe siècle en Rhodésie du Sud, au Ruanda-Urundi, l’ex-Indochine, Australie, Québec et en URSS. Il analyse la manière dont le pouvoir colonial s’est appliqué à façonner les sociétés indigènes, organisant la migration de dizaines de milliers d’enfants contre leur gré, sans égards pour les racines culturelles des jeunes ainsi (dé)placés. Ce volume témoigne de la souffrance et des résistances de ces enfants.
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