- Andrea Korda, Thinking with pictures: memory, imagination, and colour illustration in Victorian teaching and learning“
- Denise Bentrovato & Karel Van Nieuwenhuyse, “Confronting “dark” colonial pasts: a historical analysis of practices of representation in Belgian and Congolese schools, 1945–2015“
- Susannah Wright, “Creating liberal-internationalist world citizens: League of Nations Union junior branches in English secondary schools, 1919–1939“
- Nelleke Bakker & Milou Smit,”“An oedipal conflict on an epileptic basis”: the diagnosing and treatment of behavioural problems in a Dutch child psychiatric clinic (1952–1962)“
- Hilda T.A. Amsing & Jeroen J.H. Dekker, “Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s“
- Mark Freeman, “Adult education history in Britain: past, present and future (part I)“
- Mark Freeman, “Adult education history in Britain: past, present, and future (part II)“
- Christian Ydesen & Sotiria Grek, “Securing organisational survival: a historical inquiry into the OECD’s work in education during the 1960s“
This book analyses the development of Catholic schooling in Scotland over the course of the nineteenth and twentieth centuries. Scholarship of this period tends to be dominated by discussions of the 1872 and 1918 Education (Scotland) Acts: while these crucial acts are certainly not neglected in this volume, the editors and contributors also examine the key figures and events that shaped Catholic education and Catholic schools in Scotland. Focusing on such diverse themes as lay female teachers and non-formal learning, this volume illuminates many under-researched and neglected aspects of Catholic schooling in Scotland. This wide-ranging edited collection will illuminate fresh historical insights that do not focus exclusively on Catholic schooling, but are also relevant to the wider Scottish educational community. It will appeal to students and scholars of Catholic schooling, schooling in Scotland, as well as Christian schooling more generally.
Educating the Germans examines the role of the British in the ‘reconstruction’ of education in occupied Germany from 1945 to 1949. It covers war-time planning for a future role in overseeing education at all levels in Germany, looks at policy and its implementation, describes the British personnel involved and their interaction with German authorities, and assesses the lasting effects of the British effort in securing the future development of education from Kindergarten to university in the emerging Federal Republic.
Thoroughly researched and employing a wide range of sources in Britain and Germany, this is an important study for anyone looking to further their understanding of Germany, and Britain’s relationship with Germany in the immediate post-war era.
Focusing on the interaction between teachers and scholars, this book provides an intimate account of “ragged schools” that challenges existing scholarship on evangelical child-saving movements and Victorian philanthropy. With Lord Shaftesbury as their figurehead, these institutions provided a free education to impoverished children. The primary purpose of the schools, however, was the salvation of children’s souls.
Using promotional literature and local school documents, this book contrasts the public portrayal of children and teachers with that found in practice. It draws upon evidence from schools in Scotland and England, giving insight into the achievements and challenges of individual institutions. An intimate account is constructed using the journals maintained by Martin Ware, the superintendent of a North London school, alongside a cache of letters that children sent him. This combination of personal and national perspectives adds nuance to the narratives often imposed upon historic philanthropic movements.
Investigating how children responded to the evangelistic messages and educational opportunities ragged schools offered, this book will be of keen interest to historians of education, emigration, religion, as well as of the nineteenth century more broadly.
Laura M. Mair is a Research Fellow at the School of Divinity, University of Edinburgh, UK. She has published on the ragged schools in the Journal of Victorian Culture and Studies in Church History. Mair was a consultant to the V&A Museum of Childhood in connection with the ‘On Their Own: Britain’s Child Migrants’ exhibition. She is currently an advisor to London’s Ragged School Museum.
Teaching Britain examines teachers as key agents in the production of social knowledge. Teachers claimed intimate knowledge of everyday life among the poor and working class at home and non-white subjects abroad. They mobilized their knowledge in a wide range of mediums, from accounts of local happenings in their schools’ official log books to travel narratives based on summer trips around Britain and the wider world. Teachers also obsessively narrated and reflected on their own careers. Through these stories and the work they did every day, teachers imagined and helped to enact new models of professionalism, attitudes towards poverty and social mobility, ways of thinking about race and empire, and roles for the state. As highly visible agents of the state and beneficiaries of new state-funded opportunities, teachers also represented the largesse and the reach of the liberal state—but also the limits of both.
The mid-18th to the early 20th century saw growing interest in the education of girls from all social classes in all regions of the world. During this time period of expanding empires and international travel, pioneering girls’ schools were established by educational entrepreneurs, predominantly men, supported by dedicated women school administrators and teachers who ensured the smooth operation of the schools and well-being of the girls attending them. The schools preceded national and local interest in educating girls, and frequently encountered resistance from the communities they sought to serve for the challenge and potential disruption they threatened to the existing gendered social order.
The author examines six of these pioneering girls’ schools drawing her case studies from Britain, Colonial America, Singapore, India, Azerbaijan and Uganda. Placing each school in its geographical and historical setting, she analyses the driving forces that led their founders to undertake the oft-difficult task of funding and promoting the schools. Beliefs and gendered stereotypes regarding the roles of women in society posed further difficulties as did the conflicting educational ideologies, quality and attainment expectations to be negotiated in developing curriculum for the schools.
On the global level, the school case studies illustrate how imperial expansion, and oft-accompanying religious missionary activity, exposed previously isolated communities in very diverse environments and social contexts to new ideas and influences creating tensions between desires for change and modernization and fears of loss of ethnic community. The author concludes by considering the ongoing importance of local agency, activism and social entrepreneurship in creating awareness of the need for quality education for girls in many parts of the world today.
This book sheds new light on early twentieth-century secularism by examining campaigns to challenge dominant Christian approaches to the teaching of morality and citizenship in English schools, and to offer superior alternatives. It brings together, for the first time, the activities of different educators and pressure groups, operating locally, nationally and internationally, over a period of 47 years. Who were these activists? What ideological and organisational resources did they draw on? What proposals did they make? And how did others respond to their views? Secularist activists represented a minority, but offered a recurrent challenge to majority views and shaped ongoing educational debates. They achieved some, albeit limited, influence on policy and practice. They were divided among themselves and by 1944 had failed to supplant majority views. But, with the place of religious and secular ideals in schools remaining a subject of debate, this analysis has resonance today.
Dispersal, or ‘bussing’, was introduced in England in the early-1960s after white parents expressed concerns that the sudden influx of non-Anglophone South Asian children was holding back their own children’s education. It consisted in sending busloads of mostly Asian children to predominantly white suburban schools in an effort to ‘spread the burden’ and to promote linguistic and cultural integration. Although seemingly well-intentioned, dispersal proved a failure: it was based on racial identity rather than linguistic deficiency and ultimately led to an increase in segregation, as bussed pupils were daily confronted with racial bullying in dispersal schools. This is the first ever book on English bussing, based on an in-depth study of local and national archives, alongside interviews with formerly-bussed pupils decades later.
The traditional picture of a Victorian public school assumes that it was founded on Thomas Arnold, Tom Brown’s Schooldays and Rugby football. A Rifle Corps, Oxbridge Blues on the teaching staff, and an ethos of esprit de corps were all part of the system. The cult of athleticism reigned supreme.
This was not the case at Uppingham School during Edward Thring’s headmastership from 1853 to 1887. Here a balanced physical education of gymnastics, athletics, games, swimming and country pursuits flourished within a sane but revolutionary educational framework. Thring’s Uppingham, however, was an Athens surrounded by Spartan strongholds. The Spartans were kept at bay during Thring’s lifetime, but, after his death, they closed in and even claimed Thring as one of their own. His ideals were hijacked by the sportsmen and then perverted by the militarists.
Thring’s theory and practice of physical education lived on outside the traditional public schools, was adopted by the progressive school movement, and eventually found acceptance in all good schools. Its legacy can be found in the first National Curriculum for Physical Education and in all schools that value physical education as a vital ingredient of holistic education.
This book will inform trainee teachers, practising teachers and teacher trainers of the men and women who have strived since 1800 to secure a place for physical education in the curriculum for all pupils. Historians of education, gender, society and sport will find new material to illuminate their fields of study.
Compilation de la veille faite chaque mois sur H-Education par Rick Mikulski, MLS, PhD, Assistant Professor & Librarian à la Portland State University
- 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.
Nous avons le plaisir de vous annoncer le programme du colloque international “Internationalisme(s) et éducation pendant la Guerre froide. Acteurs, compétitions, circulations / Internationalism(s) and Education during the Cold War. Actors, Rivalries and Circulations“, qui aura lieu du 23 au 25 juin 2021 en visioconférence, par Zoom.
En plus d’une trentaine de contributions, cette conférence offrira la possibilité d’entendre deux keynotes:
- Mercredi 23 juin, 9h15-10h15 : Rita Hofstetter et Joëlle Droux (Université de Genève) : Internationalismes éducatifs en négociations. Droits à l’éducation, droits de l’enfant, droits humains »
- Jeudi 24 juin, 17h15-18h15 : Giles Scott-Smith (Leiden University) : “Sites of Exchange: Locating Mobility in Cold War Internationalisms”
Vous retrouverez toutes les informations et le programme complet sur la page suivante: https://news.unil.ch/display/1620216036222
We are pleased to announce the programme of the international conference “Internationalism(s) and Education during the Cold War. Acteurs, compétitions, circulations / Internationalism(s) and Education during the Cold War. Actors, Rivalries and Circulations“, which will take place from 23 to 25 June 2021 in videoconference, by Zoom.
In addition to some thirty contributions, this conference will offer the opportunity to hear two keynotes:
- Wednesday 23 June, 9:15-10:15: Rita Hofstetter and Joëlle Droux (University of Geneva) : « Internationalismes éducatifs en négociations. Droits à l’éducation, droits de l’enfant, droits humains »
- Thursday 24 June, 17:15-18:15: Giles Scott-Smith (Leiden University) : “Sites of Exchange: Locating Mobility in Cold War Internationalisms
You will find all the information and the complete programme on the following page: https://news.unil.ch/display/1620216036222
Message de Kevin Chang :
Colleagues in the UK, New Zealand and I myself have organized a history of universities seminar. The first lecture of the seminar in fact features our member William Whyte. Entitled “The University: A Material History,” William’s lecture will take place online on June 2 (Wednesday), 2:00-3:30 British Summer Time.
Des collègues du Royaume-Uni, de Nouvelle-Zélande et moi-même avons organisé un séminaire sur l’histoire des université. La première conférence du séminaire est d’ailleurs donnée par notre membre William Whyte. Intitulée “The University : A Material History”, la conférence de William aura lieu en ligne le 2 juin (mercredi), de 14h00 à 15h30, heure d’été britannique.
Contact email : historyofuniversities [at] gmail.com
In this major new study, James F. Stark provides the first historical account of the most dominant ideas, practices, and material cultures associated with anti-ageing and rejuvenation in modern Britain. With a focus on the interwar period, his study uncovers the role of the commercial world in influencing attitudes towards ageing and youth. Stark argues that the technologies of anti-ageing, their commercialisation and their consumption made rejuvenation a possible and desirable aim in a period of socio-political instability, mechanised conflict and extending lifespans. Ultimately, Stark offers an innovative historical account, which draws together bodies, gender, science, medicine, advertising, and ageing, and shows how the quest for youth was transformed by social anxieties about an ageing population and economic crisis.
What image does the word ‘orphanage’ conjure up in your mind? A sunny scene of carefree children at play in the grounds of a large ivy-clad house? Or a forbidding grey edifice whose cowering inmates were ruled over with a rod of iron by a stern, starched matron? In Children’s Homes, Peter Higginbotham explores the history of the institutions in Britain that were used as a substitute for children’s ‘natural’ homes. From the Tudor times to the present day, this fascinating book answers questions such as: Who founded and ran all these institutions? Who paid for them? Where have they all gone? And what was life like for their inmates? Illustrated throughout, Children’s Homes provides an essential, previously overlooked, account of the history of these British institutions.
Soutenue le 12 novembre 2018 à Sorbonne université , dans le cadre de École doctorale Histoire moderne et contemporaine (Paris) , en partenariat avec Centre d’histoire du XIXe siècle (Paris) (équipe de recherche) .
Le président du jury était Michel Prum.
Cette thèse porte sur les neuf principales public schools anglaises entre 1914 et 1951, de la Grande Guerre à la fin de l’expérience travailliste. Elle revient sur la période de l’entre-deux-guerres, dans laquelle sont progressivement remises en cause les valeurs de la masculinité chrétienne promues par les écoles, alors que la critique se fait aussi politique à l’égard d’un système privé perçu comme de plus en plus inégalitaire. Cette étude montre que pendant la Seconde Guerre mondiale, les public schools confrontées aux bombardements, à la mobilisation, à l’évacuation et à l’effort de guerre, apparaissent plus en phase avec la communauté nationale et que les écoles manifestent la volonté de maintenir, au-delà des années de guerre, un esprit de coopération nationale. Ce travail suggère enfin que les réformes éducatives des années 1940, dont le Fleming Report qui recommandait l’admission de 25% d’élèves issus de l’enseignement public, peinent cependant à rapprocher les systèmes privé et public dans la période de l’après-guerre.
Le mardi 27 novembre à 14h, à l’Ecole Normale Supérieure de Lyon (salle F-008), Marianne Woollven soutiendra sa thèse consacrée à “La construction du problème social de la dyslexie en France et au Royaume-Uni: acteurs, institutions et pratiques (de la fin du XIXe au début du XXIe siècle)”
Le jury sera composé de:
- Danièle Carricaburu, professeur à l’université de Rouen
- Bernard Lahire, professeur à l’ENS de Lyon (directeur de thèse)
- Lilian Mathieu, directeur de recherche au CNRS
- Olivier Martin, professeur à l’université Paris 5
- Eric Plaisance, professeur émérite à l’université Paris 5
- Sally Power, Cardiff University
En France et au Royaume-Uni, le terme dyslexie désigne une situation dans laquelle la maîtrise des compétences lectorales et scripturales est considérée comme problématique : des critères d’inspiration médicale et psychologique sont appliqués à des performances scolaires particulières, dans des contextes où la scolarisation est la norme. Continuer la lecture de « Thèse soutenue: La construction du problème social de la dyslexie en France et au Royaume-Uni »