Education History

History Teaching, Imperialism and Decolonization in the Anglo-Egyptian Sudan (1945-1958)

by Iris Seri-Hersch

PhD dissertation defended on May 17, 2012 at Aix-Marseille Université. Written in French.

Situating the Anglo-Egyptian Sudan in the wider frame of British imperial history, this dissertation investigates... more Situating the Anglo-Egyptian Sudan in the wider frame of British imperial history, this dissertation investigates school history in late colonial Sudan. Didactic materials, prescribed contents and pedagogic practices are analyzed against the background of five major developments of the 1945-1953 period: the shifting of British imperialism in Africa towards “paternalist-progressive” policies aiming at preparing colonial peoples for self-government; the polarization of British and Egyptian positions on the Sudanese issue; mounting rivalries between the independentist and unionist wings of Sudanese nationalism; the hasty unification of Northern and Southern Sudan after more than half a century of separate rule; and Northern Sudanese policies of Arabization and Islamization in the South as a tool for achieving “national unification”.
In a second part, the innovative character of post-WWII history teaching in Sudan is assessed by examining earlier patterns of Sudanese school history. History teaching in late colonial Sudan is then compared with history teaching in other territories of the (ex-)Empire (Uganda, North Rhodesia, Nigeria, Egypt, India, Great Britain). Two central postcolonial issues are further explored, namely the decolonization of school historical narratives after independence (1956) and the role of history teaching in fuelling the North-South conflict in Sudan.

El discurso histórico escolar, hacia una categoría analítica intermedia

by Sebastián Plá

A French Jesuit's lectures on Vergil, 1582-1583: Jacques Sirmond between literature, history, and myth

by Kristine Haugen

Sixteenth Century Journal 30,4 (1999): 967-85

An unstudied manuscript in Princeton contains lectures delivered by the youthful Jacques Sirmond at the Jesuit college... more An unstudied manuscript in Princeton contains lectures delivered by the youthful Jacques Sirmond at the Jesuit college of Pont-a-Mousson. In contrast to the received pictures of Jesuit pedagogues as devoted rhetoricians, Sirmond explained 'Aeneid' books 3 and 12 in a self-consciously historical way, concentrating especially on Roman law and religion and their interaction. His concerns are discussed in light of sixteenth-century scholarship on ancient Rome, contemporary Virgil commentary, humanist interest in the history of culture as a hermeneutic tool, and Sirmond's own later career as a philologist and ecclesiastical historian. Sirmond's comments on 'Aeneid' 12 in particular show how he used religious and legal information in an unusual ethical reading of Virgil's text. Like some other early modern readers, Sirmond read Virgil's poem, other ancient literary texts, and Roman historical texts and documents as equivalent and interchangeable sources of information.

Marty Mission School Gymnasium and St Therese Hall

by Liz Almlie

Listed on the National Register of Historic Places on January 4, 2012

The Marty Mission School was a Catholic mission school opened on the St. Paul's Mission on the Yankton Sioux... more The Marty Mission School was a Catholic mission school opened on the St. Paul's Mission on the Yankton Sioux Reservation in 1921 by Father Sylvester Eisenmann, O.S.B. Mission schools were a significant part of the system of Catholic missions to Native Americans and loci of cultural interaction between cultures. The Gymnasium was built in 1935 in a Stripped Classicism style, and the St. Therese Hall was finished in 1947 in an Art Deco style designed by Edward Schulte -- an architect from Cincinnati who often worked for the Catholic Church. In the Gymnasium, are several excellent narrative murals by Felix Walking Elk. The Oblate Sisters of the Blessed Sacrament were also founded at the St. Paul's Mission.

Landmark Court Cases in Educational Finance

by Rebecca Reynolds

This was written as a class assignment for the University of Phoenix, and is not peer reviewed.

What started as town by town independent schools and school systems developed by 1820 into statewide systems and... more What started as town by town independent schools and school systems developed by 1820 into statewide systems and “Today, all states have constitutional provisions related to free public education” (Odden and Picus, p. 9). This gradual transition shifted educational responsibility from churches and individuals to the state governments and local school boards were established to prevent a centralized state controlled education system (Odden and Picus).

Las excursiones escolares de la Escuela Nacional Preparatoria en el siglo XIX. Formación y vocación científicas

by Rodrigo Antonio Vega y Ortega

Herreriana. Revista de Divulgación de la Ciencia, vol. 4, núm. 2, octubre de 2008, Centro de Investigaciones Biológicas-Universidad Autónoma del Estado de Hidalgo, Pachuca, pp. 10-12. ISSN: 1870-6371

Las excursiones escolares no fueron una innovación de la ENP, puesto que se realizaron constantemente en escuelas... more Las excursiones escolares no fueron una innovación de la ENP, puesto que se realizaron constantemente en escuelas anteriores como el Colegio de Minería. Sin embargo, las de la Preparatoria marcaron un cambio, en el sentido de que fueron contempladas en el plan de estudios de la instrucción secundaria, ya que en los colegios anteriores a 1867, como el de San Juan de Letrán, el de Santos o el de San Ildefonso, no se habían llevado a cabo. De esta manera, las excursiones escolares, en los estudios secundario y superior, colocaron a los jóvenes del último tercio del siglo XIX cara a cara con la naturaleza para su conocimiento directo.
Las dos finalidades educativas que tuvieron dichas excursiones fueron, por un lado, la formación científica de los alumnos, dentro de la orientación positivista que les brindaría el bagaje educativo necesario para desenvolverse en la sociedad. Por otro, despertar la vocación de los alumnos por las ciencias, como la historia natural, con el fin de conformar cuadros científico-técnicos que hicieran posible el progreso material de la nación.
Las excursiones escolares realizadas a través de la ENP fueron importantes en el proceso de profesionalización de las ciencias naturales en México, debido a que los profesores, muchos de ellos distinguidos científicos como Alfonso Herrera, Mariano Bárcena, Jesús Sánchez o Manuel Urbina, mantuvieron contacto con varias generaciones de preparatorianos a los que transmitieron sus conocimientos y formaron en la ciencia positiva de su época. Asimismo, mediante las excursiones, los alumnos estudiaban directamente a la naturaleza, lo que les permitía contar con mayores elementos para determinar si su vocación se encontraba en la historia natural o en alguna otra disciplina.

The Teaching of History and Reconcilliation

by Charis Psaltis

Makriyianni, C. & Psaltis, C. (2007). History teaching and reconciliation. Cyprus Review, 19, 43-69

The question of history teaching and learning in Cyprus often comes to the forefront of public debate, mainly in the... more The question of history teaching and learning in Cyprus often comes to the forefront of public debate, mainly in the daily press, as a contest between those who wish to change the school history textbooks and those who want them to stay as they are.  Although such discussions are useful, in this paper they are of secondary importance to the question of what the aims are, the methodological weaknesses and, more fundamentally, the epistemological assumptions of the current way history is being taught and learned in Greek-Cypriot schools of Cyprus.  As this paper shows, one of the most important problems of teaching and learning history today in Cyprus is the understanding of history teaching by many educators as a mere transmission of beliefs and the presentation of the past as heritage.  Not only this state of affairs does not promote historical understanding, but it hinders reconciliation cementing division.  We conclude with a call for urgent educational reform in the epistemology, aims and methods of history teaching and learning in Cyprus.

The School of Infancy: the Emergence of Mother as Teacher in Early Modern Europe

by Margaret L. King

In The Renaissance in the Streets, Schools, and Studies: Essays in Honour of Paul F. Grendler, ed. Konrad Eisenbichler and Nicholas Terpstra (Toronto: Centre for Reformation and Renaissance Studies, 2008), 41-86.

Collective Action in Neoliberal Australia: A multi-sited case study of campaigns for public education

by Emma Rowe

Current PhD Project.

Presented at Monash Education Research Conference (June 22nd 2011).

Behaviourism and training: the programmed instruction movement in Britain, 1950–1975

by John Field

Published in Journal of Vocational Education & Training, 59, 3, 2007, pages 313-329

The paper examines the influence of behaviourism on vocational education and training in Britain between the Second... more The paper examines the influence of behaviourism on vocational education and training in Britain between the Second World War and the mid‐1970s. In this period, behaviourist ideas came to dominate the VET profession, in the form of ‘programmed instruction’ (later as ‘programmed learning’). Their advocacy and adoption also helped to underpin the emergence of a professional community of VET scholars and practitioners. The paper is based on primary sources, printed and archival.

"Pogled unazad": antropoloska kritika uvodjenja usmerenog obrazovanja u SFRJ

by Jana Bacevic

published in Antropologija, Vol. 1, No.1, 2006.

Classical Rhetoric in America.

by James Farrell

"'Above all Greek, above all Roman Fame': Classical Rhetoric in America during the Colonial and Early National Periods," International Journal of the Classical Tradition 18:3 (September 2011), 415-436.

The broad and profound influence of classical rhetoric in early America can be observed in both the academic study of... more The broad and profound influence of classical rhetoric in early America can be observed in both the academic study of that ancient discipline, and in the practical approaches to persuasion adopted by orators and writers in the colonial period, and during the early republic. Classical theoretical treatises on rhetoric enjoyed wide authority both in college curricula and in popular treatments of the art. Classical orators were imitated as models of republican virtue and oratorical style. Indeed, virtually every dimension of the political life of early America bears the imprint of a classical conception of public discourse. This essay marks the various specific aspects of the reception and influence of the classical rhetorical tradition in the learning, speaking and writing of Americans in the eighteenth and early nineteenth centuries.

History Teaching As a way of Raising Citizens: Perspectives of Secondary School Teachers, Students and Parents ( Case of Trabzon – Tunceli)

by Akif Pamuk

Marmara Universty  Instıtute of Educational  Sciense  Master Thesis. 2009

Citizenship, which is described as political belonging to a country, attaches individual a kind of legal status on... more Citizenship, which is described as political belonging to a country, attaches individual a kind of legal status on which a number of private rights and responsibilities depend on. It is this legal status that creates a bridge between the individual and the society, and establishes relations with political and public sphere. In a classical/modern sense, citizenship is equated with nationality. However, two great transformations have been questioning and criticizing the citizenship concept: globalization and multiculturalism. The emergence of these two processes has changed the classical role attached to citizenship because citizenship according to these trends is equated with identity. From the first person on, history has been answering the question: “Who am  I?” and has been associating history and citizenship. What the ruling powers or parties expect is to develop citizens in the pursuit of these suggested interests.

The aim of this study is to investigate the relation between history education and citizenship, and shed light on concepts such as the perception of history, the relation between the ruling party and history, the objectives of history in the framework of modern citizenship and constitutional citizenship. The study was conducted with 26 students, 11 teachers and 17 who are attending history classes. This is a qualitative study which relies on the idea that the concept of citizenship is long-revolving and has some presumptions, therefore should be studied extensively. Expression analysis was used in the study.
The study revealed that perceptions of history, perspectives on the ruling power and attitudes on the objectives of history education are the determinants of the concept of modern citizenship or constitutional citizenship and identification of individuals’ identities. 
Key words: Individual, State, Governing Party, Citizenship, Constitutional Citizenship, History Education, School, History, Identity.

Education in the Making of Modern Finland

by Timo Myllyntaus

Reference:

"Education in the Making of Modern Finland," Education and Economic Development since the Industrial Revolution, Ed. Gabriel Tortella. Conference proceedings related to: Session A-5, The Tenth International Economic History Congress in Leuven 1990. Valencia: Generalitat Valenciana 1990, pp. 153-171.

A Troubled Dream: Roots of a Racially Divded Society

by Carl L Bankston

A Troubled Dream: The Problem of Writing about Race

by Carl L Bankston

Omero maestro della polis: un dibattito letterario e pedagogico tra Aristofane (Rane, 1030-1036) e Ippia (fr. 86 B D.-K.)

by Sergio Audano

Libri e formazione presso l'Accademia di Somasca (1600)

by Valentina Lozza

V. LOZZA, Libri e formazione presso l'Accademia di Somasca intorno al 1600, in Dalla notitia libroum degli inventari agli esemplari. Saggi di indagine su libri e biblioteche dai Codici Vaticani Latini 11266-11326, (a cura di) R. M. BORRACCINI, Macerata, 2009, pp. 409-434

Books and education at the novitiate ("Accademia") of Somasca of the religious order of Somaschi, through... more Books and education at the novitiate ("Accademia") of Somasca of the religious order of Somaschi, through the manuscript Vat. Lat. 11275; just a little hint of a research still in progress.

An Anti-Urban Education: The Work Camp Movement and the Pedagogy of Labour in Interwar Britain

by John Field

Presented at European Conference on Educational Research 2011

A variety of work camp movements flourished in Europe during the inter-war years. This paper explores the way in which... more A variety of work camp movements flourished in Europe during the inter-war years. This paper explores the way in which some of these movements developed a theory of the work camp as a means of countering the socialising influences of city life. This requires us to see the work camp as a pedagogic space, which was designed to promote particular educational outcomes, using particular techniques and methods that focused on bodily change as well as cognitive developments. The analysis is followed through, using three case studies of different work camp initiatives in Britain.

The Crisis in the Humanities and the Corporate Attack on the University

by Peter Fettner

An essay on the close relationship between the crisis in the humanities and the corporatization of higher education, and the deep political significance of that relationship. For the humanities, and the related set of disciplines known as the liberal arts, are so essential to democracy that an attack on the former is an attack on the latter. Democratic political culture cannot exist without the humanistic disciplines of history, philosophy, literature, rhetoric and so on. Running colleges and universities on a business model, focusing on profit margins as the primary objective of higher education, is a serious threat to the foundation of democratic societies.

Top administrators in higher education are well aware that their success depends not upon the quality of education, or... more Top administrators in higher education are well aware that their success depends not upon the quality of education, or even less taking responsibility for the citizens of the next generation as they graduate, but on maintaining a massive profit. The decision-making process depends upon adopting a business model according to which financial criteria supersede any other criteria, including education, academic integrity, or citizenship. From the perspective of socioeconomic self-interest, which is indeed their governing or even sole perspective, these well-positioned decision-makers have absolutely no reason to concern themselves with the political effects of shutting down the humanities. For they are part of the oligarchic interest group, and are content to graduate students who know only how to make money for a corporation. The results within the academy are clear to view.