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In 1936, Prof A. P. Elkin attended a seminar in Hawaii lasting several weeks, on the topic of 'native education'. In his various papers presented to a range of experts from the region and beyond during the formal conference held in Honolulu as part of the residency, Elkin set out his views on the future of the Indigenous people of Australia. Education would be pivotal to this new approach on pragmatic and humanitarian grounds. Elkin concurred with the findings of the residency: local forms of adapted education were considered appropriate for most Aboriginal Australians, only a minority continuing into further education; communities as well as children should be better prepared for their integration into the nation as the Indigenous people. This paper sets out to interrogate the proximity of anthropology and education in these claims, and the elision of Aboriginal people's agency including their contemporaneous campaigns for equal education. [ABSTRACT FROM AUTHOR]

The article offers information on the twentieth anniversary of the publication of the Swann Report in Great Britain in 2005. The issues investigated by Swann remains resonating both in Great Britain and beyond and the significance and the legacy of the report remain subjects of significant debate. There were 51 papers presented over the two days conference at the University of Birmingham. The subject of Gary McCulloch's article is about class and more particularly the education of the middle age class. Christine Mayer's article is providing details on the changing educational practices for girls and women between the sixteenth and eighteenth centuries in Germany.

In India, the history of education has traversed a unique path in the last hundred years. The political influences guided the discipline, but at the same time, they were also contested and critiqued in equal measures. History of education as a discipline went through four distinct phases. The first phase coincided with the last stage of the freedom movement (1920–1947), which saw a new interpretation of what constituted education from the perspectives of Indian tradition and its contestations. The second phase (1947–1980) began with the collection and publication of official documents with strong introductions analysing the complexity of the history of education in the colonial period. The third phase (1980–1998) revived the arguments that took centre stage during the freedom movement based on literary texts and political speeches. The fourth phase (1998–2020) has witnessed a critical questioning of the historiography of the previous decades on the basis of archival sources and saw the publication of books and journal articles on various themes. This paper looks at these distinct phases and analyses the underlying socio-political currents that moulded the history of education. [ABSTRACT FROM AUTHOR]

Education played a vital role in the shifting nature of colonial administration and the reshaping of colonial relations in the nineteenth century. The activities that occurred within classrooms shaped the behaviour and identity of children towards an imperial norm while beyond the school walls the changing management structure tied various local actors together within state regulations. This paper examines the process of centralising education in Trinidad. While influenced by the model of nationalised education emerging in white-settler colonies, the constellation of local relations resulted in something uniquely different. Reforms in Trinidad demonstrate how colonial governance was reshaped by co-opting non-state actors into its functioning but had to ensure that those actors maintained their field of independent actions to do so. While educational reforms took a unique path in Trinidad, the expanding influence from the colonial centre eventually shaped the education system to align with other systems elsewhere in the Empire. [ABSTRACT FROM AUTHOR]

This paper analyses the factors central to the practices and realities of historical educational support for destitute and neglected children in the Manchester Certified Industrial Schools (MCIS) to determine how the schools acted to support the lives of children who were removed from parental guardianship. In nineteenth-century England, the most vulnerable children, destitute and often neglected (specifically, those considered to have improper guardianship), posed a serious challenge to public order in urban society. This study employs primary records to trace the experiences of four children during and after MCIS enrolment. Prior to the current study, none of these records had been used in research. The analysis of records demonstrates that MCIS officers supported and followed up students even after they were discharged to help them survive without their parents and become conventional members of society. [ABSTRACT FROM AUTHOR]

Paul Natorp is better known as a key figure of Neo-Kantian epistemology than as a great educationist. This paper discusses the affinity for Natorp's theory of education in Japan in the first decades of the twentieth century. It presents an overview of Natorp's educational way of thinking and analyses the interest of Japanese educationists in the educational thought encapsulated in the conception of Natorp's educational theory, which he called Sozialpädagogik. Addressing the debate around Natorp's Sozialpädagogik within the Japanese national community of scholars, key points of the inception of the theory in Japan are examined, central scholars involved are identified, and the impact of Natorp's conception on the Japanese philosophy of education and educational practice is considered. [ABSTRACT FROM AUTHOR]

Focused on the period between the mid-1950s and the late 1970s, this paper explores the pan-European dissemination of policy proposals articulating éducation permanente as involving reforms in the architecture of initial and post-initial education in the direction of promoting ‘a long life of learning’. It seeks to identify the key ‘policy repertoires’ associated with the development of éducation permanente in post-war France from the mid-1950s and the subsequent development of ‘permanent education’ by the Council of Europe from the mid-1960s until the late 1970s. Focused on historical description and analysis of national, transnational, and pan-European policy networks, the paper examines French national networks advocating éducation permanente in relation to their subsequent involvement in the policy development of ‘permanent education’ by the Council of Europe. [ABSTRACT FROM AUTHOR]

Following the civil war in Russia, many Russian people ended up in exile. Amongst many other challenges, they were faced with the unique threat of losing their national identity. The key defenders of Russianness were the traditional institutions of identity construction. Youth movements also assisted them in this work, through the use of the Scout method of education. This paper hypothesises that Russian Scouts were originally oriented towards constructing an imperial type of nation, which was aimed at expansion. In exile, they would continue to reproduce this brand of Russianness; however, they would change their approach by adding new characters, inspired by the White ideology. Following emigration, under the influence of these symbols, a new identity was created, the 'White Russian'. The first part of the article describes the context in which Russian Scouts existed. The second part analyses the construction of national identity within Russian Scout organisations. [ABSTRACT FROM AUTHOR]

This article seeks to understand how adult students perceived education as disseminated by the Workers' Educational Association (WEA). Evidence will be presented from sources not commonly studied, namely WEA student logbooks of tutorial classes. Adult students attending WEA tutorial classes in the 1920s and 1930s recorded their own personal, real-time experiences of education in the logbooks on a weekly basis. The logbooks offer a fascinating glimpse into the workings of the tutorial class, the WEA's gold standard in education. They show how students perceived the topics being taught, related this to their wider lives, and expressed the immediate impacts that this education was having on them. This paper highlights the value of WEA logbooks, intriguing artefacts in themselves, as underused primary sources in the history of adult education. It will suggest ways using the information contained in the logbooks for future histories of education. [ABSTRACT FROM AUTHOR]

Historians have observed that the period 1860-1890 was educationally progressive. This paper identifies the renaissance with the creation of the General Synod of the Church of Ireland in the aftermath of Church Disestablishment. Disestablishment legislation facilitated the inclusion of the laity in Synod. The paper argues that the lay-clerical dynamic generated educational reform at all levels of provision. Post-Reformation denominational divisions qualify the discussion. The structure of Synod - General Synod, Diocesan Synods, Boards of Education and Education Committees - was the outcome of an intense debate as the post-Disestablishment Church of Ireland sought to reinvent itself. The 'art' of the title refers to Synod's adroit use of this structure in promoting educational reform that mitigated tensions surrounding the religious-secular conflict which characterised Irish post-Famine modernisation. Synod's role as agent of educational reform constitutes the theme. The paper aims to contribute to what, regretfully, remains an undeveloped historiography. [ABSTRACT FROM AUTHOR]

The Holocaust was one of the most significant events of contemporary history and still has great relevance for current times. This paper analyses the portrayal of the Holocaust in secondary education history textbooks in Spain. As this type of research has grown in the international arena, the need to review critically this event in Spanish textbooks has become ever more evident. This paper reviews what has already been written on this subject in the international arena and makes a number of methodological observations both quantitatively and qualitatively. In the review, a number of deficiencies in the representation of the Holocaust were found. This strongly indicates the need to contextualise the study of the Holocaust and frame it within a structural perspective that would account for its multi-causal origin. Attention is also drawn to the need to improve the content, dispel some myths and improve deficiencies identified in textbooks on the subject. [ABSTRACT FROM AUTHOR]

This paper examines United States-Indonesian cooperation in the training of Indonesian teachers during the early decades of the Cold War. Indonesia badly needed teachers but the government's efforts to train new teachers were hampered by the tremendous lack of teachers who could train new teachers. The aid provided by the United States enabled the Indonesian government to send its prospective teachers to study in the United States and to have American educationists help develop teachers' colleges in Indonesia. How far did the decolonisation of teacher training and the making of a new education standard in postcolonial Indonesia reflect the conflicting ideological undertones and the US strategy of the Cold War? This paper argues that the US-Indonesian cooperation in teacher training marked a significant stage in the decolonisation of Indonesia. Yet, it also fostered the US cultural strategy of the Cold War in Southeast Asia. [ABSTRACT FROM AUTHOR]

Yali College, a four-year institution operating under the aegis of Yale University, offered a US-style undergraduate education in China's Hunan province from 1914 to 1927. It developed a robust curriculum and an impressive physical plant but collapsed after a little more than a decade. This paper, drawing on new archival research, focuses on the circumstances leading to that collapse. It argues that a deep divide emerged over Yali's form and function, pitting modernisers at the institution's helm against its tradition-minded faculty and trustees, eventually crippling the college. The case of Yali helps us understand the perils of ideological misalignment in education, especially when it occurs in challenging sociopolitical contexts like 1920s China. [ABSTRACT FROM AUTHOR]

In the modern world, festivals and commemorative ceremonies, national pledges, songs are all used to help students connect to each other and their wider society, particularly to the nation state and its ideals. The purpose of this article is to demonstrate how such rituals were used to different ends in terms of nation-building in the Republic of Turkey. The Western-oriented identity of the Turkish Republic began to take shape during the Ottoman era, and education played a very significant role in this. This paper first introduces the educational rituals of the Ottoman state to set the scene for the main discussion, which centres on the development of new rituals in the Turkish Republic. Religious and sultanic rituals were replaced by new rituals which fostered Turkish identity and promoted secular nationhood. To this end, the most effective educational rituals – national festivals, flag-raising ceremonies and Turkey's student pledge – are examined in detail. [ABSTRACT FROM AUTHOR]

This paper focuses on the now-discarded practice of corporal punishment at Morris Isaacson High School, an important public school in Soweto. Corporal punishment, widely accepted by both students and parents, was central to the disciplinary regime of the school during the 1960s and 1970s. 'Morris' was one of the very few high schools in Soweto to remain open and functional during the turbulent 1980s; some argue that it was the rigid discipline that allowed the school to survive in a context of generational upheaval. During the late 1980s and early 1990s pressure mounted on the educational authorities to abolish corporal punishment until it was eventually outlawed under the new constitution in 1996. Though many saw this an important victory for human dignity, there remains a very popular nostalgic narrative that blames the abolition of corporal punishment for the collapse of school discipline in the democratic era. [ABSTRACT FROM AUTHOR]

The book, The History of the Ouinkai, was published in 1940 as a commemorative project for the 60th anniversary of the Tokyo Higher Normal School for Women (THNSW). The purpose of this article is to illustrate the type of data collected in the surveys and their findings, to explore some of the activities of the association, and to discuss how the Ouinkai alumni association, in collaboration with THNSW, worked with female teachers nationwide. The paper traces some of the multi-norms and multi-roles for female teachers that THNSW promoted and their relation to norms thought to characterise 'ideal' Japanese women. The publication of The History of the Ouinkai was a milestone in Japanese women's education because it demonstrated the Ouinkai's successes in respect of Japanese educational policy for women as well as the leadership that the Ouinkai provided to female graduate teachers, whom it organised with skill. [ABSTRACT FROM AUTHOR]

In light of the focus placed on English education by the colonial government, and the petition signed by 70,000 local inhabitants of the Madras Presidency, Lord John Elphinstone, the Governor, made efforts to disseminate English education during his governorship (1837-1842). Spurred on by the petition, Elphinstone wrote two fundamental educational minutes, in 1839 and 1841, and established Madras High School. Later, the School was transformed into Presidency College and became the first home of the University of Madras. Elphinstone’s planning led to the first systematic effort by the Madras government to impart English education. Subsequently, Elphinstone emphasised the dissemination of secular education and inclusion of native people in educational administration. Against this background, this paper discusses the contribution of Elphinstone to the educational development of Madras. It also questions the historiographical neglect of Elphinstone and challenges the established post-colonial discourse that the establishment of English institutions was a ‘colonialist’ imposition. [ABSTRACT FROM AUTHOR]

This paper uses a specific phenomenon of early-modern education in Sweden, the school jail, as a point of departure for a broader analysis of educational policy in the areas of discipline and moral instruction. The paper demonstrates how the jail evolved as a part of a wider network of objects, pedagogical technologies and social routines in this area and how this gradually came to change. From being part of a disciplinary rationale leaning on public corporal punishment, the prison was successively set aside in favour of new symbolic and more productive forms of discipline. This process of modernisation also enforced spatial and material reconfigurations, as the classroom acquired a more prominent role as an arena for regulatory practice. The paper also suggests a shift of the general scope in formal policy from a religious frame of reference towards a more secular and independent positioning of schooling. [ABSTRACT FROM PUBLISHER]

This paper discusses the contributions of the Dominican Sisters and Sisters of Mercy in running schools for female deaf children in Ireland during the period 1846 to 1946. The schools were established as part of an attempt to educate Catholics in the Catholic faith and provide literacy to female deaf children. In assuming the challenge of educating deaf girls, the sisters adopted a method of teaching and learning through signed language of which they had little prior knowledge. While the history of the schools is contextualised as a central narrative of this paper, the religious orders’ attempt to educate deaf children effectively is examined in the context of teacher role models and sign language pedagogy. This paper argues that the work of the Mercy and Dominican sisters should be recognised for its contribution to the education of female deaf children, whose needs would otherwise have been neglected. [ABSTRACT FROM PUBLISHER]

By analysing teachers’ journals in Luxembourg from 1892 to 1939, this paper argues that the teaching press played an active role in the promotion of Luxembourg’s forthcoming cultural identification. Set amid the growing importance of their professionalisation and self- understanding, teachers became recognised as an essential force for the national coherence of the young multilingual nation-state. By identifying common themes in these discussions – the role of state, patriotism, and the hegemony of the church in particular – this paper asks the following question: Given the linguistic and cultural diversity of the country, what markers were used in education to construct national identity and which other identities were promoted alongside or at the expense of national identity? This study concludes by suggesting that Luxembourgish teachers went to great lengths to contribute towards and shape the concept of ‘mixed culture’ (Mischkultur), which was to become the foundation of the country’s image of cosmopolitanism. [ABSTRACT FROM PUBLISHER]

Although engineering education has played important roles in China’s growing power and influence on the world stage, engineering education policy since the Reform and Opening-up in the late 1970s has not been well documented in current English-language scholarship. Informed by historical and sociological studies of education, engineering and engineering education, this paper attempts to address this scholarly gap by relating contemporary Chinese engineering education policy-making to its broader historical, cultural and ideological contexts. Based on analysis of policy documents and reports released by the Chinese government and engineering schools, and drawing on prior scholarship of Chinese (engineering) education policy, this paper employs the concept of ‘past/forward’ as an analytic lens to interpret and understand four major areas of engineering education policy change in contemporary China: institutional reform, disciplines and majors, training objectives, and curriculum reform. [ABSTRACT FROM PUBLISHER]

To date no major study exists on the impact of the Great Famine on patterns of participation in superior education in Ireland, or on the impact of superior education on the life courses and inheritance potential of boys from small farming families. This paper provides a historical analysis and interpretation of patterns of participation in superior education in post-Famine Ireland. It explores the impact of superior educational attainment on the life courses of boys from farming families and examines the strategies of inheritance adopted by their families in the post-Famine period. It is argued that micro-level research, utilising family reconstitutions and school records, is key to examining and understanding the relationship between the Famine, family background, strategies of inheritance and educational attainment in rural society. [ABSTRACT FROM PUBLISHER]

This paper first situates King Alfred in Winchester, in Wessex, in Anglo-Saxon England, and in the Christendom of the ninth century. Attention is drawn to Alfred’s education, which included experience of court life in Wessex, Rome and Francia. The paper argues that Alfred prioritised vernacular literacy as a means of educating elites in a shared culture of service. This project required the attraction to his kingdom of scholars from abroad, the translating of foundational Christian texts into Old English, and the use of the court as a school. The king provided the context, and the resources, for supporting craftsmen engaged in the manufacture of, among other items, book-pointers, small high-value objects intimately associated with literacy and at the same time badges of service as well as of honour. The concluding section assesses Alfred’s sustained promotion of his educational project as connected to the rest of his political and ideological agenda. [ABSTRACT FROM PUBLISHER]

William Torrey Harris and John Dewey were the two most important philosophers of education in America at the fin de siècle. This paper discusses their rival idealisms through an examination of their philosophical and educational pronouncements. As I will show, both are indebted to, and align themselves with, Hegel. However, each manifests his Hegelian reading in a particular way, leading to very different consequences for education. What these manifestations are, and how two very different understandings can be drawn from a similar source, constitute the matter of the paper. [ABSTRACT FROM AUTHOR]

This paper offers an account of the historic and ongoing international interchange between Britain and Japan in the field of progressive education. Concentrating on the last half-century, it takes two reference points from Roy Lowe’s writings in 1977 and 2006. Eveline Lowe Primary was a newly built model progressive school when documented by him in a seminal work on school architecture, later becoming a key point of interest for Japanese educationists. The British educational policy context against which this exchange of ideas and practices occurred was later documented by Lowe in a major book. Contemporaneous debates and events within Japanese society and government meanwhile provided the impetus for networks of research and transmission of progressive practices. The most recent turn in the narrative presented here demonstrates Japanese support for independent progressive practice continuing in the UK. Responding to an extensive historical research literature on transnational migration of educational ideals and practices this paper constitutes a micro-study that draws on personal memory, oral testimony, records of classroom observation on site and by means of video-conferencing, in addition to more formal documentation of conference proceedings and policy-making. [ABSTRACT FROM PUBLISHER]

The paper compares the American and Soviet transformations at Kabul University, Afghanistan, during the 1960s to the 1980s explained in terms of Americanisation and Sovietisation. Using new declassified documents from both American and former Soviet archives, the author reveals that both powers attempted to impose their rival models of university education in Afghanistan. However, resistance on the part of the Afghan university undermined both of their cultural influences, thus causing their policies of reform to eventually fail. The case of Kabul University demonstrates the inability of the superpowers to encourage the formation of pliable students and professors. Despite crucial transformations in the structure, administration apparatus, and content of disciplines, both superpowers were not able to change the traditions and values of professors and students. The university community has been proven to be the main cause for the success or failure of any reforms brought to a university by external powers. [ABSTRACT FROM AUTHOR]

This paper examines controversy concerning the televising of the documentary This Is the BBC (1959) and situates the dispute in a wider cultural context of media criticism of Oxford University in particular, and academic educators more generally, in the period 1956–1960. Technological change, increased television ownership and a growing interest in the irreverent portrayal of educators in popular culture all need to be considered when examining what the philosopher and historian of ideas Isaiah Berlin and the filmmaker Richard Cawston considered to be at stake when they squabbled over the right to use a few seconds of film footage of Berlin. Berlin objected to his voice and moving image being edited to present him not as a don but as a clown. The article also addresses the ongoing silences that become apparent when the montage is broken down frame by frame and the visual rhetoric is translated into written argument. [ABSTRACT FROM AUTHOR]

This exploratory paper was prepared for a symposium held at the 2011 ISCHE conference in which participants were asked to envision future challenges in the historiography of education, to predict where the field was moving, and to imagine what innovations and new interests would arise in the subsequent 30 years. While the paper is playfully written from the vantage point of 30 years in the future and pretends to offer a retrospective review of what happened in the field over that period, its primary purpose is to seriously suggest a number of ways that historians of education might engage with the history of emotion and affect in their work. The first section of the paper describes the consolidation of the history of emotions as a field of historical study and discusses the importance of a ‘governmentality' approach. It is then suggested in the second section that historians of education increasingly drew on the concept of ‘affect' and developed ‘affective histories' of education that both built upon and departed from earlier histories of emotions. The third section of the paper discusses some of the ways in which historians of education incorporated into their work insights from neuroscience into consciousness and choice-making as well as an increased awareness of the object-mediated body. [ABSTRACT FROM PUBLISHER]

This paper discusses the manner in which the Roman Catholic Church in Ireland attempted to impose denominational control on the system of vocational education introduced by the state in 1930. Considerable research on education has been conducted within the period in question; however, the area addressed in this paper has been largely neglected by scholars in the field. The position of the Roman Catholic Church in Ireland is examined in the context of Church-state relations within Europe with particular reference to the issue of control in education. The paper argues that the Roman Catholic Church in Ireland sought denominational control over vocational education through the introduction of various amendments to legislation dealing with the system. [ABSTRACT FROM AUTHOR]

The story of Enlightenment literacy is often reconstructed from textbooks and manuals, with the implicit focus being what children were reading. But far less attention has been devoted to how they mastered the scribal techniques that allowed them to manage knowledge on paper. Focusing on Scotland, handwritten manuscripts are used to reveal that children learned to write in a variety of modes, each of which required a set of graphic techniques. These modes and skills constituted a pervasive form of graphic literacy. The article first explains how children learned to write for different reasons in diverse domestic and institutional settings. It then explores how they acquired graphic literacy through the common techniques of copying, commonplacing, composing, bookkeeping, scribbling and drawing. In the end we shall have a more detailed picture of how children used writing as an indispensible mode of learning during the Enlightenment. [ABSTRACT FROM PUBLISHER]

This paper explores the development of the structures of university governance at the Hebrew University of Jerusalem between the 1920s and 1960s. The model that ultimately prevailed, a state-sponsored model of governance, dominated the higher education system in Israel until the early 2000s and was characterised by the dominance of academic faculty, a status that the government accorded to the faculty in exchange for their acceptance of the state's normative vision for universities' role in society. Two main governance models that were instituted at the HU are identified: (1) the Diaspora university, 1925-1950, a distinctive governance model that emerged in the pre-state period and was controlled by Jewish communities in the Diaspora, and (2) the state university, 1950s-2000s, which shifted the centre of gravity to the state. These models are further divided into sub-models and the processes described through which academic autonomy was institutionalised during a period of nation-building. [ABSTRACT FROM AUTHOR]

Education became a rallying cry in Luxembourg's general elections of 1974. For the first time in the country's post-war history, the Socialists and Democrats entered the government, with new plans for education. The unbroken rule of almost 30 years by the Christian Democrats was over. New 'global' educational concepts were employed to introduce changes in the national curriculum, the aim being a transformation from an elite to a mass system of participation. One of these changes was the idea of the comprehensive school, which divided the electorates, parties and press respectively. Yet, this fundamental change has received little attention in the academic literature. What were the differences between the parties when it came to education policy? By intersecting politics, globalisation and education, this paper examines the impact of the election events of 1974 on Luxembourg's political discourse. The conclusion points to the central role the parties played in the proliferation of new educational norms. [ABSTRACT FROM AUTHOR]

This paper aims to highlight the prominence and relevance attached by the Franco dictatorial regime to emotions and sentiments in primary education textbooks. The authors of school textbooks employed a singular writing style, which enabled them to permeate the regime's ideology within the primary education community and classroom. Overcoming the censorship of their textbooks lent the authors a measure of authority derived from the government, increasing the schoolbook's relevance as the instructional resource par excellence. The sentimental narrative, reinforced by figurative, pseudo-poetic language and precise instructions on how and what to feel, represents prescriptive texts and reveals the objective of emotionally homogenising and indoctrinating the children in order to socialise them politically and religiously, moulding their socio-political self and identity within the pattern established. [ABSTRACT FROM AUTHOR]

Drawing on teaching manuals, government reports and school inspectors' reports from the 1830s up to the early twentieth century, this paper traces the changing conceptual and social distance between childhood and adulthood in Ireland. Using Norbert Elias's figurational approach, it is argued that children became increasingly involved in both unplanned civilising processes and deliberate civilising missions framed by state functionaries, religious elites and pedagogic experts. Young children were civilised in the broader context of unintentional, but ordered social processes developing over the course of the nineteenth century. While both pupils and teachers were at first addressed and depicted in similar ways, a growing social and cultural differentiation between adult and child gradually developed. This is related to the increasing status of teachers, their position as civilising agents of the state, and the gradual acceptance by elites that Irish teachers of humble social origins had become more emotionally self- controlled. [ABSTRACT FROM AUTHOR]

Teachers in China are regarded as vulnerable to sociopolitical changes. This paper, however, focuses on the resilience and innovativeness of state-selected expert teachers - the recipients of the Special Rank Teacher (SRT) award. This award was the product of a transitional period in the aftermath of the Cultural Revolution, and was an act of rehabilitation for the teaching profession. Using a biographical approach, this paper analyses how the intentions of the award were reflected in the choice of recipients. It contributes to a deeper understanding of teachers in China and the notion of teaching excellence that the state-recognised teachers exemplify. [ABSTRACT FROM AUTHOR]

This paper discusses the role of learned societies in knowledge exchange and dissemination. It attempts to 'map' the organisations that are considered to reside under the term and discusses how they have developed through history. In doing so, it seeks to highlight that whilst several types of organisations inhabit the landscape of learned societies, they all share a commitment to knowledge exchange and dissemination. The paper then discusses the modern learned societies that were founded in twentieth-century Britain and now exist alongside their organisational predecessors. It raises questions of whether these organisations exist for the benefit of their members or wider society. The paper then discusses change and development in learned societies in relation to its case study, the Regional Studies Association. The paper concludes by arguing that 'learned society' is an umbrella term for knowledge exchange and dissemination organisations whose functions are contextually specific and inextricably tied to the needs of their respective discipline, sub-discipline or field of intellectual enquiry. [ABSTRACT FROM AUTHOR]

This paper examines the development of educational institutions and buildings in one slice of a big city over a long timescale. The city is London and the slice Battersea, an inner suburb of mixed character and volatile fortunes. The narrative explores the shifts and interactions between state and voluntary provision, local community needs and architectural fashion. Though the specifics of the story are naturally unique to the district, it is likely to be representative of the record of other British metropolitan areas during the same years. The paper is constructed in such a way as to draw out these potentially common strands. [ABSTRACT FROM AUTHOR]

This paper documents the introduction of the comprehensive schools in the Irish education system in 1963 and seeks to illustrate how the two most powerful organisations most directly involved in Irish education during this period, the Department of Education and the Catholic Hierarchy, viewed the introduction of the comprehensive schools. Through an in-depth analysis of existing correspondence between the Catholic Hierarchy and the Department of Education, this paper highlights the ongoing tensions between the Catholic Church and the government of the day in response to proposed changes in the Irish education system. The way in which the documents were written and presented provides a path of access to the mindsets of the participants in relation to the policy issue and processes that they were engaged in. Thereby this paper contributes to the historiography of the period and provides a new dimension through which Irish education policy can be understood at this juncture. [ABSTRACT FROM AUTHOR]

The twofold objective of this paper is to communicate the findings and the methodology employed by a group of Italian researchers who have spent more than six years constructing an atlas of education in the ancient Italian states from the eighteenth to the nineteenth century, and to compare the quantitative observations reported in an earlier publication on this research project with a qualitative analysis of one particular aspect: changes in secondary and university education and their systemic relationship introduced after the French Revolution in the Kingdom. In Part 1 we discuss the methodology and its achievements in mapping the distribution of schooling, drawing on two areas in northern Italy; Part 2 reviews the transformations in post-primary education, as evidenced in this research; Part 3 considers the fundamental changes in organisation and roles of the universities over this period, with particular attention to the interplay of tradition and innovation. In conclusion this paper reviews the contribution of this major research project to understandings and interpretations of schools and universities and their relationship in this historic period of change. [ABSTRACT FROM AUTHOR]

This paper examines the significance of the Dominion and Colonies Fund under the presidency of Frederick Paul Keppel and details ways in which the Carnegie Corporation worked to internationalise American educational theories and practices. It challenges previous scholarship claims that grants made were largely extensions of the Corporation's domestic grants within the United States and that attribute the spread of progressive models of 'new education' to 'key men'. It considers the significance of the 'key women' who served as international Carnegie contacts including Ann Gilchrist Strong, Professor of Home Science at the University of Otago, who utilised professional networks to establish herself as a conduit into universities, government policymaking, and Carnegie grant and travel programmes. Utilising a New Zealand case study, the paper then illustrates the way that Carnegie philanthropy helped to expand the work of women as domestic experts and professional social reformers within the academy and beyond. [ABSTRACT FROM AUTHOR]

This paper considers the voluntary work of girls in late Victorian and Edwardian Britain. Historians have so far neglected to study social work as an integral part of middle-class girls' formal and informal education. The paper uses records of several little-known girls' service leagues including Time and Talents, Girl's Realm Guild of Service, Girls' Diocesan Association and United Girls' School Mission. It argues that the priority accorded to training, social study and self-development made membership of a service league a valuable source of further education before 1914. The paper begins with an overview of such leagues and a discussion of the training, study and social work undertaken. It considers how the work of service leagues was framed by broader debates around active citizenship. Finally the paper looks at some of the impacts of service leagues both on members and on the working-class women and children they aimed to serve. [ABSTRACT FROM AUTHOR]

This paper examines the discourses and modes of representation embodied in educational historiography from the 1970s to the present and their implications for intellectual identity construction in SA. The paper shows how the theoretical foundations of the liberal and Afrikaner nationalist discourses, which vacillated between race and ethnicity, shifted to social class and gender in radical and neo-Marxist discursive formations of the 1980s. It highlights how the decline of radical scholarship has resulted in a synthesis of constructivist and postmodernist discourses that privilege nation-building, identity and cultural diversity after apartheid within a predominantly neo-liberal paradigm. It argues that the transition to post-apartheid education came to be thought about within a horizon of possibilities different from the rigid paradigmatic tradition of the short-lived neo-Marxist school of the 1970s and 1980s. [ABSTRACT FROM AUTHOR]

Mission schools in Africa in the first half of the twentieth century were in many ways microcosms of the great educational debates of the times. The objectives of policies regarding access, governance and curriculum were part of a historical evolution of mission education but they were also increasingly a reflection of significant new trends that were to reshape the theory and practice of colonial education. New forms of educational research and professional expertise were to play an ever-increasing role in shaping the forms and content of the education provided. The brief of the mission churches was to meet with the increasing demand for schooling. Church and state gradually expanded their cooperation in the field as the costs of education outstripped the resources of the missions and the demand for mass education came to be linked to nationalist demands for political and economic rights. This paper is concerned to map the background to those international influences that shaped the policy and practices of mission education and the increasing engagement of colonial governments with the field of education. It addresses the question of the worldwide Protestant mission church's response to the changing political, social and economic environment of the first half of the twentieth century. In particular it seeks to explore how mission initiatives shaped thinking about education in Asia, Africa, Oceania and Latin America by the 1930s. It also attempts to situate those issues within a wider educational framework by linking them to the emergent debate concerning pragmatism and utilitarianism in regard to progressive education in the USA and the quest for social democratic education in the United Kingdom and Europe as part of a response to socialism, nationalism and totalitarianism. In short, the paper explores the influence of the Christian mission churches with regard to social policy, in general, and the provision of education, in particular, during the interwar years, with special reference to areas influenced by the work of the International Missionary Council. At a time when there was a crisis of support for 'foreign missions' how did the debates between fundamentalist-evangelicals and supporters of a 'social gospel' transform themselves into debates regarding the role of missions in non-Western societies? And how did these essentially ecclesiastical/theological issues come to influence public policy, specifically educational policy, in the long term? The conclusions are that mission churches had a very significant influence on the shaping of educational thinking in the colonial and imperial context at a time when state influence in the sector was still often quite weak. The origins of the conference and research culture that has informed educational policy since the establishment of the United Nations Organization had its roots in the broad context of the Charter of the League of Nations, with a meeting of religious and secular goals, prior to the outbreak of the Second World War. Between 1910 and 1939 there was a significant history of educational reform and community development that has only been partially documented in relation to its global significance. This is an attempt to build a framework for understanding the nature of those changes and what was achieved. The investigation is conducted through an exploration of the three great World Mission Conferences of the International Missionary Council (IMC) held at Edinburgh (1910), Jerusalem (1928) and Tambaram, India (1938). The attempts of Christian churches to engage with dramatic social changes associated with industrialisation, urbanisation, poverty, cultural change and the rise of anti-colonialism, with specific regard to the field of educational policy, are documented and analysed. [ABSTRACT FROM AUTHOR]

The modern Turkish state and society have been greatly influenced by reforms of the education system. Second Constitutional Period reforms can be viewed as the preparatory stage of Republican reforms and a time when many of the later reforms were planned and given limited application. In this way both periods contributed to the foundation of modern Turkey. The innovations pioneered by Late Ottoman intellectuals stemmed from various origins, mostly European positivists and materialist philosophers. American pragmatism was added as an ideological source during the foundation of the Republic. It can be observed that ideological trends took root from Ottoman times according to the degree that intellectuals were affected by them. In this paper, the ideological origins of educational reforms during the Second Constitution Period have been studied in relation to the influence of European philosophers on Ottoman intellectuals of the time and their ideological environments. Late Ottoman intellectuals were found to have been largely affected by France's positivism, German's materialism and Comte, Durkheim, Buchner and Spencer. The paper reveals how modern Turkey's educational philosophy parameters have been shaped by these intellectuals' ideas. [ABSTRACT FROM AUTHOR]

This paper examines the historical relationship between education and globalisation in Latin America. This is no straightforward task. Hegel's vision of a continent without history and the rapacious expansion of Western culture from the sixteenth century profoundly transformed Latin America, and in turn stimulated a search for a distinctive 'Latin American way'. This search can only be successful if it is eschews the binary oppositions - between conqueror and conquered, European and Latin American, backward and modern, native and foreigner - that have characterised the historiography of the continent. Instead, the paper argues for an interdisciplinary history as the necessary starting point for a new engagement with both the past and the present. [ABSTRACT FROM AUTHOR]

This paper compares the founding of the elementary school systems of Ireland and Ontario in the nineteenth century. The systems shared a common set of textbooks that had originated in Ireland. Using examples from a number of these books, which were part of a series that had been specially prepared for the Irish national school system, founded in 1831, and information from archive sources on policy and administration in both countries, the paper argues that there was a common, 'universalist', imperialist ideology being promulgated in both systems. The article focuses on these 'universalist' principles rather than undertaking a detailed analysis of the textbooks. [ABSTRACT FROM AUTHOR]

Secondary modern schools form the focus for this paper, which explores an aspect of this topic that has received comparatively little attention: the role of external examinations in determining the character and fate of these schools during the 20-year period when they educated the 'large majority'1 of pupils in the 11 to 15 age range. Particular attention is paid to the pivotal role played by external examinations in secondary modern schools' quest for parity of esteem with grammar schools. Various functions performed by external examinations are considered and it is shown that, while some worked against the interests of secondary modern schools, individual schools were able to turn others to their own advantage. The paper ends by considering a darker side to examining, which was asserting itself as this brief period of history drew to a close. [ABSTRACT FROM AUTHOR]

‘Education for all’ is a demand that keeps on appearing in various historical contexts and is not just a phenomenon of the modern age. Taking the demand for ‘education for all’ as a normative principle, this paper pursues the questions of how this demand was reflected in pedagogical reform programmes and in what way, as well as on the basis of which arguments, girls and women were included in this process. At the centre of this paper are the educational reforms of the eighteenth century that developed in Germany on the foundation of two strands of thought—Pietism and Enlightenment—and their ever‐changing mutual relationship. With a view to the theme of the conference, it seems appropriate equally to highlight preceding traditions and to take premodernity as a starting point when dealing with this thematic complex. The integration of the female sex into pedagogical reform programmes is examined by means of three sketches at the time of early Pietism and the early and late Enlightenment. [ABSTRACT FROM AUTHOR]

This paper, largely based on new, previously unused documents from US archives, considers the consultancy group financed by the Ford Foundation in 1960 to support the school reforms the Italian Minister of Education Giuseppe Medici was promoting. The group was headed by James Bryant Conant, and its evaluations were based on principles of ‘meritocratic’ democratisation: universal access to comprehensive lower secondary school should have been accompanied by ‘cooling out’ mechanisms at subsequent levels. Conant’s suggestions were ignored. In 1962, the newScuola mediawas established thanks to a compromise between the Christian Democrats and the Socialists, and was founded on uniform treatment and equal outcomes rather than equal starting points in competition. In spite of this, the Italian experience was subsequently used within the Ford Foundation to integrate Conant’s ideas in their strategies for international programmes, and gave birth to planning studies for national education requirements based on manpower needs. [ABSTRACT FROM PUBLISHER]

English painter Barbara Bodichon received a dynamic home education, consisting of engaging lessons, reading sessions, family discussions, sketching excursions, and trips at home and abroad. As an adult, Bodichon led a nomadic life, living between Algeria and England and travelling across Europe and America. Seeking to unpack travelling and travel letters as sources of learning, this paper studies Bodichon’s correspondence as epistolary articulations of herBildung(self-cultivation). It argues that, conforming toBildung’s idea of forging one’s individuality in interaction with the world, her travelling provided her with a variety of settings through which she extended towards the unknown and incorporated it into her sense of being. In turn, letters functioned as forums where she made sense of encountering the difference through which she individualised her subjectivity. Notwithstanding, a revised reading ofBildungpermits teasing out to what extent Bodichon’s self-cultivation was developed at the expense of certain social categories. [ABSTRACT FROM PUBLISHER]