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An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of “order” structured classroom reality in the course of the nineteenth and twentieth centuries. This “order” is not only visible in the internal organisation of schooling (e.g. division into year classes, a structured timetable, the use of the didactics of teacher-centred instruction), but also in the design of the curriculum. Good behaviour and moral decency were consistently prioritised over “intellectual knowledge”. Very similar paternalising practices – including the cult of order – were transported to the Belgian colony. The implementation of these practices, however, did not go smoothly, because the African context of missionary education was totally different from the Belgian educational context. Precisely as a result of these difficulties, the core characteristics and likewise mistakes of the transported “grammar of educationalisation” become even more apparent. On the basis of a variety of sources, this paper demonstrates that secondary education for boys in the Belgian colony of Congo was founded on the same educational norms and values that characterised nineteenth-century Belgian education. In this respect, order was considered theconditio sine qua nonfor discipline and self-discipline. But, in contrast to what Nikolas Rose has argued, the Foucaultian paradigm – although attractive and interesting – is not imperative in explaining the educational strategy of order. On the contrary, the development of the history of education as a science could benefit from a theoretical framework coming “from within” the discipline. Until today, the history of educational practice has been explained from a history of education perspective only to a limited extent. By exploring the duality of a didactic grammar of schooling, on the one hand, and an educational semantics of moralisation, on the other hand, this paper contributes to the development of a theoretical framework from within the history of education. [ABSTRACT FROM PUBLISHER]

In the late 1930s the Spanish Civil War captured the international imagination to an extraordinary degree. As in other countries British men and women were moved to intervene directly and the memory of the war, and of British participation in it, has held an enduring appeal in the UK. The Civil War was also notable for its use of the visual as a weapon of propaganda, and the Spanish Republican Government deployed visual imagery to great effect as an instrument through which it exhibited its progressive educational and welfare reforms to an international audience. This article focuses on the visual and textual representations of displaced children in Republican educational colonies in Spain that are preserved in British archive collections. Taking as its starting point a series of photographs of children in colonies gathered together as part of the International Brigade Memorial Archive in London, the paper will consider the construction, use, and circulation of these images and associated texts by British and American political and humanitarian networks and their subsequent collection and preservation in British archival institutions. The paper will assess the effectiveness of the images and texts as pedagogical and political agents and explore how their meaning shifted as they travelled through a range of performative spaces on a journey from their construction as artefacts designed initially to record and communicate the Spanish Republic’s progressive educational project, to commemorative objects in the archive. [ABSTRACT FROM PUBLISHER]

In the past few decades, increasing attention has been devoted within various disciplines to aspects previously considered trivial, among which are images, material objects and spaces. While the visual, the material and the spatial are receiving ever more consideration and the myriad issues surrounding them are being tackled, their convergence in educational settings across time and space has thus far remained underexplored. A travelling photo exhibition,The Family of Man, will serve as a starting point in this paper for addressing some of the complexities inherent in this convergence and thus highlight an essential yet neglected feature of education: its reliance on, and creative use of, multiple “modes” of communication and representation when attempting to produce learning effects. As a particular educational constellation that went on to travel throughout the world and interact with the contexts in which it moved,The Family of Manwas anything but neutral in design. The paper will show just how carefully it was composed to promote meaning-, power-, and knowledge-making in accordance with its mission. This border-crossing installation thus constituted a spectacle of different interacting views, forms, surfaces, lighting effects, panoramas, movements, captions and other factors that aimed to create order among things and people. Nevertheless, the paper argues, “theatres of display” in education such as this do not imply determination and causality of effects, but rather provide “uncertain conditions” within a spectrum of “actors” and “actants”. The paper relates this to the manifold affordances of objects, images, places and so on, to disruptions of meaning in their convergence across time and space and to “emancipation” on the part of learners. [ABSTRACT FROM PUBLISHER]

Though there is a well-established body of research in the field of teacher professional development, it is characterised by a real dearth of any detailed historical analysis. This paper seeks to address this gap, by offering a new historical analysis of a case study of the evolution of organised teacher professional development in England and Wales during the twentieth century. Its approach is hoped to open up the wider debate and to contribute to a fuller understanding of the basis for those questions and dilemmas about teacher professional development that have long exercised teachers, professional educators and policy-makers – questions which turn on fundamental issues of priorities and purpose, funding, scale of teacher engagement, control and reach. The paper is in three main parts. Firstly, the scope of the case study is outlined with key stages in the evolution of teacher professional development in England and Wales identified. Secondly, four themes from the data which characterised this evolution are discussed. These include the restricted engagement of teachers relative to the whole teacher population; limited funding; the highly centralised control over provision for teacher professional development through Her Majesty’s Inspectorate (HMI); and a highly selective and restrictive access to provision by teachers. It is argued that these key characteristics helped to shape a particular culture and ideology of teacher professional development which was dependent on a select cadre of elite teachers for the dissemination and modelling of what was regarded as good practice, so as to improve their colleagues’ performance – the elite excelled while the majority needed to be saved from mediocrity. The particular ideology underlying this model is conceptualised as one of ‘excellence and salvation’. Finally, it is argued that the key issues identified in this story (the restricted engagement of teachers; limited funding; highly centralised control; and ideologies of excellence) raise important generic questions for the field of teacher professional development more widely as well as framing future historical analysis of teacher professional development. [ABSTRACT FROM PUBLISHER]

In this paper the author considers the educational experiences and ideas of Émilie Du Châtelet and Maria Gaetana Agnesi, two women mathematicians, scientists and philosophers in eighteenth-century Europe. By tracing their historical emergence as subjects of scientific knowledge, as well as creators of philosophy and culture, the author argues that we need to revisit the history of women’s science education and deconstruct the image of “the exceptional woman”. In doing so the author proposes the notion of the event as a useful theoretical lens through which we can understand women’s historical constitution as mathematicians, philosophers and scientists. [ABSTRACT FROM AUTHOR]

The article focuses on the evolution of teaching and learning mathematics. It highlights the Tenth International Congress on Mathematics Education, held in July 2004 in Denmark. The author discusses the transmission and modernizations of mathematical curricula. It also provides overviews of several papers including "The Process of Adapting a German Pedagogy for Modern Mathematics Teaching in Japan," by Shinya Yamamoto and "The Education of Mathematics Teachers in the United States: David Eugene Smith, Early Twentieth-Century Pioneer," by Eileen F. Donoghue.

The spectacular growth and equally spectacular decline of the eighteenth-century charity school movement prompts this examination of the contribution made by the movement to nineteenth-century schooling – particularly superior or secondary schooling. Educational historians have argued that the movement was a failure. This paper argues that only in the case of one charity school-type – the charity day school – may failure be safely attributed to the charity school movement. The charity boarding schools, hospitals and asylums were far from being a failure. Indeed, in nineteenth-century Ireland, these schools, in response to social change, advanced from “straw bonnets” to superior schooling. Historians have also noted that the real difficulty surrounding the charity school is that of defining it. For Jones, it was an omnibus term that embraced all schools of a like nature. And indeed charity schools constitute a broad genre of schooling. In order to qualify the received assessment of the charity school movement in terms of “failure”, it has been found necessary to classify the charity school types within the broad genre they constitute. The paper assembles a number of charity school types and identifies the charity boarding school as that institution that successfully made the transition to superior status. The characteristics of the superiorisation process are outlined, as are the unique circumstances of nineteenth-century Ireland that facilitated, indeed required, it. [ABSTRACT FROM PUBLISHER]

In October 2010 the government confirmed it would introduce a “pupil premium” payable to schools with disadvantaged pupils. This shift towards resourcing by group rather than area may mark the closing of another chapter in efforts to produce a more meritocratic education system utilising what might be termed intermediate institutions. Their predecessors opened more than 3500 Children’s Centres to develop new strategies for working with the families of preschool children in order to alter long-term educational trajectories. This paper reflects on an earlier chapter in public efforts to secure greater educational equality, the first three years of the Red House Education Centre in Denaby Main, a mining village in Yorkshire’s West Riding, in the period 1969 to 1972. Red House was the most significant development arising from the West Riding Educational Priority Area (WREPA) Project and was an example of area-based positive discrimination. The paper explores two key questions. Can schools be re-positioned so that they offer the community an opportunity to develop as active participants in reshaped democratic processes, or are new institutional forms required? Did Red House offer parents and professionals the opportunity to improve educational outcomes in a neutral space where both felt a sense of ownership? [ABSTRACT FROM PUBLISHER]

This paper explores the challenges for social and cultural historians of education of using documentary films on schools and schooling as a research resource. It draws upon the outcomes of the British Academy-funded Documentary Film in Educational Research project, an international study that focused on developing methodological frameworks for researching school documentaries. The paper offers definitions of the notion of documentary and considers the range of styles and forms that constitute 'school documentaries'. Among the salient methodological issues examined is the potential for documentary film to be used both as a source and an object of study. These multi-dimensional possibilities raise a series of questions about different status and usages of documentary footage according to research context and about the myriad social, production, genre and technological contexts in which readings of school documentaries are embedded. The paper argues the need for historians of education to develop networks that can contribute not only to academic study of school documentaries but also to the urgent work of archiving and circulating films. [ABSTRACT FROM AUTHOR]

The history of popular education is a long-standing field of research. Its beginnings trace back at least to the mid-twentieth century and it maintains its attractiveness for many researchers, both historians and educators. But, using the same label, quite different lines of research have been developed. They correspond to different ideas about what has to be considered as popular education. The paper starts by revising some of the outstanding works and authors in this field, analysing the main terms used and their underlying concepts. Popular education is then confronted with other close concepts, such as people education, popular or working-class self-education, adult education, women's education or social education. The author argues that the approach and perspective adopted for identifying a popular education subject of research are more determinant factors than an a priori thematic demarcation. From this point of view, popular education is centred on the study of education activities and school provision addressed to the lower classes and individuals taking part in them. This social origin and position of the public and not of the providers is what really defines this field of study. [ABSTRACT FROM AUTHOR]

This paper examines the history of child-care by non-kin, 'non-family' members and their representations in colonial India. It focuses primarily on Bengal and relies on several genres of literary documents. Bengal harboured the seat of the British imperial capital in the city of Calcutta until 1911 and its culture was shaped in unique ways compared with other Indian cities. Based on a reading of select literary documents such as European advice manuals and Bengali personal narratives, the paper argues that the relationship between caregivers and children in colonial households attests to the building of new ties and deep ambiguous, multi-dimensional relationships with non-kin members thereby revealing the plasticity of Indian families where sociocultural boundaries were blurred and intimate relationships forged. Beginning with the literary representation of a wet-nurse in Mahasweta Devi's short story Breast-Giver, the paper delves into the world of European and Indian accounts to recuperate the history of the caregivers. It demonstrates that despite the emphasis of recent scholars that the construction of a respectable middle-class identity was based on a sharp distinction from lower social groups, such as working women and prostitutes, the history of child-care by hired domestics reveals the sharing of a common world by different caste-class groups and the interpenetration of the two domains of culture. [ABSTRACT FROM AUTHOR]

This paper analyses the work of Rokeya Sakhawat Hossain (1880-1932), urban Bengali Muslim educator and writer, placing her in the wider context of women organising themselves in associations to create social change through education for women, in the province of undivided Bengal in colonial India, from c. 1900 to c. 1932. A subject of the British Indian Empire, Rokeya, and many of her colleagues, wrote back to the empire against both colonialism and patriarchy, and created innovative educational discourses and practices. The history of education is inscribed not merely in the formal school that Rokeya founded, but in her larger career as writer and builder of women's associations. An analysis of the enmeshing of women's writing and women's networks thus yields a creative, nuanced history of women's education. This paper also connects micro-histories and macro-histories of women's education, correlating macro-level data about Indian non-governmental agency in advancing female education with the work of individual figures such as Rokeya. The paper analyses Rokeya's novella Padmarag (“The Ruby”), showing that the integrated paradigm of women's educational and welfarist work found here has many similarities with the actual educational-welfarist work done by women such as Ramabai, Sarala Ray, or Abala Bose. Through her activities and writing, often made in alliance with other educating women such as Sarala, Rokeya gave voice to ideologies and views widely at variance with conservative Indian nationalists and hegemonic British colonial officialdom. The paper also shows that women of different races and religions formed networks and alliances, in the transnational British Empire, to further women's emancipation and education, in bodies such as All India Women's Conference and Bengal Women's Education League. The paper recognises how much women such as Rokeya were able to actually be and actually do in achieving social change in education. [ABSTRACT FROM AUTHOR]

Through the lens of nineteenth-century Irish society and through an interrogation of the diaries of one of the first women professors appointed to the National University of Ireland, this article traces the entry of women into the professoriate in Ireland. The aim of the paper is to extend the map of the international research agenda which speaks to a historiographical deficit in the area of women and the professoriate, interrogating the complex role that the early women professors played in a male hegemonic world. Specifically, the article examines the role and legacy of Professor Mary Hayden (1862–1942), historian and women's rights activist. [ABSTRACT FROM AUTHOR]

This article analyses the first women to hold teaching and research positions in Spanish universities during the first third of the twentieth century. It traces the paths of the pioneers who used their intellectual capacity to broaden the scope for their working lives. Legal changes introduced in 1910 made it possible for women with a university degree to work as professors in the university or in secondary schools, and in libraries, museums or archives. The writer Emilia Pardo Bazán, was the first woman to be appointed as a lecturer for her literary merits. She taught on a PhD course at the University of Madrid, and was followed by other female lecturers, at the Faculties of Philosophy and Letters, Science, Pharmacy and Law; in this order. The paper recalls these first female lecturers, the posts they occupied, the situations they encountered, and their overall trajectories. All began to work in the midst of a strong androcentric culture. Very few of those who started as lecturers before 1936 – the outbreak of the Spanish Civil War – continued later at university on a permanent basis. The majority chose other types of employment which offered greater stability in less time. [ABSTRACT FROM AUTHOR]

Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Italy opened the doors of its universities to female students in 1875. The generalview was that very few women were clever enough to obtain a degree, so they would not threaten social stability. Female professors would be even rarer – a few exceptional "male" women. Access to the professions was impossible in the case of the legal profession, or limited in terms of medicine. In this context, where both Catholics and Positivists opposed women's careers, seeing them as incompatible with motherhood and marriage, five women managed to enter theacademic world as unsalaried lecturers: Giuseppina Cattani (1887, Pathology), Paolina Schiff (1891/1893, German literature and language), Rina Monti (1899, Anatomy and Comparative Physiology), Teresa Labriola (1901, Philosophy of Law) and Maria Montessori (1904, Anthropology). With archival documents and other contemporary texts, this paper reconstructs who these women were and the many difficulties they faced in academic life. Four of them were emancipationists and did not marry. These choices debarred them from pursuing a full academic career. Only Monti, who had a family and took no active part in female propaganda, managed to become a full professor in 1911, the first woman in Italy to do so. [ABSTRACT FROM AUTHOR]

Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite its image as an antifascist stronghold, interwar-Switzerland hosted several fascist movements. So far, research has not remarked upon the extraordinarily strong involvement of educators in these groups. Exploiting Switzerland's particular situation in this period, this paper aims to shed new light on the relationship between authoritarian politics and education. To this end, we analyse the educational writings by activists of the main Swiss fascist organisation Nationale Front (NF), between 1933 and 1938, asking what role they attributed schooling in bringing their societal vision about, as well as which reforms they proposed for schooling to conform to this role. We argue that Swiss interwar-fascists considered schooling a conservative institution that could not contribute to producing an authoritarian revolution, but had to be reformed thereafter. However, despite sharing a unified vision of the future fascist Volksgemeinschaft, NF activists did not agree on what kind of schools were needed to educate it. Swiss fascists never even came close to attaining the position of power needed to execute their ideas, and thus were never burdened by practical or institutional difficulties of government. Consequently, these results suggest that, despite its totalitarian aspiration, interwar European authoritarianism did not come with a clear educational vision. [ABSTRACT FROM AUTHOR]

This article explores a specific physical rehabilitation in French schooling after the Second World War. To this end, it analyses how, in concepts and as the result of data-derived information, pupils considered as "weak" physically speaking were taken care of by the school and especially how the actors of the physical education (PE) system got together to make a cultural offer in line with what were considered to be their needs and aptitudes. Indeed, after a meticulous summary of some of their body measurements and physical displays, the pupils are thus classified into groups where they were taught a kind of PE, considered as the most appropriate to their needs. The paper also focuses on how, during a particular social and political context, the school developed corrective gymnastics as an original pedagogy for disabled pupils of the third group who were to be taught in a new location, the physical rehabilitation centres. [ABSTRACT FROM AUTHOR]

-oriented education (local-oriented education) flourished in Imperial Japan of the 1930s, inspired by Heimatkunde (local studies) in Germany's elementary schools. This paper explores the rhetoric which naturalised the shift from love of Heimat to love of nation in Heimat-oriented education in Imperial Japan of the 1930s, focusing on Heimat-oriented education in peripheral regions to which Japanese identity and non-Japanese identity were attributed. Heimat-oriented education in peripheral regions was conducted mostly in accordance with the official rhetoric "similar but not equal", yet also partially putting a spin on it. The spin had the effect of strengthening the naturalisation of the shift from love of Heimat to love of nation. [ABSTRACT FROM AUTHOR]

At the end of the nineteenth century, biology as an academic discipline was as young as its corresponding school subject. Now nature itself was analysed as a complex (eco)system consisting of animals, plants, and man. The dramatic conceptual shift and subsequent development of school curricula called for teaching aids representing the new perspective on nature. The paper uses the different types of teaching aids as "index fossils" (Andreas Ludwig) of a specific material culture of education. Thereby we follow a central organising element of contemporary educational concepts around 1900: we will place the teaching aids on a continuum, reaching from "almost real" representations by taxidermists, to abstract schematics on wallcharts, or to wild life in moving pictures to describe and reflect powerful and lasting forms of vividness representing nature. [ABSTRACT FROM AUTHOR]

The article explores how different concepts of "nature" were applied in secondary education in Germany around 1900 by examining the discussions on and practices in particular boarding schools. It will first scrutinise Enlightenment debates on "human nature" and how they were perceived in German secondary education in general and boarding schools in particular. While Goethe's term of a "pedagogical province" was central to the debates, the utopian concept had only low impact on social reality. Second, the paper will examine how the growing criticism of bourgeois urban culture and traditional education at the end of the nineteenth century was associated with a different perception of "nature" as natural environment and how newly founded boarding schools played an important role in promoting such perception amongst the middle class. In a third section, it will illustrate how this development did not stand in contrast to major social trends. It was rather, as will be argued in the conclusion, part of a more general transformation in educational discourse and practice in Germany around 1900. It can first and foremost be characterised in a shift from an inward-looking understanding as "human nature" to an outside focus on "natural environment" and "authenticity". [ABSTRACT FROM AUTHOR]

Martin Luther's reflections on education and schooling are summarised in two short texts (Wittenberg, 1524 and 1530) addressed respectively to the municipal authorities and to parents. Nevertheless, the subject of education permeates his whole work, emerging in several other treatises and commentaries. His passionate eloquence refers often to nature as a repertoire of metaphors and a conceptual tool. In this paper, we will attempt a close reading of some key passages, focusing on the two thematic axes of "human nature" and "natural and social order". According to Luther, "human nature" is the fallen nature of the sinful man, but also a nature full of potentialities unchained by the grace of Christ. Its development through education aims primarily at setting the man in his "natural order", i.e., the "social order". From that moment on, Bildung has the special duty to discover and make possible one's own Beruf, which makes the man able to accomplish his function in society and adhere to God's design. Education, therefore, is both the caring action that develops the sprout in a "beautiful tree" and a necessary act of violence, replicating the complexity and ambiguity of the laws of nature. [ABSTRACT FROM AUTHOR]

This paper examines the grammar of schooling and educational innovations that were being promulgated transnationally in the 1920s and 1930s. First, the paper explores how some elements of the grammar of schooling such as age grading, year-long courses of study and annual employment contracts for teachers were mediated by local circumstances in Newfoundland. Then it identifies progressive ideas that were being promoted by the Department of Education and discusses ways in which they were negotiated at the local level. The main argument is that, local conditions notwithstanding, Newfoundland administrators portrayed transient teachers and students as the chief impediments to the institutionalization of both the grammar of schooling and progressivism in the interwar years. [ABSTRACT FROM AUTHOR]

In New South Wales as for other Australian colonies, the achievement of mainly free, compulsory and secular public education systems in the 1870s was a cause of self-satisfaction and a belief that late nineteenth-century Australian public schools were among the best in the world. In this paper, the process by which this self-satisfaction was contested, and eventually turned to the reform of public education, is traced. The tendencies that led to the adoption of the comprehensive secondary school in New South Wales in the mid-twentieth century form the focus of the paper. Issues and events of importance include the critique of public education in New South Wales in 1901 by a professor at the University of Sydney followed by a Royal Commission (Knibbs and Turner) and the progressivism of Peter Board, the Director of Public Education in early twentieth-century New South Wales. His responsiveness to the New Education and the experience of his travels in Europe and North America combined in his efforts to open new free public high schools. The second part of the paper examines the proposals for the reform of secondary education in the context of the New Education Fellowship Conference of 1937. Proposals for progressive pedagogy and new and inclusive visions of secondary education were mainly ineffective as a result of the after-effects of the Great Depression, and the declaration of war in 1939. The frustratingly slow production of ideas and plans for progressive reform in secondary education that characterized the 1920s–1940s was overtaken by the social democratic and postwar reconstruction movements of the 1950s. In New South Wales, as for the United Kingdom, the main difficulty standing in the way of reform was the apparent incompatibility of two versions of progressive reform. One insisted that youth with different abilities and intelligences required different schools for the fulfilling of their potentials. The other argued that a common school was the way forward. This paper shows that the eventual decision to establish comprehensive high schools was very dependent on the debates of the previous half-century. The paper also discusses the character of the dominant form of progressivism as it was experienced in New South Wales. In the secondary area, ‘administrative’ progressivism was far more influential than pedagogic reform. The paper concludes with an assessment of the importance of local and international influences on secondary school reform. [ABSTRACT FROM AUTHOR]

This paper focuses on the political activism of three women teachers, Lizzie Hales, Phebe Watson and Adelaide Miethke, in the city of Adelaide, South Australia, during the post-suffrage era. With the exception of Adelaide Miethke, none of these women are known to historians who are interested in post-suffrage feminism, and in the history of education the focus has been mostly on their involvement in the teachers' union. However, our research has revealed that the teachers' union was only one of several forums in which they worked for social change. This paper traces their careers and identifies their interlocking networks with colleagues and like-minded social reformers intent upon promoting women's status as citizens. It examines their distinctive mode of doing politics and achievements of the organizations to which they belonged. In particular, it concentrates on their activism in the teachers' union, the Women's Non-Party Political Association, the National Council of Women and the Women's Centenary Council of South Australia, demonstrating their use of these organizations in mutually informing ways to not only bring about reform in girls' education and women teachers' conditions of labor but also to advance the cause of women generally. The paper also signals the importance of an urban setting as an enabling factor in their activism. As the capital city, Adelaide was the cultural, administrative and political center of the state. The headquarters of the Education Department and each of the organizations to which these women belonged were located there, as were the parliament and the daily press. By virtue of their residence in Adelaide these women activists were able to access these institutions and attendant political networks in ways that were denied their colleagues in country schools. [ABSTRACT FROM PUBLISHER]

This editorial introduction to the special issue on education, war and peace proposes that the dynamics between education, war and peace have been insufficiently researched in the history of education but have become a focus of increasing attention. Education for war, education for peace, the impact of war on education, and representations of war and peace are particular aspects of this general theme that are developed in detail in the collection as a whole. [ABSTRACT FROM PUBLISHER]

This paper focuses on the reading and educational practices of common soldiers during the First World War. It argues that the question of how war libraries were imagined and constructed by civilians needs to be framed in the larger context of pre-war Edwardian debates surrounding the “value of books” in society. Indeed, it was within this debate that “humanities activists” first sought to play a role in times of crisis, confident that the war library operation had the blessing of prominent authors. The paper analyses the experience of British self-improvers at the front, their enduring connections with adult education institutions at home and the opportunities that the war opened up to new Australasian common readers fighting as part of the colonial expeditionary forces. [ABSTRACT FROM PUBLISHER]

This paper examines how the religious education of Turkish children in the "old letters" became an area of everyday contestation between the state and families and communities in the late 1920s and 1930s. Since children were seen as the nation's future, state authorities were adamant about teaching the new generation the new alphabet and were equally interested in preventing them from learning the old alphabet. While schools began using the new Turkish alphabet in the 1928–1929 academic year, the informal neighbourhood Qur'an courses held in mosques and private homes became a fiercely contested site between a state determined to socialise children into secular nationhood (partly) by preventing them from learning the Arabic letters, and families and imams who were committed to giving children religious education (necessitating the study of the Arabic alphabet so the Qur'an could be read in its original Arabic). Combining primary sources from previously untapped Ministry of the Interior documents concerning the monitoring in Anatolian towns of these informal courses with insights from the subaltern school on everyday forms of resistance, this article sheds light on a dimension of the 1928 alphabet reform that ties together questions of alphabet change, national and religious identities, education, and childhood. [ABSTRACT FROM AUTHOR]

In 1804, the first official spelling of Dutch was published as part of a national language policy that had been argued for since the middle of the eighteenth century, and in 1805, an official grammar was published. The orthography and the grammar constituted regulations for the written language (schrijftaalregeling), which were part of a broader effort at nationalisation. Other societal domains affected by this attempt at nationalisation included education. The first decade of the nineteenth century also produced a series of educational reform. In this paper, we first discuss the ideological aspects of the nationalisation of language and education. Focusing on writing education, we then discuss eighteenth-century teaching practices, and the criticism these gave rise to, particularly for the strong focus on technical skills. We argue that writing education became increasingly important in the new school system, in which writing was conceptualised as a grammatical and intellectual practice as well. As a result, new teaching practices were developed. Adopting the officialised spelling of 1804 was part of the grammatical aspect of writing education. We show how grammar books and reading materials pre-dating and postdating the official Dutch language policy shifted from a situation of variable orthographical practices towards orthographical homogeneity through a strict adoption of official prescriptions. [ABSTRACT FROM AUTHOR]

An introduction is presented to this special issue entitled "Anarchism, Texts and Children" arising from the June 2013 conference held by the Society for the History of Childhood and Youth at Nottingham University in Nottingham, England on topics including the book "The Peckham Experiment," the book "Streetwork. The Exploding School," and French cinematographer Jean Vigo.

Education in the Polish-Lithuanian Commonwealth was primarily held in colleges led by Jesuits and Piarists. There were disputes between them – regarding both the content and methods of teaching, as well as the prestige of the institutions and teachers employed in them. The competition at the symbolic level of two orders was also unitary – in the middle of the eighteenth century a dispute arose between two representatives of these orders: the Piarist Ubaldo Mignoni and the Jesuit Franciszek Bohomolec. Mignoni in his essay Noctium Sarmaticarum vigiliae used the concept of geographical determinism and climate theory to prove that not all peoples, including the peoples of the North (also the Polish-Lithuanian Commonwealth), were capable of developing science and art at the highest level. The next year Jesuit Franciszek Bohomolec in his work Pro ingeniis Polonorum oratio opposed the theory of climate as the decisive factor of intellectual and artistic development of individual societies. The main part of the article is the analysis of the arguments used by those writers. The paper ends with a similar education dispute with the theory of climate in the Apennine Peninsula between Jérôme Lalande and Michele Torcia. [ABSTRACT FROM AUTHOR]

Copyright of Paedagogica Historica is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The quote in the title of this paper is taken from the first line of Marc Depaepe's article "An Agenda for the History of Colonial Education", published in The Colonial Experience in Education (Ghent, 1995). This presentation takes as its focus the informal learning space of the museum and the art gallery, and the emergence in recent years of curatorial activism. It seeks to explore the changing discourse and politics around addressing through display the history of colonialism and its meaning in today's globalised world. [ABSTRACT FROM AUTHOR]

In the early decades of the twentieth century the question of mental disabilities was widely discussed in Italy, while the first special schools for the intellectually impaired were set up. An important role was played by the Franciscan friar Agostino Gemelli (1878–1959), a physician, renowned psychologist, and founder in 1921 of the Catholic University of Milan. Gemelli promoted relevant psychological research on intellectual disabilities, based on empirical and measurable processes. He considered only scientific studies necessary to promote appropriate educational actions. Gemelli and his collaborators developed from a biological point of view the classification elaborated by the famous psychologist and psychiatrist Sante De Sanctis (1862–1935). Moreover, in 1926 Gemelli established the School for special teachers and assistants for disabled children in the Catholic University of Milan, with the aim of making the "special" teachers confident with medical, psychological and pedagogical issues. This institution did not have a "Catholic colour": indeed, Gemelli called professors of great fame to teach in his School, without concern for their ideological thoughts. All his work was characterised by the cooperation between science and religion: the experimental method did not contrast with Catholic values. This paper is based on unpublished documents from different archives. [ABSTRACT FROM AUTHOR]

This article explores how gestures contributed to the communicative interaction achieved during puppet performances in indigenous communities in the Chiapas Highlands of Mexico. It presents the case of the Petul-Xun hand-glove puppet shows, which were performed from 1954 to 2000 as part of educational campaigns aimed at "modernising" the Tsotsil and Tseltal Mayan population in that region. The study adopts mixed methods to correlate archival documents, photographs, and ethnographic interviews with former puppeteers and witnesses. Drawing on Linguistic Anthropology, the author coined the concept of gestural participation frameworks to suggest that Petul-Xun puppeteers adapted their performances to public responses, transforming the messages, and were thus able to enhance communication with the population. The paper uses the ideas of gestural memory and emotional act to interpret interviews carried out with former participants as they commented on the photos and their own experience, shedding light on the impact that the art is said to have had in the region. [ABSTRACT FROM AUTHOR]

This paper focuses on teachers' written memories of Finland's comprehensive school reform in the 1970s and examines teachers' reminiscences of this major change, when elementary (primary) schools and lower secondary (grammar) schools were transformed into comprehensive schools, thereby guaranteeing nine-year basic education with a unified curriculum for all pupils. The teachers' written memories are part of the larger national collection of school memories arranged in 2013 by two academic societies. This study's focus lies in these teachers' highly sensitive, grass-roots level personal perspectives. The teachers' narratives comprised vivid and concrete memories in which they recalled the past nostalgically and in detail. In the reminiscences, the change in the education system was noted and even analysed in a versatile way, but at the same time, the reform was viewed as merely one episode occurring during these teachers' individual life paths. The writers emphasised the reform's positive aspects and did not interpret contradictions as overwhelming, although some narratives included reminiscences in which the disputes from that period were crystallised. The collective narrative in the accounts transformed from uncertainty and contradictions at the beginning of the comprehensive school reform to favourableness and positive attitudes toward the new education system after the transition period. [ABSTRACT FROM AUTHOR]

History curriculum and textbooks, as a key mechanism of constructing collective memory, play a critical role in shaping national, social, and cultural imaginations of the young. This paper analyses history textbooks in Taiwan during the martial law period (1950-1987) to explore narratives about Taiwan and examines the ways in which those narratives as collective memory created particular images of Taiwan. The analysis indicates that history textbooks delineated two threads of narrative, one is a Sinicisation narrative, namely Chinese colonisation, and the other is Chinese restoration narrative. The Sinicisation narrative constructed particular collective memory about Taiwan being of Chinese descent and an inheritor of Chinese culture, lost and restored by China after World War II. In the narrative of restoration, Taiwan was imagined as reborn to be the model child of Chinese descent that was obligated to emancipate all Chinese compatriots from Communism and to ultimately realise the goal of Chinese reunification. These narratives served for emancipating Taiwan from Japanese colonisation and constructed particular collective memory that Sinicised Taiwan for Chinese restoration. The image of Taiwan as Chinese descent, identified with Chinese culture, has endured to the present and continue to shape imaginations and discourses about Taiwan in the present. [ABSTRACT FROM AUTHOR]

This paper investigates the transformation in the Zhou dynasty China (1046–256 BC) of the concept of education in relation to the process of social selection, which concerns the distribution both of knowledge and of social ranks. An approach in terms of historical semantics, mainly influenced by Luhmannian sociological theory with some reference to Koselleck, will place the focus on social change and the changing meaning of concepts. The analysed sources include archaeological evidence and passages from traditional classics. The paper will show how the semantics of education were closely tied to the changing principles of social selection and the changing Chinese cultural concept of Tian (Heaven). [ABSTRACT FROM AUTHOR]

The paper presents one of the most prominent Greek women teachers and educators of the nineteenth century, and a leading figure of Greek women’s education in Ottoman territory, Sappho Leontias (1830–1900). Within a transnational framework and based on the study of the writings of Sappho Leontias, the paper presents her educational views, theory and philosophy and focuses on her connections to educational thought and activity “beyond ethnic/national borders”, investigating the influences on her theoretical schema. A secondary intention of the paper is to present the influence Leontias exercised on the education of her times through an overview of her educational activity. The historical and social conditions of the time and place, as well as gender ideologies, are taken into consideration; the paper supports the position that they affect or shape individual projects and choices to a great extent. [ABSTRACT FROM PUBLISHER]

When Soviet forces entered the Kovno Ghetto (Lithuania) on 1 August 1944 they found a scene of mass destruction. What happened at Kovno was a reflection of the extent of the Final Solution, where the goal was to extinguish not only the Jews, but their entire culture. While the Final Solution was instituted throughout Europe, this paper will focus on the inhabitants of the Kovno Ghetto. As they faced extermination, Kovno Jews risked their lives to create detailed records including: lists and accounts of people killed, diagrams of the camp, artwork, journals, and photographs of the events in the camp. One act of defiance chronicled in the photographs and writings was the hidden school system that the Jews conducted to exercise one of the few powers they possessed, the power to preserve their culture. The history of clandestine schools is outlined using the diary of Avraham Tory, excerpts of the diaries of students, historical information provided by the United States Holocaust Memorial Museum, and other historical resources. Kovno’s schools are compared with traditional purposes of education and an exploration is conducted on what caused the focus of education to shift from traditional purposes to a preservation of culture and humanity. Therefore, the purpose of Kovno’s schooling will be examined through reproduction theory in an attempt to explain why schooling continued in Kovno despite the threat of imminent death. Despite great obstacles, defiance manifested as a refusal to be forgotten and hidden schools were one means of perpetuating Jewish culture. [ABSTRACT FROM PUBLISHER]

This paper discusses the actions of noted Harvard University president James Bryant Conant, taken in regard to the Nazi government in Germany, from the time of Conant’s becoming president of Harvard University in 1933 to the time of the widespread pogrom in Germany of 9–10 November 1938, known as Kristallnacht. Conant’s attitudes and actions toward the Nazis have been chronicled in some depth by scholars including William M. Tuttle in a doctoral dissertation in the 1960s, and an article based on that dissertation published in 1979 and, more recently, Stephen Norwood as part of his 2009 indictment of American universities for their widespread tolerance and frequent support of Nazism. Norwood’s indictment criticised Tuttle’s work for being insufficiently critical of Conant’s dealings with Nazi Germany. This paper will evaluate both Conant’s actions and the historical interpretations of those actions by Tuttle and Norwood. It will also address the issue of Conant’s power as president of Harvard University and how that position of power relates to the actions taken by Conant and the evaluations of those actions by Tuttle and Norwood. Our main focus in this effort is on contextualising Conant’s actions in terms of the perceived and actual power of the president of the leading university in the United States of America. What are the powers of university presidents, especially the Harvard University president, and how do Conant’s actions cast light on the contours of those powers and the limits on them, self- and socially imposed? [ABSTRACT FROM PUBLISHER]

A number of education researchers, both in Europe and in North America, have claimed that classroom teachers in state schooling systems have suffered from a process of “de-professionalisation” and/or “de-skilling” over recent decades. This paper argues that these claims are problematic, on at least two grounds. First, for teachers at least, “professional” is basically an ideological concept with little if any descriptive validity. To the extent that being a “professional” connotes individual or group autonomy from outside influences (whether state or societal), surveillance and controls over teacher behaviour have always been an essential component of state schooling systems, whether or not individuals or groups of teachers have attempted to mediate – or even resist – this domination from time to time. Second, while classroom teachers’ work has changed and perhaps intensified over time, it is questioned whether these changes have resulted in significant de-skilling of their work – issues which are explored in the second part of this paper. Finally, as one example of the complex ways in which the state apparatus has worked throughout the history of state schooling (in Canada and the USA at least) to maintain and enhance its control over teachers, a case study is provided describing events in Ontario in the 1940s. [ABSTRACT FROM PUBLISHER]

This paper explores major historiographic “turns” in history of education with a focus, although not exclusively, on English-speaking Canada. It addresses the transformative intellectual impact of the turn toward social history on the history of education, the impact of cultural history and the linguistic turn, the reception of Michel Foucault, and the state of the debate in history at-large today and its implications for the history of education. It also attempts to contextualise the intellectual trends permeating the writing of the history of education in light of developments in education, and signals new directions in historiography influencing history of education. Given the limitations of space, rather than engaging in a historiographical analysis of individual historians of education, the paper traces broad trends, while highlighting the contributions of a significant few. [ABSTRACT FROM PUBLISHER]

The aim of this paper is to analyse how the Dalcroze method was introduced to Spain and became known there, more specifically in the Catalonia of theNoucentismemovement, and why it made the greatest impact and was more widely disseminated in this particular region of Spain. Following a summary of Dalcroze’s contributions to music education, an outline is given of how the Junta para la Ampliación de Estudios or Committee for Extended Studies (the JAE, in Spanish) became a springboard for the method’s introduction in Catalonia through a grant awarded to Catalan musician and teacher Joan Llongueras Badía, even though the JAE had not shown much interest in its diffusion. It goes on to explain how the method’s use spread in Catalonia, partly thanks to the efforts of Joan Llongueras and his Institute for Rhythmic Gymnastics and partly as a result of the support that these efforts received in the political, philosophical, moral and aesthetic context of theNoucentismemovement – which, the paper argues, explains why the method’s impact was much greater in Catalonia than in the rest of Spain. [ABSTRACT FROM PUBLISHER]

In the eighteenth and early nineteenth centuries Russia experienced a considerable lack of teachers. In this situation, foreign migrants became Russia's preferred teachers for more than a century. Foreigners were particularly welcome to teach languages and a whole range of other subjects such as history, geography, and mathematics. All teaching was done in a foreign language. Foreigners became important actors in cultural transfers from Western Europe to Russia. Social elites (the nobility, particularly its upper strata) became the main clients of these foreign teachers. This process ended up producing several generations of aristocracy possessing a sort of hybrid culture, both Russian and Western-European with a particular predominance of French culture starting from the generation of the middle of the eighteenth century. In my paper I will first analyse the national composition of the teaching staff in some major Russian educational institutions, first and foremost the institutions for the nobility or in which noble students were present, and in private education; then I will give a brief overview of the geographical origin of the students in these institutions. I will finally analyse the positive aspects as well as the problems caused by this situation and will show what reactions the predominance of foreign teaching staff in Russia provoked in Russian society. [ABSTRACT FROM AUTHOR]

The history of forced dispersal of immigrant children in England, which affected mostly non-Anglophone Asian pupils in areas such as Southall (West London) and Bradford (West Yorkshire) in the 1960s and 1970s has only very recently elicited the interest of historians. Mobilising archival material as well as interviews with formerly bussed pupils, this paper seeks to contribute to the ongoing debate on the education and integration of immigrant children in Britain. This it does by appraising dispersal policies from the point of view of State and bureaucratic simplifications wherein the Department of Education and Science urgently introduced some policies to assuage white fears of an immigrant takeover locally (Southall). It focuses on perceptions of "tax-payers rights", at the heart of white autochthonous appreciations of the education system itself but which was largely denied to immigrant parents. Lastly, it analyses the extent to which, for the bussed pupils, racism on the playground was a lived norm, before studying the way how memories of bussing have shaped the interviewees' identities in the long term. [ABSTRACT FROM AUTHOR]

French has played a central role in Congolese education since its independence in 1960. Its dominant position at the postcolonial school is subject to controversy on the national and international level. However, the way that pupils themselves have experienced the role of French at school has not been researched so far. This paper investigates the way that pupils from an elitist school in Congo-Kinshasa remember their experiences with the French language at school between the 1960s and 1990s. Looking into memories about French at school not only contributes to classroom history but also adds insight into the role of language as a crystallising focal point of the paradoxes of post-colonial education. The core of this research is based on an analysis of 23 oral history interviews with former pupils who attended the same elitist school in one of the largest Congolese cities during different periods ranging over the 1960s, 1970s, and 1980s. The interviews are complemented by an analysis of textbooks used in French lessons during the same time period. The interviews illustrate that the pupils experienced the French language as an integral part of the schooling system. [ABSTRACT FROM AUTHOR]

The late Ottoman education policy implemented curriculum reforms adding science courses reduced to school children level. The modern science was popularised by supplementing public education with the new courses. Textbooks with illustrations efficiently introduced children to European material improvements and icons of progress. Between the years 1898 and 1924, home economics textbooks for girls, with improved illustrations and updated content, taught traditional tasks within modern guidelines. They conveyed the values of European family consumerism, in which material discoveries of science were adapted to domestic grounds. This paper explores home economics textbooks in an attempt to define and characterise the concept of scientifically idealised womanhood. It contextualises "scientific housewifery" within the debate on degeneration and the women question. It seeks to discuss the reproduction of patriarchal codes in the polished disguise of rationality and modern science. [ABSTRACT FROM AUTHOR]