Search

This article addresses the ways in which education systems responded to the aftermath of World War I with respect to education for nationalism and internationalism. It does so by drawing on theories of internationalism and through an analysis of the writings of Daniel Prescott, an American scholar who toured European schools in the middle of the 1920s. Influenced by his experience of frontline warfare as a volunteer driver in France in 1917, Prescott travelled in Austria, Czechoslovakia, England, France, Germany and Switzerland from September 1926 to June 1927 hoping to see education systems being more internationalist and less chauvinist. He interviewed prominent educationists and observed and interviewed teachers in schools, sending regular reports by letter to his sponsors and then publishing a book "Education and International Relations. A Study of the Social Forces That Determine the Influence of Education," in 1930. The analysis of his account of his observations demonstrates that Prescott collected evidence of a growing internationalist approach to education particularly among elementary school teachers. The analysis also relates this to the contemporaneous concern to develop internationalism as a response to the nationalism at the heart of WWI.

Fénelon and Voltaire, the two French philosophers and pedagogues, influenced a wide range of people in the 17th and 18th centuries in Europe. The philosophers who followed were inspired by their work which contained ideological hints and promoted humanitarian awareness. We followed the historical analysis method, we intend to present through Fénelon's 'The Adventures of Telemachus, Son of Ulysses' and Voltaire's 'Candide' how these literary works act as a dynamic change agent in order to promote peaceful attitude, develop empathy, foster tolerance for diversity, cultivate morality, but also motivate young people. Fénelon promotes his views on political wisdom and denounces the greed for wealth and the expansionist wars. Voltaire parodies optimism and criticizes war. The ideological background of the two men is completely opposite; Fénelon is religious and his work is based on his faith, whereas Voltaire struggles against Church. Nevertheless, they both denounce the atrocities committed during war, the vanity of wealth, whilst they both use a utopia to describe the ideal society. In this paper, we will discuss similarities and differences between these two books, the way their writers approach the factors that lead to human suffering, their proposals on anthropocentric policy which should be followed by "kings" for the avoidance of war and the support for peace and justice, the way they encourage their readers to behave and live their lives, because they are themes which strike the modern reader too. The study of these books helps people cultivate critical thinking, get knowledge which leads to wisdom and derive from them social, philosophical, religious, political and pedagogical elements in order to foster solidarity.

This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

Many Western historians, cultural and literary critics have viewed travel and exploration as purely western. This total exclusion of Arabo-Islamic travel has been done to demonstrate the Western sense of modernity and cultural superiority over the constructed weak "other". However, Moroccans, Arabs and Muslims in general have been curious about the lands of the Christians and managed to break the cultural and religious barriers by reaching such lands. In this paper I examine the Moroccan presence in the lands of the Christians and mainly in France through analyzing the work of Ahmad Bin Qasim Al Hajari's "Nasir al-Din ala al-Qawm al Kafirin" or (The Book of the protector of religion against the unbelievers) to dwell not only at the different instances of anger and wrath but also of love and respect towards the Christians and to demonstrate the way Arab and Muslim travelers remained different from their Christian counterparts in their discursive productions. I also question Occidentalism in Ahmad Bin Qasim Al Hajari's narrative and assert that al-Azmeh's vision to the systems of division as essentially part of human discourse is an exaggeration. So, while Westerners get fully entangled in the process of dehumanizing the Arab and Muslim "other", Muslims produced an ambivalent discourse that sometimes revealed their anger but not hate towards the Christians.

The effect of composition may be strong in systems where students are systematically sorted based on their socio-economic background. This paper aims to model the differential effect of class composition on pupils' achievement in Belgium (French-speaking Community), France, Spain and Portugal. Multilevel models are consequently tested on the Progress in International Reading Literacy Study 2011 data (20,830 pupils in 1139 classes). Our results suggest that socio-economic composition does not have an equivalent effect on pupil achievement in the four countries included in our analysis: its effect is strong in the French-speaking Community of Belgium and France but smaller in Spain and Portugal.

We present three statistical methods for causal analysis in life course research that are able to take into account the order of events and their possible causal relationship: a cross-lagged model, a latent growth model (LGM), and a synthesis of the two, an autoregressive latent trajectories model (ALT). We apply them to a highly relevant causality question in life course and health inequality research: does socioeconomic status (SES) affect health (social causation) or does health affect SES (health selection)? Using retrospective survey data from SHARELIFE covering life courses from childhood to old age, the cross-lagged model suggests an equal importance of social causation and health selection; the LGM stresses the effect of education on health growth; whereas the ALT model confirms no causality. We discuss examples, present short and non-technical introduction of each method, and illustrate them by highlighting their relative strengths for causal life course analysis.

Using the 2000 and 2009 waves of Program for International Student Assessment (PISA) data, we examined the relationships between family socio-economic status (SES), cultural capital, and reading achievement among students in five post-socialist Eastern European countries while comparing the findings with three Western bench-marking countries. Findings: In all studied countries, higher-SES students possessed higher levels of cultural capital and exhibited higher reading achievement. Cultural capital was uniformly positively associated with reading achievement. We found the least stratification by SES in Russia both in the distribution of cultural capital and reading achievement. The findings provide no evidence of the overall decline of the importance of cultural capital over time; most of the associations between cultural capital measures and reading achievement remained stable across the waves. Between-country variation in the findings does not indicate East-West divide (with the exception of Russia).

This article focuses on the differential emotional power of languages in the book-reading practices of plurilingual readers. Within a plurilingual perspective, it aims at adding nuance to the "emotional contexts of learning hypothesis" and the "theory of language embodiment". This qualitative study is based on semi-structured interviews with 24 adult plurilingual readers living in Catalonia, Ile-de-France, French Basque Country, and western Switzerland. Some of the participants indicate that they have felt intense emotions while reading in languages they did not learn and do not use in highly emotional contexts. It can be inferred that cultural goods consumption, among other factors, may affect the emotional force of languages. Difficulties expressed by participants in feeling intense emotions or in appreciating books in family languages that are dominated languages--according to Bourdieu's conception of dominant and dominated languages--suggest that sociolinguistic inequalities may also be of crucial importance in reading-language emotionality.

"Battle Hymn of the Tiger Mother" (Chua, 2011) and "Bringing up bébé: One American mother discovers the wisdom of French parenting" (Druckerman, 2012) are two recent global bestsellers belonging to a relatively new discursive genre: the intercultural parenting book. The purpose of this article is to present the first findings of an extensive study on this category of texts. I will show in what ways Franco-American intercultural parenting books (FAIPBs) display intercultural features: how do their authors, who not only have intercultural experience but write about this experience, negotiate competing practices and discourses about childrearing from different cultural contexts in their personal narratives? First, the study is placed in the theoretical framework of Cross-Cultural Discourse Analysis. The analysis then focuses on how the authors portray their own intercultural development and interact with their readers to foster intercultural development on their behalf. Finally, the discussion highlights how non-child-centred child rearing, which the authors culturally situate as being a French practice, is discursively promoted. A comparison with "monocultural" guides shows the influence of the community in which the authors were first socialized on their discursive productions, even when they explicitly criticize this community for its childrearing practices.

In an age of transnational mobility, there has been a growing recognition of the need for both English and French mainstream classroom teachers to be trained to teach increasingly plurilingual student populations. In this article, I begin by describing the context for an exploratory comparative and collaborative ethnographic action research study in four English and French schools in Toronto, Canada and one school in Montpellier, France that engaged children as co-researchers of their lived plurilingualism. I analyse in particular the process of creating plurilingual multimodal books with students and teachers across the five different school cases. This paper focuses on the iterative "identity text" creation process across all five schools by examining one plurilingual identity text from each case, along with students' research conversations about their creative productions, and interviews with their classroom teachers and parents. Finally, I summarize five features of inclusive plurilingual pedagogy that emerged across the five cases and call for further collaborative research across English and French schools and scholarly communities investigating creative plurilingual language and literacy production in the twenty-first century.

During the First World War, Bion fought in three major battles over a period of two years. He left ample writings both honest and soul searching. Travelling to The Front under raging pressure from his father, he enlisted in a state of mind, which fluctuated wildly between wanting to be a "hero" and sudden fears that made him join the Tank Corps under the illusion that in a tank he would be protected. While the tank was disappointing in this respect, it put him in charge of a crew, thus giving him the first glimpse of group processes. This article charts some of Bion's experiences of war, their emotional impact on him and the transformation he underwent. The origins of some of his later thinking can be glimpsed in some of the experiences he had at this critical time in his life.

For the first time in its three-year history, the United States Board on Books for Young People's (USBBY) Outstanding International Books list includes foreign titles coming from publishers with U.S. distributors, as well as those acquired by U.S. publishers. The selection committee read 380 books published in 2007, narrowing down the best of children's literature from other nations to introduce American readers to artists and writers from other countries, help them see the world from other points of view, and provide a perspective or topic that was perhaps missing from children's literature in the United States. Books originally appearing in English represent the majority of the 40 books on the 2008 USBBY Outstanding International Books list, but the compilation also includes titles from France, Iceland, Germany, the Netherlands, Sweden, and Korea. Publisher information, reading grade level and brief description are included for each selection.

Describes the work of the director of the National Center for Children's Books in Paris, France. (FL)

This conversation elaborates on the latest work of the Paris-based writer, philosopher, translator, mathematician and pianist Andrei Vieru, where he maintains that human freedom is inseparable from the idea of closure. Vieru’s model is rooted in the topological semantics of modal logic and provides valuable epistemological insights for the broader community of scholars (death and grief scholars, social scientists, humanists) as well as for policymakers, civil social actors and, generally, for all existentially concerned individuals in times of eroding democracies and pressing global risks. In this dialogue conducted during 2023 in face-to-face sessions and via email exchanges between Paris and Bucharest, Vieru reflects on what is at stake philosophically, artistically and existentially when humans are confronted with the radical openness of possibilities brought by contemporary challenges like global crises and digital technologies. [ABSTRACT FROM AUTHOR]

The article explores the treasures hidden within the library of the Château de Brangues in France, revealing insights into Paul Claudel's lesser-known aspects through the analysis of his personal collection. It also introduces a fascinating case of a dedication found in Fernand Angel's book "La Vie des caméléons et autres lézards," which serves as a platform for launching a scathing attack against Paul Claudel.

The article explores questions of source history, notational and performing problems, and editorial procedure, in "La Chanson d'Ève." It mentions that the progressive expansion and piecemeal publication is vital to an understanding of how various practical and editorial issues arose, and how we might solve them. It offer us a spectrum of possibilities for performance, allowing a transformative reappraisal of the cycle's place in the repertoire.

The article focuses on International Children's Advisory Network, Inc. (iCAN) pleased to share excitement for the 2022 iCAN Summit presented by Jumo Health from July 11 to July 15, 2022, in Lyon, France. Topics include considered program is a six-year EU-funded project that provide several tools and initiatives to promote research and education in rare diseases.

Research has indicated how diverse books contribute to a more culturally responsive pedagogy, allowing children to identify themselves in the stories they read and gain an appreciation for others whose lives are different from theirs. Moreover, a sensitive discussion of and critical responses to diverse picturebooks is found to positively influence a child's social and emotional learning competecies, apart from increasing a child's cultural knowledge and serving as a catalyst for social justice. This paper is meant to broaden early childhood educators' repertoire of picturebooks that can be used in the classroom to also include international titles (translated into English from their original languages) and multicultural titles to facilitate affective engagement with these narratives and introduce social and emotional learning skills (self-awareness, self-management, social awareness, relationship management and responsible decision-making). This paper provides a list of diverse books (from the Netherlands, Japan, Lithuania, Spain, Germany, France, Argentina – among others) for students in early childhood (from preschool to third grade) thematically organized across the five social and emotional learning competencies. Strategies such as book-bonding and literacy bags for family engagement will be shared while using the framework of culturally responsive teaching in an early childhood setting. Recommendations for how family members can be more involved are included, along with critical literacy strategies that include conversations, multiple perspectives and the sharing of authentic experiences. [ABSTRACT FROM AUTHOR]

This article examines the published translations into Italian (1701) and Spanish (1702) of Pierre Le Moyne's Gallerie des femmes fortes (1647). Through an analysis of a number of peritexts, rather than the text itself, it aims to examine how Le Moyne's Gallerie, a volume fundamentally rooted in the political, ideological and aesthetic climate of 1647 France, was appropriated in other socio‐cultural and political climates. Freed from its original moment of creation and, to a lesser degree, from its creator, the book becomes a changing entity to be shaped at will by a new creator or creators, within a new set of sociocultural parameters. Analysis of the prologues, in particular, of translators Laura Maria Foschiera and Fernando Bravo de Lagunas y Bedoya, throws light on their respective socio‐cultural contexts and intended readerships, and highlights the importance of peritexts in shaping the book‐as‐object and its reception. Of particular interest is the Lima translation (1702) largely believed to have been lost up until now. [ABSTRACT FROM AUTHOR]

This article discusses how Claire Randall, RN, MD, the fictional protagonist of Diana Gabaldon's widely popular Outlander series, uses her knowledge of twentieth century medicine in her adventures in eighteenth century Scotland, France, and America. [ABSTRACT FROM AUTHOR]

Nous analysons dans cet article, de manière quantitative, les traces d'Abraham de Moivre que l'on retrouve dans les littératures française et anglaise, en utilisant la technique de la bibliométrie. Nous analysons des dizaines de millions de livres et d'articles numérisés par Google Books, qui constituent une source riche de big data. Nous déployons le moteur de recherche N-gram. Les résultats montrent statistiquement l'influence de ce grand mathématicien français sur la théorie des probabilités et sur les nombres complexes. Bien qu'il ait passé la plus grande partie de sa vie en exil à Londres, nous suggérerons qu'il serait approprié qu'une rue soit baptisée du nom d'Abraham de Moivre dans la ville de Saumur, en France, où il a étudié pendant deux ans à l'Académie protestante. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Arts Management is the property of International Journal of Arts Management 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.)

Online presentations of printed books have led to a complete transformation of publishers' work, books' status, and readers' habits. Through their webpages, publishers invite visitors to create communities, to join social networks, to communicate their likes and dislikes. Everything about the digital presentation of printed books makes manifest the online existence of both readers and books. How, then, can printed books not only compete, but also evolve and become more visible, by means of digital tools and platforms? This article seeks answers to this question by asking: Through their digital tools are publishers' webpages placing value on literature or on communication? Are digital platforms transforming the objet-livre (the physical object of the book) from a tool into a work of art? And are they transforming visitors from readers into collectors? [ABSTRACT FROM AUTHOR]