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This study explores how English education developed in North Korea by analyzing the characteristics of secondary English textbooks published in the pre- and post-Kim Jong Un eras. We performed comparative analyses of textbooks for six secondary schools--three each for the junior middle and senior middle schools--published before and after Kim Jong Un's rule. The comparative analyses adopted Cunningsworth's textbook evaluation framework to examine the textbooks' composition and content: (1) aims and approaches, (2) design and organization, and (3) topic variety. The results showed significant changes in listening materials and activities, among others, as well as concurrent developments in teaching methods. Additionally, each unit significantly reduced the number of topics associated with the idolization of the Kim family and the deliberate vilification of capitalist countries and instead increased the integration of other subjects such as mathematics, science, and technology. This study showed that despite various changes, the aim of English education in North Korea continues to be the maintenance and further development of the socialist system through the improvement of students' English proficiency. This study also discusses the coexistence of different perspectives such as liberal ideas in English textbooks while emphasizing ideology education and its possible ramifications on the future of English education in North Korea.

We present a conceptual exploration of armed love as a component of liberatory pedagogy. We ground our work in community cultural wealth theory (CCW) that centers social capital often found in non-dominant communities under pressure. We argue that recognizing and working against exploitation using the community's social, cultural, and historical assets are central to liberatory pedagogy. Explicating the connections between armed love and CCW is a novel contribution to the field, as it has not been done before and it highlights how asset-based pedagogies that are grounded in love can act as a protective factor for students in a racist society.

Drawing on a more-than-human world perspective for anthropology and education, I (re)examine a study of juvenile baboon social learning conducted almost 50 years ago. Major scientific disciplinary twists and turns over the decades are examined in order to (re)interpret specific affiliative behaviors, communicative events and public performances. I identify and describe a "Baboon Nursery School" participation structure that provides the context for behavioral practices that reproduce and perpetuate the troop's social hierarchy.

The authors examine the evolution of board game authorship between 1845 and 1984, based on an analysis of a corpus of more than thirty-seven hundred games from the University Sorbonne Paris North's Fonds Patrimonialdu Jeu de Société, a board game collection of more than fifteen thousand titles. Overall, they show that game authors have rarely received credit from publishers, although they increasingly do so now, testifying to the existence of a legitimization process for board games. The authors also discuss the difference in the status of the author for games in Europe and North America, highlighted by the different proportion of games credited or in the terms used for such crediting. Finally, they explore the questions of author gender, transmediality.

The author examines the therapeutic value of puzzles for adults during two major crises in the United States, the Great Depression of the 1930s and the COVID-19 pandemic of the early 2020s. Each period saw a huge surge in jigsaw puzzling throughout the country, she finds, and in both cases people turned to home-based leisure activities, either for financial reasons or because of lockdowns. Contemporary accounts from the two periods form the basis for the discussion. In both cases, the surge in puzzling reflected both the demand by consumers and the relatively easy entry of new small-scale producers into this area of playthings. Advertising played a major role, too, via premiums given to purchasers of consumer products in the 1930s, and more recently through social media and the Internet.

Education needs a psychological approach to its process and mechanism. Contemporary psychology is rooted in philosophical thought and physiological inquiry. Psychology cannot be separated from the influence of three schools in philosophy, i.e., materialism, empiricism, and positivism. One of the empiricist thinkers who gave nuances and color in the development of psychology was David Hume (1711-1776). This article aims to reveal David Hume's thoughts, which provided motives in the development of psychology. This article is the result of research to develop a historical and philosophical theory of psychology. This research aims to investigate the background of the emergence of psychology from David Hume's thoughts. The focus of this research is to survey the influence of David Hume's empiricism on the development of psychology. The research method employed in this study is philosophical hermeneutics with synchronic and diachronic interpretations of David Hume's thoughts. As a qualitative study, the relevant data of the study was collected from various sources both primary and secondary. The primary literature used is texts on the history of psychology and David Hume's works. The secondary sources for this research are various comments on Hume's thoughts and general psychology texts. The results of this research can be used as a reference in learning related to the history and philosophy of psychology. This article presents Hume's thoughts in the search for human nature along with the methodological principles he developed, which inspired scientists after Hume, as well as the influence of his thoughts on the progress of experimental psychology, which continues to develop, in giving a pattern to contemporary psychology.

Amidst the growing concerns of Islamophobia, this study seeks to shed light on the Andalusian legacy within initial teacher training. It aims to foster historical thinking by exploring the narratives embedded in cultural artefacts, while also creating alternative narratives to address the gaps in historical recognition. One significant aspect is establishing connections with the al-Andalus legacy, which often remains overlooked. In this context, we introduce an action-research study involving 49 students enrolled in Malaga University's Primary Education program, situated in Spain. The study's emphasis on the relationship between formal and informal education underscores essential fusion required to foster a citizen education that is characterized by critical thinking, creativity, empathy, and social responsibility. From the analysis of the narratives crafted by prospective teachers, a significant conclusion emerges: the imperative of regarding history as a foundational cornerstone for nurturing citizens with critical acumen. This approach serves to catalyse democratic engagement and facilitate societal evolution, underscoring its pivotal role in fostering participatory transformation.

There is growing body of scholarship that examines adultism through various methodologies and in a variety of settings, including labor, education, and society. In addition, studies of adultism increasingly recognize how this from of power intersects or is parallel with other forms of oppression. This research is generative for illuminating the various way in which adultism and other forms of power operate or contribute to limiting or exclusionary practices that young people face. However, how can we move away from discourses of liberal inclusivity toward social transformation? Why do the causes, effects, or outcomes of adultism from a critical perspective often fall short? What can decolonial thought offer to understandings of adultism? This essay proposes a de/colonization framework to advance understandings of adultism and center liberation. I argue that adultism and colonization are not separate but birthed in relation to one another. Furthermore, discourses on adultism that fail to seriously engage with de/colonization risk perpetuating the oppression that they attempt to challenge, trouble, or address.

A 1998 report from the Boyer Commission called "Reinventing Undergraduate Education: A Blueprint for America's Research Universities" issued a series of directives, suggestions, and critiques concerning the then-current state of undergraduate education at research universities. The document caused a minor media firestorm in the higher education and national outlets. This paper will analyze the report, the media responses to the report, and the academic articles inspired by it through the lens of the neoliberal economic models influencing higher education, encapsulated in the titular quote from the report regarding deficits in undergraduate education. We argue that neoliberal concepts infiltrated the discourse surrounding undergraduate education and provide the underpinnings for a value-added perspective on undergraduate education. We describe the historical circumstances influencing the report, conduct a poststructural analysis of the report using the lens of neoliberalism, and reflect upon the impact of the report for contemporary student affairs practitioners and faculty collaboration.

"Strange Tales from a Chinese Studio," a renowned classical literary work by Pu Songling from the Qing Dynasty, has been translated into English by Herbert Giles (1842) and John Minford (2006), both retaining the same title. This study examines and compares these two English translations, analysing their respective translation strategies, which can be broadly categorized into domestication and foreignization. The analysis is framed within Lawrence Venuti's theoretical framework, providing the basis for examining the strategies employed in each version. The study focuses on two primary aspects: the strategies and methods used in translating cultural terms, and the characteristics of the translations concerning type-token ratios, word length, and sentence length. The comparative analysis reveals that Giles predominantly employs a domestication approach, while Minford favours a foreignization strategy. However, these findings represent tendencies rather than rigid principles, highlighting the necessity for adaptable approaches to achieve effective translation outcomes.

According to the ACLU (2005), ". . .at times of national stress -- real or imagined -- First Amendment rights come under enormous pressure." So, too, academic freedom of expression for faculty, staff, and students has become a casualty in the post-9/11 world. Academics were criticized and reprimanded for not being patriotic enough. Using a conceptual framework that includes historical reanalysis, terror management theory, contradictory constructions of patriotism, and electronic discourse, this essay explores the nexus between patriotism and free expression in higher education. We examine historical trends in freedom of expression, analyze three higher education case studies (Chilling Churchill; 9/11 and Middle Eastern Studies; and Shunning Bob Jensen), and suggest why patriotism and censorship go hand and glove in times of national crisis. We end one a cautionary note, expressing concern about how easily words can be turned against academics, the very people who should have the highest level of protection for their words. Nearly 20 years ago, Professor Pat Somers joined the faculty at the University of Texas at Austin bringing her trademark wit and her seemingly indefatigable energy to root out injustice. The paper below represents one such branch of her academic curiosity in response to a perceived injustice to a fellow member of the Academy. This paper was first presented as a draft manuscript at the American Educational Research Association and later submitted to a notable journal. Unfortunately, a second paper on academic freedom was already included in the edition, but the editors encouraged Pat and her team to pursue other publications. And then, as with many things, this paper fell to the side as Pat pursued a new branch of academic curiosity and stewarded her many doctoral students through the dissertation process. As you will note in the dedication, Pat was a deeply curious and pedagogically dynamic member of the Academy and this paper stands at the ready for updating and resubmission. We present it today unadulterated as a testimony to Pat's prescience, her passion and her drive -- a historical glimpse into the early days of a very real threat to academic freedom that persists today.

This study examines interdisciplinary and transdisciplinary interconnections within STEAM (Science, Technology, Engineering, Art, and Mathematics), the humanities, and their collective impacts on civilizations over time. This study includes a comprehensive overview of STEAM education and its integration with historical context and explores relationships beyond the acronym of STEAM itself, with an emphasis on STEAM advancements, the humanities, and digital citizenship for contemporary learners. The role of humanities in relation to STEAM is considered for delving into the historical background of robotics, the technological evolution from simple machines to complex tools for machine learning, engineering innovations during Industrial Revolutions, the Renaissance for creativity, and the Maker Movement for makerspaces in fostering innovation. The researchers consider how scientific, technological, engineering, and mathematical advancements have shaped societal development, as well as the historical roles of artistic expression on cultures. An analysis of interdisciplinary and transdisciplinary connections among STEAM disciplines within historical contexts creates a holistic educational view of societal evolution. The researchers also reflect on the contemporary implications of historical STEAM developments, advocating for the integration of historical context into STEAM curricula -- and STEAM curricula into the humanities -- for cultivating critical thinking, creative thinking, and a deeper understanding of civilization's interconnectedness.

The National Curriculum is a document written by the Department for Education and contains the statutory requirements all teachers in maintained schools in England must follow. This research study will examine the path primary teachers in England, those who teach 5 to 11 year olds, navigate to meet the requirements of the National Curriculum and encourage the skills of historical enquiry all whilst providing a creative and engaging environment for their young learners. To do this, semi-structured interviews with established primary school teachers, including some history subject leads, were employed to generate a rich description of the strategies they used to successfully navigate this tightrope. Findings show that the teachers involved in this study used a variety of creative strategies including drama, enrichment activities and examination of historical evidence to provide learning experiences of high epistemic quality. This will be used to provide a bank of ideas and strategies for primary ECTs entering the profession and enhance their professional development.

Healthy Indigenous child development is grounded in Indigenous ways of knowing and being. Attachment theory has been influential in understanding the significance of parenting for infant development in Western science but has focused on child-caregiver bonds predominantly within the parent-child dyad. To bring forth Indigenous perspectives regarding understandings of parenting, the attachment bond, and the well-being of Indigenous children, we conducted semi-structured interviews with 28 members of a Northwest tribal community (21 female) in spring and summer 2020. Themes included Community caregiving, Family value systems, Bonding, Traditional teachings, and Historical trauma. The need to expand the lens of attachment theory beyond the dyad is clear. Implications for improving the child welfare system and prevention programs within Indigenous communities are discussed.

We propose the Critical Diversity Literacy (CDL) framework for citizenship education in contemporary heterogeneous societies. It encourages an anti-essentialist, power-conscious awareness of difference beyond notions of citizenship that have been constitutive of the nation and tend to normalise masculinity, patriarchy, heterosexuality, able-bodiedness and whiteness. Using intersectionality and decoloniality heuristics, we approach multicultural citizenship from the multiple axes of our identities as we inhabit the world more complexly than mere belonging to the nation-state. The framework synthesises insights from contemporary social theory into a usable scaffolding for diversity capacitation. The ten principles focus on intersectionality, social identities and positioning, historical awareness, diversity vocabulary, the coded nature of hegemonic power and personal engagement. Taken together, they promote an approach to multicultural citizenship that focuses on social justice and pushes us to recognise the lived experience of citizenship 'from below'. The framework has proved useful in designing curricula and interventions in different contexts and sectors and can be utilised to develop age-appropriate materials in schools.

Numerous studies have been conducted on Turkish children's magazines during the late Ottoman period, covering a wide range of disciplines such as history, language, literature, sociology, and education. However, a majority of these studies have focused on magazines written in Arabic script, with limited attention paid to those written in other scripts. Despite their significance in Turkish children's literature and culture, periodicals written in non-Arabic scripts have received relatively little scholarly attention to date. This study aims to address this gap by focusing on "Angeliaforos Çocuklar Içün" (AÇI), a children's magazine published in Istanbul in 1872 in Turkish using the Greek alphabet by the American Board Commissioners for Foreign Missions (ABCFM). Using a discourse-historical approach, the study employs critical discourse analysis to reveal the qualities of the idealized child presented in "AÇI." The results indicate that "AÇI," which was published as a part of the missionaries' inculturation efforts, portrays an ideal child as virtuous, well-educated, white, European, and devoutly Christian to its readers. The article contends that "AÇI" can be regarded as a unique and historical instance of "inculturation" that instructs the Karamanli children, who are Turkish-speaking Orthodox Christians, on what constitutes an "ideal" child.

This paper focuses on the Pelagian Debate of the late 4th Century CE between Augustine of Hippo and the British cleric Pelagius, and its little known or understood relevance to music education practice and scholarship. A transdisciplinary review of theological, historical, pedagogical, and musicological texts suggests that Augustinian notions of sin, goodness, and human nature reflect assumptions embedded in traditional classical music education paradigms. As a contrast, Pelagius' notions of the importance of the "laity," and criticism of church hierarchy, later suppressed and deemed heretical, can be related to tensions between amateur and professional musicians in music and education contexts. This paper will explore this debate, and Augustine's victory, as a means of questioning assumptions embedded in music education discourse concerning talent, discipline, and human capacity for music. In this way, the debate is made relevant not only as a means of enhancing understanding of historical conceptions but also as a lens through which contemporary music education might be interrogated.

In 1752, the American polymath Benjamin Franklin supposedly flew a kite near the city of Philadelphia, Pennsylvania, to confirm that lightning had the same properties of common electricity that electrical machines produced and Leyden jars served to store. Illustrations, vignettes and paintings frequently portray the famous experiment, showing Franklin, with a boy, flying the kite in an open field and amid a storm. Nonetheless, little is known or said about the elements of these illustrations and the reference the illustrators used to portray the experiment. This paper aims to discuss these matters in a thoughtful study of seven nineteenth-century illustrations depicting Benjamin Franklin's kite experiment. I will show that the account by Joseph Priestley in his "The History and Present State of Electricity," published in 1767, influenced these illustrations. I indicate that due to this influence, the illustrations present several departures from Franklin's original account, leading to a mistaken iconography of how the experiment took place. I conclude with a discussion on how this study can contribute to a better use and understanding of illustrations depicting scientific episodes in science classrooms.

Background or Context: This research is situated against the backdrop of viral racial violence, global uprisings for racial justice, a polarizing presidential election, the insurrection at the U.S. Capitol, widespread economic precarity, and the COVID-19 pandemic. Alongside such urgent reminders of the need for liberatory education, the daily routines of educators were upended in response to an unprecedented, emergency shift to remote schooling. As such, this study was designed to listen and learn from teachers about their experiences during a historic time. Purpose, Objective, Research Question, or Focus of Study: Digital pedagogies are often conceptualized and enacted as separate from race-conscious, culturally responsive approaches to teaching and learning. However, the transformative time in which this research took place underscored the importance of weaving these pedagogical approaches together. As such, this study was guided by the following questions: (1) How did the sociopolitical context of teaching and learning during the pandemic impact teachers' approaches to and development of culturally responsive digital pedagogies? (2) What obstacles and/ or successes did teachers encounter as they transitioned to remote teaching while trying to enact culturally responsive pedagogies? Research Design: We designed this research using a critical, collaborative, and humanizing methodological approach that began with a national survey of K-12 teachers located across the United States (n = 126). Results from the survey were then used to recruit participants and to contextualize and inform semi-structured follow-up interviews (n = 58). With the intention of listening and learning from teachers, we also took a constructivist grounded theory approach that allowed us to develop findings that remained grounded in what participating teachers considered most important about their experiences during this time. Findings: Our data illuminates how multiple, compounding crises made their way into the classroom in ways that contoured and constrained what was possible for teachers' culturally responsive digital pedagogies. As macro-level events prompted teachers to focus on developing their own racial literacy and prioritizing the health and well-being of their students over academic learning, responses from school and district leadership at the meso/exo-level kept them gravitating toward the technology and pedagogies that felt most familiar. At the micro-level, the virtual nature of teaching and learning blurred everyday boundaries between home and school, causing teachers to develop a greater sense of empathy for the students and families they were serving, while simultaneously experiencing increased surveillance and fears of pushback about topics that could be deemed political. As these contexts converged, we identified how participants chose to prioritize some aspects of culturally responsive teaching over others, while also responding to the tense political landscape and fears of virtual surveillance in agentic, contextual, and idiosyncratic ways. Conclusions or Recommendations: This research highlights the many layers of complexity and context that shape teachers' pedagogical decision making, especially during times of crisis, polarization, and upheaval. Although policymakers often pay attention to the meso/exo- and micro-level contexts of teaching and learning, the role of the broader sociopolitical, racial, and economic context is too often overlooked. Therefore, we argue that if we want to improve teaching and learning, we need to invest in structural changes that will improve the lives of students and teachers both inside and outside of school. In addition to underscoring the importance of attending to the full ecology of inequality, our findings also highlight the necessity of shifting toward research, policies, and practices that consider how humanizing, culturally responsive, liberatory, and digital pedagogies can work in tandem with one another to better meet the needs of students in our increasingly unequal and technologically advanced society.

This article reflects on the difficulty that many students have in appreciating that religions change over time. It describes an assignment that can be used to teach this important religious literacy skill. The assignment focuses on changing norms on courtship, marriage, and family formation in Jewish communities at two different times and two different places. Students reflect on norms in the Pale of Settlement of Imperial Russia at the turn-of-the century using the film version of the musical "Fiddler on the Roof." They then view a documentary about the making and reception of the musical that centers the social movements of 1960s America, and they also read secondary literature on changing marriage norms in turn-of-the century Jewish communities in Eastern Europe and in 20th century Jewish communities in America. The assignment turns on concepts of tradition and innovation, showing how often innovation plays a role in things deemed "traditional".

The deaf population of Martha's Vineyard has fascinated scholars for more than a century since Alexander Graham Bell's research on the frequent occurrence of deafness there and since Groce's book on the island's signing community (Groce, N. E. (1985). "Everyone here spoke sign language: Hereditary deafness on Martha's Vineyard." Cambridge, MA: Harvard University Press.). In Groce's work, and in that of subsequent scholars, the Vineyard signing community has often been portrayed as remote and outlying, having developed independently of mainland signing communities for roughly 133 years until 1825. We re-examine that interpretation in light of historical, demographic, and genealogical evidence covering the period 1692-2008. We argue that the Vineyard signing community began in Chilmark in 1785, 93 years later than previously thought, and that it had had a brief period of independent development, roughly 40 years, before becoming well connected, through deaf education, to the nascent New England signing community. We consider the implications of the Vineyard community's history for our understanding of how village signing communities develop.

Cultural heritage is no longer something that can only be experienced in a museum exhibition. Digital tools have facilitated the distribution of material relating to artefacts, both in its representation and in presenting its context. This paper describes how digital modelling techniques can be synthesised with 3D scanning to digitally restore artefacts and create authentic replicas of their original states. The digital artefacts can then be used to assist the process of interpreting these artefacts in diverse forms, both in the museum and outside the museum. The study looks at Pictish sculpture as a case-study, restoring 3D models of two stones, and creating varying opportunities for their interpretation. As part of this study, new interactive tools, a virtual reality environment, and a virtual tour are built to assist immersive interpretation of the Pictish sculpture. The application of these digitised objects serves as an opportunity for informal learning. These applications were evaluated during a drop-in session. Findings show that all participants enjoyed the immersive mode of learning with 89% also showing a willingness to learn more about the topic.

Modern Anglophone pedagogy is characterised by some distinctive approaches to teaching and learning that set it apart from earlier instructional traditions. Among these are certain forms of scaffolding that emphasise students' construction of knowledge. Such methods are consistent with a trend toward visible activity and display in pedagogical practice, in place of dialogue and inner contemplation. In ITE courses, scaffolding strategies are promoted to beginning teachers as novel and effective products of modern cognitive psychology and constructivist theories of learning. Here I offer a historical correction to that view, demonstrating that today's popular scaffolding strategies have a much longer history, and that current practices echo aspects of Ramist formalism, which emerged in the context of a sixteenth-century assault on European scholasticism. Our modern tools, I argue, reflect both the strengths and the pitfalls of that inheritance. It is hoped that this review of the topic might lead to more accurate treatment of the history and theory of scaffolding in ITE courses, and might thereby encourage a more nuanced application of scaffolding strategies by beginning teachers.

One of the critical issues facing Historians today has been the emergence of Strong State regimes and the politicized pseudo history they produce in countries claiming to adhere to democratic norms. The attack on the Capital of the United States was based on a series of lies about voter fraud supported by President Donald Trump and members of Congress. Countering ideology based on a complete disregard for truth is now of paramount importance in the United States. This paper studies Trump's promise to Make America Great Again (MAGA) as a further evolution of Lost Cause mythos that began after the Civil War. The original story casts the enfranchisement of African Americans as a failure touting white supremacy and the righteousness of Jim Crow laws. How can History teachers counter these highly politicized myths? I suggest that the methodology of our profession may provide us with some important tools. John Dewey underscored the importance of critical inquiry to the preservation and advancement of democracy. Teaching students how to think historically goes a long way in the process of producing citizenry who are ready to participate in civil society. To that end I conclude this essay with a course that I teach entitled "Witches, Aliens, and Other Enemies." The course is designed to set moments of mass hysteria and paranoia in the American narrative against the background of reason and rational legal law utilizing the Salem witch hunt at the end of the seventeenth century and the "red scare" following World War II as case studies to stimulate student exploration.

The Ontario College Advanced Diploma requires three years of post-secondary education and the attainment of learning outcomes like those of a three-year baccalaureate degree. Except for one other Canadian province, no similar academic credential is awarded by colleges in Canada or the United States. For these reasons it has been viewed by some as an anomalous academic credential. This article relates how Ontario colleges came to offer such a rare credential and how the credential survived for over half a century. Employing the concept of path dependence, the origins of the advanced diploma are traced back to the institutes of technology that were first established in Ontario in the 1940s. The article employs a mix of historical inquiry, document analysis, enrolment trend analysis, and literature review methodologies.

To document the change over time in African-American/Africana/Black Studies (AABS) librarianship in the United States, this study analyzed 71 position announcements published in physical and digital sources beginning in 1970 through 2019. Using content analysis, the author found that most AABS librarians should expect to have an MLIS and work in academic settings where they develop collections and provide reference services. This study hopes to fill a gap in the current research by exploring how these positions, the job market, and librarianship in this particular field have evolved. Administrators assessing staffing needs, faculty seeking collaborative partners, students interested in AABS librarianship, and anyone curious about the evolution of library work will find this study useful.

Argumentation is a rational method used in all areas of life, including education, to solve a problem, dispute or conflict. Our study is based on a discursive textual analysis of the use and possibilities of argumentation in religious education and our aim is to interpret the argumentation used in religious education through Habermas' model. For this purpose, we have analysed various texts selected from Islamic religion textbooks taught in Germany at primary, secondary and high school level. Our main finding is that Habermasian argumentation is successfully used in the textbooks in current events, whereas it is used in a "limited" and "conditional" way about historical interpretations. The main factor determining the boundary of argumentation is the requirements of the Islamic faith. The limit refers to the cessation of argumentation after a certain point. The condition, on the other hand, refers to the fact that a solution to the dispute can only be found by showing loyalty to a sacred source.

February 12, 1924, is a landmark date in the annals of American music. The story of that snowy afternoon in New York has become almost legendary -- and the tale has undoubtedly become embellished in its telling and retelling over the past 100 years. The occasion was a concert titled "An Experiment in Modern Music," presented by Paul Whiteman and his Palais Royal Orchestra. According to program annotator Hugh C. Ernst (Whiteman's business manager), the so-called experiment was to be "purely educational," and it was Whiteman's aim to demonstrate "the tremendous strides which have been made in popular music" in the previous decade or so, with the apparent goal of increasing the presence of American vernacular music in the concert hall. The "jazz concerto" became "Rhapsody in Blue," by far the most memorable feature of the "Experiment in Modern Music." The mythology surrounding a notice had appeared in the "New York Tribune" announcing that the concert would be evaluated by a panel of judges "who will pass on 'What Is American Music?'" The notice went on to say that "George Gershwin is at work on a jazz concerto." The "jazz concerto" became "Rhapsody in Blue," by far the most memorable feature of the "Experiment in Modern Music." The mythology surrounding the work quickly developed, but as with many myths and urban legends, the story of "Rhapsody in Blue" has its basis in fact. The original manuscripts in the Music Division of the Library of Congress tell part of the story. These manuscripts start with several undated sketches for the opening theme of "Rhapsody in Blue" in a manuscript sketchbook that dates from 1924 and 1925. The only complete manuscript for the "Rhapsody" in Gershwin's own handwriting (fifty-six pages, for piano solo, with the jazz band part reduced for a second piano) has the date January 7, 1924, on its first page; this date is only three days after the "New York Tribune" announcement on January 4. "Rhapsody in Blue" has inspired much scholarly inquiry over the years. But if Whiteman hoped that his "Experiment in Modern Music" might help to bring American popular music into the concert hall, he could not possibly have imagined the extent to which the new "jazz concerto" would become world famous through recordings, sheet music, articles, and books, and that it indeed would become an iconic representation of its era. If challenged to compose for an "Experiment in Modern Music" concert today, as the author proposes, what might students create?

This paper is based on the first two iterations of the Twitter reenactment in "History 450: The Growth of Metropolitan Milwaukee," taught at the University of Wisconsin-Milwaukee (UWM) in Fall 2020 and 2021. According to the authors, they did not come up with the Twitter reenactment as a pedagogical tool on their own. This paper describes the development and refinement of Twitter reenactments since 2009. The authors explain how they worked out the details of transforming what had been a volunteer activity into the core of a class. The authors conclude by examining some of the ethical and pedagogical questions raised by having students engage in a historical reenactment. According to the authors, historical reenactments can offer students an unusual opportunity to develop their historical thinking and share original research findings with a public audience.

College expansion throughout the twentieth century was accompanied by the growth of a profession centered on supporting student learning and development. Higher Education and Student Affairs (HESA) programs multiplied across the United States to train these professionals with a focus on administration, leadership, and student affairs. As recommended by the Council for the Advancement of Standards in Higher Education and related professional organizations, the more than 280 programs in existence today typically include a course on the history of higher education. For the vast majority of HESA students, this is the only graduate-level history course they will take. For this study, the research team consisted of two faculty members -- one a historian and one a higher education professional -- and two graduate students who collaborated with the intention of deepening student engagement with history through an authentic digital assessment. This article examines the impact of the authentic digital assessment on student engagement, inquiry, research skills, and awareness of audience within the broader context of the history of higher education in the United States.

In this article, Sohyun An presents a lesson that she was invited to teach at an elementary school in Georgia for the celebration of Asian American and Pacific Islander (AAPI) Heritage Month. As a social studies teacher educator and mother of Asian American children attending the school, she has worked with some of the teachers to advance critical social studies education. The lesson she designed and taught centered on two Japanese immigrants, Frank Matsura (1873-1913) and Shoki Kayamori (1877-1941). Matsura and Kayamori migrated to the U.S. in the early 1900s and settled in Washington and Alaska, respectively. They embedded themselves in the communities of Indigenous peoples, white settlers, and other migrant workers and became photographers, recording the daily lives of the people. She chose Matsura and Kayamori because their stories and photographs address "westward expansion," a topic that the fifth graders had already learned about in previous social studies lessons. She also chose them because their stories provide a powerful counterstory to the narratives at the time.

This article examines race, racism, and anti-racism in an historical example of British radical theatre-in-education in the 1980s: Pit Prop Theatre's "Brand of Freedom" (1984). We argue that while the programme's aims prefigured contemporary moves toward decolonising drama and theatre education, its theatrical representation of Black experience also reproduced a 'racial calculus' [Hartman, 6] that limited Black personhood, centred whiteness, and enacted white saviour tropes. Throughout, we emphasise the importance of critical historiographical work at the intersections of drama and theatre pedagogy, race, and class, to identify and dismantle practices of white-centricity in histories of drama and theatre education.

This article focuses on the reform-driven efforts of three elite White women from Athens, Georgia, during the progressive era. Laura Blackshear, Mary Ann Rutherford Lipscomb, and Sarah Hunter Moss were pivotal in the creation and development of the Tallulah Falls Industrial School, which aimed to educate children in the North Georgia mountains through industrial training, including craft education. My investigation of the historical and place-based context that formed the basis for rural reform efforts suggests that practices aimed at "good," such as building model industrial schools in rural Georgia, were intertwined with efforts to maintain systems of White supremacy, patriarchy, and classism. Using Massey's theorization of spatial politics, I highlight how Blackshear, Lipscomb, and Moss's efforts were entangled in the complicated spatial relations of the places in which they pursued reform, and I suggest that art educators become attuned to and responsible for the spatial contexts they are navigating.

This paper focuses on independent training providers (ITPs) -- in other words, private companies -- as suppliers of vocational education and training in post-war England. Whilst acknowledging the central role of further education (FE) colleges in delivering vocational learning, it draws attention to a large, diverse sector of ITPs operating alongside FE colleges, particularly during the 1960s and 1970s. Data suggest that around 15-20% of vocational learners were enrolled as fee-paying customers with private providers at that time -- a figure broadly similar to today. There are, it is argued, three related reasons for this. First, the post-war policy environment, and the varied and uneven nature of colleges at that time, allowed significant room for ITPs to operate as alternative providers of vocational education. Second, the far-reaching 'efficiency' gains required since FE colleges left local authority control have largely attenuated the space in which ITPs previously operated. Third, neoliberal assumptions about the superiority of private enterprise mean that ITPs now receive significant funding from the state, largely to deliver Apprenticeships and other programmes of work-related learning -- which has, somewhat perversely, reduced the incentive for them to act as bone fide commercial providers of a broader range of vocational learning.

This article investigates students' engagement with a historical inquiry into redlining--a practice of discriminatory lending that originated in the 1930s as part of the New Deal. The authors developed and implemented a week-long curricular intervention for high school sophomores using StoryQ--an Artificial Intelligence (AI) textual modeling platform designed for high school students without technical expertise--to examine hundreds of neighborhood descriptions produced for the Home Owners Loan Corporation's "residential security maps" in the late 1930s. In this article, we ask: What kinds of historical and present-day racial awareness do high school students demonstrate through instruction focused on AI-assisted analysis of patterns in redlining? Analyzing field notes, interviews, and student-generated digital work showed that many students were drawn to structural explanations of racism and worked to unpack the way primary sources presented Whiteness through "coded language." We argue that it is not only possible for teachers to construct historical inquiries that aim to identify patterns in a large set of primary sources with the aid of AI, but this approach to inquiry offers students an important avenue to engage with alternatives to individual conceptions of racial oppression.

The objective of this article is to explore the relationship between concepts relating to nature and production and, by extension, to work, personal prosperity, and Spain's economic growth, as portrayed in compulsory education textbooks between 1965 and 1990. To this end, in our investigation we scrutinize the evolution of the conception and presentation of work, consumer relations, and economic relations in school curricula and in the discursive form that they ultimately took in Spanish school textbooks. In the course of the article, we identify the continuities found in school textbooks as well as the novelties that began to appear with the beginning of developmentalism in Spain.

'Global citizenship' has gained traction as a policy objective across school systems in recent decades. It has been defined as education for the development of a sense of cosmopolitan moral virtue, planetary identification and 'global competencies'. In this paper, I argue that historical sociology can help explain why this goal has gained prominence in citizenship education policy since the late twentieth century. Focussing on the Australian case, I propose an analytical model where changes in citizenship education policy for schools are articulated to concurrent transformations of nation-state citizenship within a shifting international conjuncture. This approach reveals that the rise of neoliberal statecraft and the diffusion of human rights discourses since the 1970s are pertinent analytical coordinates to make sense of the growing presence of global citizenship within government policy agendas for schools. The Australian case illustrates the relevance of historical sociology to make sense of contemporary education policy.

The rise of evaluation and data in education and education policy is a trend manifesting across a wide variety of policy contexts, holding in its grip national and global policies, with impacts that reach the level of individual children, teachers, and their subjectivities. Earlier research has mainly focused on the phenomenon in neoliberal contexts. This article presents a case study of Finnish early childhood education and care (ECEC) policy discourse built on a tradition of social democratic political rationality and egalitarian values. By utilizing Evert Vedung's metaphor of evaluation waves, we examine how the evaluation trend has influenced the Finnish ECEC policy, which has traditionally been skeptical toward the assessment of individual children's learning and skills and the production and use of data for accountability purposes. In the genealogical reading of ECEC curricula and policy documents from 2002-2021 as data, we identify three discursive practices -- "partnership, pedagogization, and evidence wave" -- that have socio-historically contributed to the formation of the present conception of evaluation in the Finnish ECEC policy discourse. Our genealogical reading also reveals a movement toward international trends -- evaluating the individual child's skills -- especially through the evidence wave.

This article argues that the last three decades of school improvement policies have progressively limited the places and arguments created for arts education in public schools. The result has been a steady marginalization of the arts in the work of school improvement, an exacerbation of opportunity gaps related to access to arts education, and a small window of opportunity to push back against what has become a cycle of narrowing and layering demands on literacy and mathematics to the exclusion of all other areas. As the standards, accountability, and competition movements have led toward increasing privatization and turn toward private industry to solve the problems of public schooling, arts education continues to be marginalized by seeming to require outside intervention rather than intensive internal solutions. I conclude with a discussion of the policy strategies that might reposition arts education within current trends in education policy.

The "academic drift" of professional education is an international phenomenon typically associated with the 1960s and 1970s and reflects an approach to problem-solving whereby science is regarded as the single-most important element while solving practical problems. Specifically, we focus on how esthetic school subjects from our media ecology perspective are challenged when some mediations, both theory- and script-based, are rewarded at the expense of action-based knowledge forms. In the study, we consider Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than "governing policy texts", such as bills, which are legislative in nature. Our study shows that scientifically based content obtained greater space in various Techer Education programmes, while at the same time practical issues were theorized and given greater prominence. We conclude that the mentioned reforms have challenged the subject paradigm, and future subject ecology, involving changed recruitment patterns of teacher educators and shorter preparation studies for teacher students in the practical/esthetic subjects but also opportunities to develop new content and new methods.

From a sociocultural perspective, historical empathy emphasizes the reconstruction of perspectives and experiences needed to understand historical figures' actions and lived experiences. Yet, historical evidence that informs pluralistic lived experiences may often be lacking. Arts integration, which simultaneously draws upon artistic and disciplinary practices, may be a promising avenue for informing engagement in historical empathy by harnessing the humanizing power of art. This descriptive case study explored that possibility by examining Arts Integrated Historical Empathy's (AIHE) capacity for informing preservice social studies teachers' (PSTs) pluralistic engagement with historical figures' lived experiences and their subsequent efforts toward instructional planning for the secondary classroom. Analysis of recorded discussions, work products, written reflections, interviews, and the PSTs' instructional planning revealed that arts integration added a sense of realism to historical figures' contextually specific circumstances, fostered reflexive connections to historical figures' perspectives and affective responses, and promoted pluralistic engagement with historical figures' socioculturally situated perspectives. Moreover, the creation process embedded in AIHE played a crucial role in promoting engagement and display of historical empathy. However, despite recognizing and reflecting on these affordances, the PSTs struggled to plan inquiries that balanced disciplinary and artistic priorities to take advantage of AIHE's mutually reinforcing elements.

Deploying a Lacanian conceptual framework, this article interrogates the psychoanalytic underpinnings of Paulo Freire's dialogical method of critical pedagogy. The paper advances the claim that the transformative efficacy of Freirean dialogue is rooted in its unique ability to confront and engage the repressed element of trauma, or what Lacan calls the "real." The author suggests that the locus of trauma stands as the elusive, yet central and constitutive axis around which Freire's dialogical engagement turns. Following psychoanalysis' attention to biography, the paper first examines how Freire's personal experience of exile informs his philosophical orientation to being, politics, and education. Turning to a specific classroom event Freire outlines in "Pedagogy of Hope," the paper then develops a new interpretation of Freire's idea of naming, and through Lacanian analysis, extends Freire's insight on the relationship between psyche, ideology, and social antagonism. Pushing the idea of class subjectivity in Freire beyond its familiar determinants (namely as an 'identity'), the paper resituates the notion of radical subjectivity in critical pedagogy as the effect of a traumatic loss or gap in the sociosymbolic order of being. The author argues that the 'naming event' in Freire is formally rooted in an encounter with this unconscious gap. To conclude, the paper offers critical educators some new points of departure for conceptualizing the transformative labor of problem-posing dialogue.

The history of the Hilfsschule (special school) is contested and multifaceted. For the German context, most research to date has focused on institutions or professional pioneers in special education. This paper, through a "New Historicism" perspective, asks how a group of pupils, described as "retarded", could become a new pedagogical object within a discourse among teachers, psychiatrists, school doctors and local administrations at the end of the nineteenth century. Linking national and local discourses, this paper analyses the emergence of the special school pupil (Hilfsschulkind) in Germany within a broader discourse of educability as well as through knowledge practices, namely record-keeping systems.

The article discusses (the restoration of a sense of) continuity as a necessary part of transformative learning. Using the lenses of rhythm theory, biographical learning, and memory studies, it highlights both the individual and social dimensions for making sense of the past after a period of change. Discussing the example of an individual transformation and the social transition of Eastern Europe in the 1980s-1990s, it explores two aspects of the transformation process: the need for stability and the selective and altering nature of our process of remembrance. It advocates for developing the capacity to reflect on how we relate to our past and how we narrate the course of our lives.

When Indigenous and non-Indigenous postgraduate research students start researching Indigenous topics, how can we best prepare them for the task ahead? In this article, I describe the approach taken by one regional Australian university to support research students with Indigenous topics through a Master of Philosophy (Indigenous). Drawing on Nakata's cultural interface theory, the programme is designed to grow students' capacities to both negotiate the intersection between Indigenous and Western knowledges and successfully complete a research thesis. This article outlines the pedagogical underpinnings of the programme and describes some of the practices used throughout one-week intensives.

The education of students with disability has changed dramatically over the past 50 years. Universal declarations and conventions have underpinned many of these changes at both an international level and within Australia. In the early 1970s, the philosophy of John Rawls provided a theory of justice to preserve social justice and individual liberty within communities. This mirrored attempts to advance education to ensure social justice, rights and access to education for learners with disability. This micro-historical ethnography provides a review spanning the past half century in Australia of changes to the education of students with disability. Underpinned by an ethnographic epistemology through interviews with the presentism of eight educators involved in Western Australian education for learners with disability, and viewed through an interpretivist lens, major elements of change are identified. An analytical framework deduced from the work of Rawls is used to reflect upon the changes and discuss the degree that Rawls' justice as fairness has been enacted in education for learners with disability from 1970 to 2021 in Australia.

Incorporating Taiwanese Sign Language (TSL) evolved from Taiwan's historical linguistic ecology and intertwined with the linguistic ecology of Taiwan's Deaf community. Utilising a qualitative document analysis incorporating a language planning and policy framework [Cooper, R. L. (1989). Language planning and social change. Cambridge University Press; Reagan, T. (2022). Language planning and language policies for sign languages: an emerging civil rights movement. Sociolinguistica, 36(1-2), 169-182], we analyze how this law fits into Taiwan's multicultural milieu. Specifically, we analyze the transmission, revival, and development of TSL by legislating status, acquisition, corpus, and prestige planning for teaching TSL to hearing learners. Secondly, gaps are identified, such as establishing early TSL access to the birth to age five deaf learners and their caregivers, promoting Chinese literacy with TSL strategies, and hiring native Deaf signing teachers. Limitations and future directions for research and practice are then outlined.