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The [Oxford] Handbook of the History of Education最新文献

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Gendering the History of Education 教育史的性别化
The [Oxford] Handbook of the History of Education Pub Date : 2019-07-16 DOI: 10.1093/OXFORDHB/9780199340033.013.20
Lucy E Bailey, K. Graves
{"title":"Gendering the History of Education","authors":"Lucy E Bailey, K. Graves","doi":"10.1093/OXFORDHB/9780199340033.013.20","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.20","url":null,"abstract":"Gendered analysis has enacted a radical intervention in educational history through highlighting women’s roles and experiences, exploring gendered educational forces, institutions, practices, and policies, and expanding theories and methodologies. The field encompasses women’s, feminist, and gender history and diverse sites and periods of study. Although distinct in central concerns and emphases, these approaches continue to overlap, intersect, or unfold concurrently in practice, creating productive tensions that shape the field. The perspective of how the field is gendered depends in part on how its boundaries are drawn. This is both a theoretical and a methodological matter and, for many gender scholars, also a political one. The reach and production of gendered historiography is inevitably uneven, shaped by disciplinary identities, material conditions of embodied academic labor, and the uneven availability of resources to support historical research and teaching.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126926092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Conflicting Constructions of Childhood and Children in Education History 教育史上童年与儿童的冲突建构
The [Oxford] Handbook of the History of Education Pub Date : 2019-07-16 DOI: 10.1093/OXFORDHB/9780199340033.013.25
Barbara Beatty
{"title":"Conflicting Constructions of Childhood and Children in Education History","authors":"Barbara Beatty","doi":"10.1093/OXFORDHB/9780199340033.013.25","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.25","url":null,"abstract":"Child labor and compulsory education were entwined in the context of conflicting social constructions of childhood. As public schools spread in the nineteenth-century United States, a modern construction of childhood as a time to go to school evolved for protected middle-class children. At the same time, with industrialization, migration, emancipation, and population growth, increasing numbers of poor and working-class children were constructed as child laborers. Anti–child labor campaigns proceeded piecemeal, not always in concert with compulsory education laws. With the transition from agricultural to industrial societies, constructions of childhood varied internationally, by culture, region, race, gender, class, caste, and politics. Worldwide, children from low-income families were less protected and less able to attend school. Driven in part by global economic competition, income disparities, testing, and other variables, a postmodern reconstruction of childhood has been emerging, in which pressured children work hard at school and emotionally at home. Yet with persistent child labor in many parts of the world, other children experience different kinds of pressure and difficulties becoming and performing as students.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115453823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The German University and Its Influence 德国大学及其影响
The [Oxford] Handbook of the History of Education Pub Date : 2019-07-16 DOI: 10.1093/OXFORDHB/9780199340033.013.15
C. McClelland
{"title":"The German University and Its Influence","authors":"C. McClelland","doi":"10.1093/OXFORDHB/9780199340033.013.15","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.15","url":null,"abstract":"The new-model German university of the nineteenth century built upon previous efforts to reform higher education and reached its highest point of development and influence before World War I. It shaped the roles of universities worldwide. Reforms reflected the conscious creation of institutions promoting cutting-edge research, in fields from physics and medicine to law and theology. This was combined with the highest standards of active, self-involved student preparation for the learned professions. Yet even at the height of its prestige, its contradictions and limitations were already visible by the 1920s. When the concept of the elite research university is subject to critique, revisiting its origins in Germany can provide stimulus to debates about the future of the university, not only in North America and Europe but in all countries with higher education systems influenced by the German or American models.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134222250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The History of School Teachers and Administrators 学校教师和管理者的历史
The [Oxford] Handbook of the History of Education Pub Date : 2019-07-16 DOI: 10.1093/oxfordhb/9780199340033.013.28
Kate Rousmaniere
{"title":"The History of School Teachers and Administrators","authors":"Kate Rousmaniere","doi":"10.1093/oxfordhb/9780199340033.013.28","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780199340033.013.28","url":null,"abstract":"This chapter is an overarching historical narrative of the development of the occupations of teaching and school administration, focusing on the history of educators who have worked as elementary and secondary public school teachers and local school administrators. The emphasis is on the historical development of Anglo and Anglo American education, with notations of patterns of change in a more global context. The chapter discusses the nature of research on the history of educators, and then introduces three themes that mark the history of teachers and school administrators: the creation of state systems of education, the troubled history of professionalization of education, and the historical relationship of public school educators to the state.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126670076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Education and the African Diaspora 教育与非洲侨民
The [Oxford] Handbook of the History of Education Pub Date : 2019-07-16 DOI: 10.1093/OXFORDHB/9780199340033.013.23
Christopher M. Span, Brenda N. Sanya
{"title":"Education and the African Diaspora","authors":"Christopher M. Span, Brenda N. Sanya","doi":"10.1093/OXFORDHB/9780199340033.013.23","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.23","url":null,"abstract":"Countless historians have studied the African diaspora, but one topic that has been significantly understudied is education. This chapter documents how Africans in the diaspora came to learn, attend school, and advance their knowledge, both during enslavement and in the years thereafter, and how those educational experiences impacted Africans on and off the continent. It is a remarkable narrative. From the earliest schooling considerations in African kingdoms, to Haiti, the first black republic, and the Caribbean and the Americas, this chapter details how Africans used literacy and schools well into the twentieth century as a means to liberate themselves from enslavement and segregation by law and advance themselves as citizens in their new homelands and for uplift around the world.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132407551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Race and Ethnicity in Education History 教育史上的种族和民族
The [Oxford] Handbook of the History of Education Pub Date : 2019-07-16 DOI: 10.1093/OXFORDHB/9780199340033.013.22
Yoon K. Pak
{"title":"Race and Ethnicity in Education History","authors":"Yoon K. Pak","doi":"10.1093/OXFORDHB/9780199340033.013.22","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.22","url":null,"abstract":"This chapter examines race and ethnicity in educational history in the United States, the United Kingdom, Australia, South Africa, and Brazil. Differentiation and segregation based on race, religion, gender, ability, and socioeconomic class, were common features in designing school systems to promote a nation’s efforts toward citizenship. In the United States and elsewhere, efforts to inculcate norms of democratic citizenship were equally fraught with means to deculturalize minority, immigrant, and indigenous populations. As such, this chapter focuses primarily on racialized minority populations and limitations of access to public schooling centered on democratic citizenship. It surveys educational policies and practices from the colonial era through the mid-twentieth century, examining the role of religion, immigration, language, countries of origin, and race. It also discusses how schooling systems have prepared future citizenry for diversity.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129716660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
National Education Systems 国家教育体系
The [Oxford] Handbook of the History of Education Pub Date : 2019-06-13 DOI: 10.1093/OXFORDHB/9780199340033.013.8
J. Albisetti
{"title":"National Education Systems","authors":"J. Albisetti","doi":"10.1093/OXFORDHB/9780199340033.013.8","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.8","url":null,"abstract":"Nothing worthy of being called a “national system” of education existed in Europe at the beginning of the nineteenth century. Levels of literacy and school attendance varied widely between regions and genders, even where compulsion had been introduced on paper. Secondary schooling had yet to be clearly separated from higher education and involved only males. Formal training and certification of teachers was rare. Changes emerged more rapidly in northern and western regions than in the south and east. Yet in the period since 1990, universal attendance, extension of schooling to at least age sixteen, coeducation, and problems of integrating immigrant populations have in many ways led beyond national systems to a recognizable European system of elementary and secondary education.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121505941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 24
Inequality in Education 教育不平等
The [Oxford] Handbook of the History of Education Pub Date : 2019-06-13 DOI: 10.1093/oxfordhb/9780199340033.013.19
J. Kafka
{"title":"Inequality in Education","authors":"J. Kafka","doi":"10.1093/oxfordhb/9780199340033.013.19","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780199340033.013.19","url":null,"abstract":"This chapter reviews research on the history of inequality in education. Across the globe and since the advent of formal schooling, children from wealthier families have had access to more education, and more costly education, than their less affluent peers. More physically and intellectually advantaged children have also, on average, had greater educational opportunities than their less fortunate peers. Yet within this general historic truth lies considerable variation in terms of how, to what extent, and by what political justification educational inequalities have existed and persisted. Historians have sought to explain variations in inequality in education across time and place and to situate those inequalities within a larger sociohistoric context. One overarching finding from this large and varied body of research is that reform of school systems’ organization and practices is frequently a necessary but insufficient strategy in reducing inequalities in education.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128045714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
National Education Systems 国家教育体系
The [Oxford] Handbook of the History of Education Pub Date : 2019-06-13 DOI: 10.1093/OXFORDHB/9780199340033.013.9
Nancy Beadie
{"title":"National Education Systems","authors":"Nancy Beadie","doi":"10.1093/OXFORDHB/9780199340033.013.9","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.9","url":null,"abstract":"The three major countries of North America present three different models of system development in education. As compared with Mexico, with its strong central authority, the systems of the United States and Canada are federated rather than national, with virtually all matters of funding, curriculum, licensing, and accreditation administered at provincial rather than national levels. These differences pose a problem of historical explanation. All three countries exhibited similar levels of rhetorical commitment to the idea of publicly supported systems of mass education in the 1820s. During the mid-nineteenth century, all three also adopted basic legal and administrative infrastructures for public education at provincial levels. After 1870, however, the three countries developed different patterns of national education policymaking. Based on a synthesis of focused national studies and comparative and transnational scholarship, this chapter advances an argument about how the divergences among the three systems developed and what factors help explain those differences.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117073904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
National Education Systems 国家教育体系
The [Oxford] Handbook of the History of Education Pub Date : 2019-06-13 DOI: 10.1093/OXFORDHB/9780199340033.013.10
C. Campbell, M. Stephenson
{"title":"National Education Systems","authors":"C. Campbell, M. Stephenson","doi":"10.1093/OXFORDHB/9780199340033.013.10","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.10","url":null,"abstract":"With British colonization from the late eighteenth century came attempts to school indigenous and nonindigenous populations in ways familiar to colonizers. This was so in Australia and New Zealand. Writing histories that respect the indigenous experience of education has been a challenge. Mainstream historiography concentrated on the growth of schools and school systems as they provided for the colonizing populations from Britain. Colonial and postcolonial struggles among private interests, churches, and the state over schooling were the common subjects of research. Beginning in the 1970s revisionist historians have often written in terms of social history. Relationships between schooling and different social classes, indigenous students, teachers, and girls and women students often inform more recent writing. Traditional biographies of educators, histories of schools and school systems, and curriculum and pedagogy have not been neglected, but the influence of recent international historiography has impacted research into the history of education in Australia and New Zealand.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121131847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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