The History Education Review最新文献_第9页

The conformation of the disciplinary and professional field of pedagogy in Spain before the Civil War 内战前西班牙教育学学科和专业领域的形成

The History Education Review Pub Date : 2021-05-25 DOI: 10.1108/HER-10-2020-0057

Y. Alvarez-Gonzalez

引用次数: 0

Childhood, disability and vocational training in Franco's Spain during the 1950s and early 1960s 20世纪50年代和60年代初佛朗哥统治下的西班牙的童年、残疾和职业培训

The History Education Review Pub Date : 2021-05-19 DOI: 10.1108/HER-07-2020-0041

Mercedes del Cura, J. Martínez-Pérez

{"title":"Childhood, disability and vocational training in Franco's Spain during the 1950s and early 1960s","authors":"Mercedes del Cura, J. Martínez-Pérez","doi":"10.1108/HER-07-2020-0041","DOIUrl":"https://doi.org/10.1108/HER-07-2020-0041","url":null,"abstract":"PurposeThis paper analyses the strategies designed by Franco´s dictatorship to address the “problem” of children with physical disabilities, focusing on the relevance given to vocational training.Design/methodology/approachThe paper draws mainly on official documents, reports from international organisations, and Spanish experts' papers.FindingsFrancoism turned labour into one of the key pillars of its national project and included vocational training in the different stages of school life. From the mid-1950s, vocational training also became a key factor for the dictatorship's strategy towards disability. Following the recommendations issued by international agencies, Francoism began to adopt different measures towards the rehabilitation of children with disabilities. One of them was the creation, in 1959, of a special unit for adolescents within the National Institute for the Rehabilitation of Invalids. In addition to medical treatment, this unit provided children with education and vocational training.Originality/valueThe value of this paper lies in the fact that the topic it analyses has been little studied. Until now no attention has been given to the special unit for adolescents, despite it being a very interesting example of the medical model of disability and its contradictions. During their stay at the unit children were promised greater autonomy and independence, but their lives also became medicalised and they were forced to collaborate with experts.","PeriodicalId":365596,"journal":{"name":"The History Education Review","volume":"311 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115555461","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

Fabricating spaces and knowledge: the Berlin-Dalldorf Municipal Asylum for “Feeble-Minded” Children (1880–1900) 制造空间和知识:柏林-达尔多夫“弱智”儿童收容所(1880-1900)

The History Education Review Pub Date : 2021-05-18 DOI: 10.1108/HER-05-2020-0029

Jona T. Garz

{"title":"Fabricating spaces and knowledge: the Berlin-Dalldorf Municipal Asylum for “Feeble-Minded” Children (1880–1900)","authors":"Jona T. Garz","doi":"10.1108/HER-05-2020-0029","DOIUrl":"https://doi.org/10.1108/HER-05-2020-0029","url":null,"abstract":"PurposeThis paper has two purposes. One is to examine the ways mentally disabled children were disciplined and cared for in Berlin, Germany/Prussia, at the end of the 19th century, by considering the way the architecture of the asylum affected the practices within it. The second purpose is to examine the manner in which the practices at the Dalldorf Asylum, especially the administrative paperwork, fabricated and stabilized the medico-pedagogical category of “feeble-mindedness”.Design/methodology/approachThis paper engages with reflections on asylum architecture and its connection to disciplining bodies as shown in Disability History and linking these insights to recent scholarship from the field of Science and Technology Studies on the fabrication of knowledge through observation. Drawing on microhistory as methodology it examines the fabrication of “feeble-mindedness” with and within the Dalldorf Asylum, focusing on architecture and design as well as administrative practices.FindingsThe analysis of the asylum's architecture reveals how certain ideas of hygiene and control derived from 19th century psychiatry, along with personal attentiveness and individualized learning were incorporated into the building, creating the notion of a “feeble-minded child” as being simultaneously dangerous and in danger. The paper further shows how the professionals involved were struggling with diagnosing these children, further showcasing that the space as well as the categorization of children, oscillating between psychiatry and pedagogy, has to be understood as contested.Originality/valueThis paper engages findings on the disciplining structures organizing everyday life within the asylum with concepts of fabricating knowledge as central to science studies. The Dalldorf Asylum, the earliest state-funded asylum for mentally disabled children in Germany and largely understudied, is used as the main research object. A microhistorical approach allows to make visible the intricate yet mundane practices involved in stabilizing the category of “feeble-mindedness”.","PeriodicalId":365596,"journal":{"name":"The History Education Review","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134192883","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 fate of traditional schools in a context of educational modernization: the case of Si-shu in China 教育现代化背景下传统学校的命运——以中国的思书为例

The History Education Review Pub Date : 2021-05-13 DOI: 10.1108/her-11-2019-0047

Chunjiao Jiang, Pengcheng Mao

{"title":"The fate of traditional schools in a context of educational modernization: the case of Si-shu in China","authors":"Chunjiao Jiang, Pengcheng Mao","doi":"10.1108/her-11-2019-0047","DOIUrl":"https://doi.org/10.1108/her-11-2019-0047","url":null,"abstract":"Purpose:The purpose of this paper is to examine how Si-shu, a traditional form of local, private education grounded in classical instruction, responded to the rapid modernization of education during the late Qing dynasty and early Republic of China and to explain why these schools, once extraordinarily adaptable, finally disappeared.Design/methodology/approach:The authors have examined both primary and secondary sources, including government reports, education yearbooks, professional annals, public archives, and published research to analyze the social, political and institutional changes that reshaped Si-shu in the context of China's late-19th- and early-20th-century educational modernization.Findings:Si-shu went through four stages of institutional change during the last century. First, they faced increased competition from new-style (westernized) schools during the late Qing dynasty. Second, they engaged in a process of intense self-reform, particularly after the Xinhai Revolution of 1911. Third, they were marginalized by the new educational systems of the Republic of China, especially the Renxu School System of 1922 and the Wuchen School System of 1928. Finally, after the foundation of the People's Republic of China in 1949, they were considered remnants of feudal culture and forcibly replaced by modern schools.Originality/value:This paper brings hitherto unexplored Chinese sources to an English-speaking audience in an effort to shed new light on the history of traditional Chinese education. The fate of Si-shu was part of the larger modernization of Chinese education – a development that had both advantages and disadvantages.","PeriodicalId":365596,"journal":{"name":"The History Education Review","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127943384","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

Evi Michitaka’s View of History Education and Elementary History Class in Japanese Colonial Period 日本殖民时期的历史教育观与小学历史课

The History Education Review Pub Date : 2021-03-31 DOI: 10.18622/KHER.2021.03.157.221

E. Lee

引用次数: 0

A Study on Historiography Related to Women during the Japanese Colonial Period in High School Textbooks of “Korean History” by 2015 Revised Curriculum 2015年修订的高中《韩国历史》教科书中日本殖民时期女性史学研究

The History Education Review Pub Date : 2021-03-31 DOI: 10.18622/KHER.2021.03.157.191

Hyo-jung Yoon

引用次数: 0

Activities of Anti-Government Guerrillas during the Guatemala Civil War 危地马拉内战期间反政府游击队的活动

The History Education Review Pub Date : 2021-03-31 DOI: 10.18622/KHER.2021.03.157.35

S. J. Lee

引用次数: 0

Amerasians and International Adoption (1945~1975) - Focused on Vietnamese Amerasians - 美亚混血儿与国际收养(1945~1975)——主要研究越南美亚混血儿

The History Education Review Pub Date : 2021-03-31 DOI: 10.18622/KHER.2021.03.157.1

Nho Young Soon

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Trends and Changes of Contemporary Affair Reforms in the Late Chosun Period 朝鲜后期时政改革的趋势与变化

The History Education Review Pub Date : 2021-03-31 DOI: 10.18622/KHER.2021.03.157.319

Tae Woong Kim

引用次数: 0

Critical Reflections for How to Make New National History Curriculum from History Class 从历史课看国家新历史课程设置的批判性思考

The History Education Review Pub Date : 2021-03-31 DOI: 10.18622/KHER.2021.03.157.113

Seok-young Son

引用次数: 0