Encounters in Theory and History of Education最新文献_第3页

Power, Privilege And Sex Education in Irish Schools, 1922-67: An Overview 1922- 1967年爱尔兰学校中的权力、特权和性教育:综述

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.24908/encounters.v23i0.15636

T. O'Donoghue, J. Harford

{"title":"Power, Privilege And Sex Education in Irish Schools, 1922-67: An Overview","authors":"T. O'Donoghue, J. Harford","doi":"10.24908/encounters.v23i0.15636","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.15636","url":null,"abstract":"An overview of the thinking that led us to write our most recent book, Piety and Privilege. Catholic Secondary Schooling in Ireland and the Theocratic State, 1922-67, constitutes the substance of this paper. Our central argument is that during the period 1922-1967, the Church, unhindered by the State, promoted within secondary schools, practices aimed at “the salvation of souls” and at the reproduction of a loyal middle class and clerics. The State supported that arrangement with the Church also acting on its behalf in aiming to produce a literate and numerate citizenry, in pursuing nation building, and in ensuring the preparation of an adequate number of secondary school graduates to address the needs of the public service and the professions. This situation proved attractive to successive governments, partly because the great majority of the nation’s politicians and public servants were themselves loyal middle-class Catholics. In addition, the teaching religious played a crucial role in the State’s project of harnessing schools as part of its Gaelic nation-building project. This paper considers what we deem to be three distinctive aspects of our work. First, we detail how it is a contribution not just to the history of education in Ireland but also to the broader field of the history of Catholic Church and State relations in education in the English-speaking world for the period examined. Secondly, we deliberate on the research approach we adopted in generating our exposition. Thirdly, we outline our consideration of three aspects of the process of education in Catholic schools that have been neglected in many accounts to date, namely, the manner in which privilege, piety, and sex education were approached.\u0000Keywords: Ireland, secondary schooling. piety, privilege, sex education","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80161395","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

Re-contextualizando la temprana recepción de Montessori en España (1906-1936)

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.24908/encounters.v23i0.16171

Patricia Quiroga Uceda

{"title":"Re-contextualizando la temprana recepción de Montessori en España (1906-1936)","authors":"Patricia Quiroga Uceda","doi":"10.24908/encounters.v23i0.16171","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.16171","url":null,"abstract":"Maria Montessori es una figura intelectual que emerge con voz propia en la historia de la educación transnacional del siglo XX. En el caso de España su influencia ha sido y sigue siendo profunda. Lo que se plantea en este trabajo es un estudio histórico de su temprana recepción en el contexto español en las tres décadas que transcurren de 1906 a 1936. El punto de partida es una re-contextualización de sus ideas educativas desde la óptica de campos de conocimientos diferenciados de la propia pedagogía. Un aspecto aún no abordado por los historiadores de la educación. El estudio se enmarca en la corriente de la historia intelectual, más específicamente en los estudios de circulación, transferencia y recepción de ideas. Se toman como referencia principal los trabajos de historiadores como David Armitage y David Boucher, que han desarrollado enfoques contextuales analíticos para el estudio de las ideas y su reconfiguración en espacios geográficos determinados y periodos temporales específicos. Se plantea una re-contextualización del proceso de recepción de las ideas de Montessori a partir de tres campos aparentemente distantes de la pedagogía en las tres primeras décadas del siglo XX en España como lo eran la política, la religión y la medicina. Se constata una recepción trasversal y compleja de las ideas de Montessori en España que abarca un ancho espectro ideológico. Se detecta también que campos como la política y la religión se adelantaron al campo de la pedagogía en la recepción de la obra de Montessori. \u0000Palabras clave: Montessori, historia de la educación, recepción, España","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78824781","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

Guest Editors' Introduction to The Thematic Section 客座编辑对专题部分的介绍

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.24908/encounters.v23i0.16152

Diana Gonçalves Vidal, N. Almeida-Filho

引用次数: 0

Rebel Universities in The Brazil of Anísio Teixeira: The University of The Federal District and The University of Brasília 巴西的反叛大学Anísio特谢拉:联邦区大学和Brasília大学

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.24908/encounters.v23i0.15651

L. Xavier

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Anísio Teixeira’s Legacy to Brazilian Education Anísio特谢拉对巴西教育的贡献

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.24908/encounters.v23i0.15667

Clarice Nunes

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Canada’s Education System: Policies And Challenges During The COVID-19 Pandemic. An Interview With Dr. Charles Ungerleider 加拿大教育体系:COVID-19大流行期间的政策和挑战。采访查尔斯·昂格莱德博士

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.24908/encounters.v23i0.16164

S. Arfaie, Peter Glinos, Faraz Honarvar

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Umbrellas 雨伞

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.1093/nq/s4-ix.214.97c

Bianca Dettino

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“I do have to represent the faith:” An Account of an Ecclesiological Problem When Teaching Philosophy in Ontario’s Catholic High Schools “我必须代表信仰:”在安大略省天主教高中教授哲学时的一个教会问题

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.24908/encounters.v23i0.15688

G. McDonough, Lauren Bialystok, Trevor Norris, L. Pinto

{"title":"“I do have to represent the faith:” An Account of an Ecclesiological Problem When Teaching Philosophy in Ontario’s Catholic High Schools","authors":"G. McDonough, Lauren Bialystok, Trevor Norris, L. Pinto","doi":"10.24908/encounters.v23i0.15688","DOIUrl":"https://doi.org/10.24908/encounters.v23i0.15688","url":null,"abstract":"The Canadian province of Ontario introduced philosophy as a secondary school subject in 1995 (Pinto, McDonough, & Boyd, 2009). Since publicly-funded Catholic schools teach approximately 32% of all students in Ontario (Ontario Ministry of Education, 2022), the question arises regarding how teachers in those schools coordinate philosophy and Catholic teachings. This study employs a secondary analysis of interviews with six teachers from Ontario’s Catholic schools, and employs two of Avery Dulles’ (2002) conceptions of church (institution and mystical communion) to determine how they consider the choices available within their own tradition that could answer this question. Rather than looking only at the shortcomings of treating magisterial teaching as philosophy, this paper argues that there are also conceptual problems that these courses must address in order to improve their ecclesiological adequacy, and illustrates how an apparent null curriculum privileges the institutional ecclesiology.\u0000Keywords: Catholic education, Catholic school, philosophy, ecclesiology, null curriculum, high school philosophy","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78791782","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

Listening and Documenting in The Reggio Approach: The Challenge And The Vision Stemming From Bruner’s Contribution 雷焦方法中的倾听和记录:布鲁纳的贡献带来的挑战和愿景

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.24908/encounters.v23i0.15537

Massimiliano Massimelli, R. Mineo, G. Tucci

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Hygiene in Primary Schools: Perspectives on The Writings of Antonio Ferreira de Almeida Júnior (1922-1939) 小学卫生:安东尼奥·费雷拉·德·阿尔梅达作品视角Júnior (1922-1939)

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Encounters in Theory and History of Education Pub Date : 2022-12-19 DOI: 10.24908/encounters.v23i0.15699

Angélica Pall Oriani

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