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Encounters in Theory and History of Education最新文献

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Chile’s Citizenship Education Curriculum: Priorities and Silences Through Two Decades 智利公民教育课程:二十年来的优先与沉默
IF 0.4
Encounters in Theory and History of Education Pub Date : 2021-12-17 DOI: 10.24908/encounters.v22i0.14991
Cristián Cox, Carolina García
{"title":"Chile’s Citizenship Education Curriculum: Priorities and Silences Through Two Decades","authors":"Cristián Cox, Carolina García","doi":"10.24908/encounters.v22i0.14991","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14991","url":null,"abstract":"The article examines the evolution of the citizenship education curriculum in Chilean secondary education over last two decades from the perspective of the relevance of its contents for a democratic culture. The evidence and its analysis show the variations observed in the curricula are not related so much to the ideology of the governments that enact them as to socio-cultural changes of a macro nature, such as the growing emphasis on rights and participation. The analysis confirms some deficits common to the curricula, which have implications for the development of the democratic political culture in Chile. Among these are the scarce or null presence of the values of solidarity, the common good, and social cohesion, as well as a paradox of quasi-silence about voting, common in the curricula of Latin American countries and which is contrasted with the treatment of voting in the curricula of France and England.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75863284","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: 3
neoliberalismo educacional chileno y sus posibilidades de derrumbe en una nueva constitución: ¿Es posible? 智利教育新自由主义及其在新宪法中崩溃的可能性:这可能吗?
IF 0.4
Encounters in Theory and History of Education Pub Date : 2021-12-17 DOI: 10.24908/encounters.v22i0.15053
C. Madero
{"title":"neoliberalismo educacional chileno y sus posibilidades de derrumbe en una nueva constitución: ¿Es posible?","authors":"C. Madero","doi":"10.24908/encounters.v22i0.15053","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15053","url":null,"abstract":"Chile enfrenta la tarea de redactar una nueva constitución que reemplace en plenitud la Constitución de 1980 creada durante la dictadura de Pinochet (1973-1990). En tal constitución se emplazan los pilares de un modelo neoliberal a partir del cual el sistema educativo escolar ha sido moldeado. En este artículo se exponen elementos acerca de cómo se construye la Constitución de 1980, su contexto histórico, y sus principales influencias. Se exponen además los principales elementos constitucionales relativos a la educación escolar, y cómo dichos principios se han traducido en una institucionalidad construida (y deconstruida en algún caso) entre los años 1980 y 2021. El artículo finaliza con una reflexión sobre la posibilidad del derrumbe de la arquitectura neoliberal del sistema educativo escolar chileno a propósito de la redacción de una nueva constitución en el país.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83840398","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
Presupuestos participativos: ¿neoliberalizadores?, ¿educativos? 参与式预算:新自由主义?教育,¿?
IF 0.4
Encounters in Theory and History of Education Pub Date : 2021-12-17 DOI: 10.24908/encounters.v22i0.15241
Carlos Martínez Valle
{"title":"Presupuestos participativos: ¿neoliberalizadores?, ¿educativos?","authors":"Carlos Martínez Valle","doi":"10.24908/encounters.v22i0.15241","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15241","url":null,"abstract":"El artículo estudia los presupuestos participativos (PPs) como una política que, diseñada e implementada originalmente como instrumento de democracia participativa y educación social, puede ser, transformada y en determinados contextos, funcional al proyecto neoliberal. Su análisis sirve para ponderar una nueva teoría de la Geografía humana que designaríamos metonímicamente como “políticas aceleradas”. Esta estudia el “neoliberalismo realmente existente” considerando los espacios y las formas en los que se manifiesta por todo el globo, con redes y nodos electrónicos que permiten procesos acelerados, horizontales y dependientes de los contextos, sin núcleos ni periferias. El artículo discute las características que deberían mantener los PPs para no convertirse en neoliberalizadores y las inconcreciones de la teoría en torno a sus agentes, uso de los medios digitales y la rapidez de las nuevas políticas, aspectos que incidirían en una nueva conformación del neoliberalismo y en la reformulación de los estudios del transfer.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80046712","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
Historical Analysis of School Choice in Ontario: Freedom and Inequality 安大略省择校的历史分析:自由与不平等
IF 0.4
Encounters in Theory and History of Education Pub Date : 2021-12-17 DOI: 10.24908/encounters.v22i0.15072
Peter Glinos
{"title":"Historical Analysis of School Choice in Ontario: Freedom and Inequality","authors":"Peter Glinos","doi":"10.24908/encounters.v22i0.15072","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.15072","url":null,"abstract":"The article analyzes the contemporary school choice debate in Ontario in relation to the neoliberal models of education instituted by other provinces, and places key issues of the debate within Canada’s historical context. In the first section, this paper focuses on tracing out the push for neoliberal school choice in Ontario within the broader history of its development in Canada, with particular attention to Alberta and British Columbia. The second section examines two aspects of the school choice debate: the issues of freedom of choice, as well as racial and social inequality. Finally, these aspects of school choice are placed alongside Milton Friedman’s voucher school model and the history of education in Ontario. This juxtaposition reveals some of the regulations needed to mitigate the harmful effects of school choice in Ontario.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82778154","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
What We Can Learn From Studying The Past: The Wonderful Usefulness of History in Educational Research 我们可以从研究过去中学到什么:历史在教育研究中的奇妙用处
IF 0.4
Encounters in Theory and History of Education Pub Date : 2021-12-17 DOI: 10.24908/encounters.v22i0.14999
J. Westberg
{"title":"What We Can Learn From Studying The Past: The Wonderful Usefulness of History in Educational Research","authors":"J. Westberg","doi":"10.24908/encounters.v22i0.14999","DOIUrl":"https://doi.org/10.24908/encounters.v22i0.14999","url":null,"abstract":"Why should educational researchers study the history of education? This article suggests that this research is of immediate relevance to current issues of education and may therefore serve a wide variety of purposes. The main argument is that history of education offers four vital contributions: a unique methodological expertise that in turn enables historians of education to provide educational research with vital explanations, comparisons, and the ability to analyse the use and abuse of history in contemporary educational policy and debate. In short, history of education is vital to educational research, not despite its historical orientation, but because of it. Consequently, this paper poses a challenge, both for the field of educational research to promote educational historical research, and for historians of education to explore the untapped potential of this sub-discipline.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80620450","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
Sentidos de nación, reflexión pedagógica en el cambio de guion en el Museo Histórico Nacional de Chile Sentidos de nacion，智利国家历史博物馆剧本变化的教学反思
IF 0.4
Encounters in Theory and History of Education Pub Date : 2020-11-19 DOI: 10.24908/encounters.v21i0.14458
Manuel Correa Serrano, Macarena Ponce de León
{"title":"Sentidos de nación, reflexión pedagógica en el cambio de guion en el Museo Histórico Nacional de Chile","authors":"Manuel Correa Serrano, Macarena Ponce de León","doi":"10.24908/encounters.v21i0.14458","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14458","url":null,"abstract":"This article, accompanied by the video of the temporary exhibition of the Museo Histórico Nacional de Chile, MHC (National Historical Museum of Chile), called “Sinopsis, sentidos de nación” (Synopsis, senses of the nation), reflects upon the challenges that a national history museum faces in the 21st century. This museum, created in 1911, still exhibits a story almost exclusively focused on the feat of the Nation-state and groups of power; an urban, male and military history, which ignores the historical character of minorities. Today, this historical construction results in the difficulty that national history museums, such as the Chilean one, have in transforming themselves into spaces for public dialogue about the past. The temporary exhibition of the MHN “Sinopsis, sentidos de nación”, seeks to advance towards new museological proposals that incorporate this reflection. To achieve this, it proposes a temporary journey on the different senses of belonging in the history of Chile. While the video takes us on a tour of the exhibition, this article seeks to clarify the declaration of intention of its museological and museographic approach in educational, narrative and political terms, with the aim of answering pedagogical questions about the role of a museum with a national vocation and historical dedication, as well as to incorporate minorities in an inclusive and intersectional perspective.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87923769","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
International Organizations and Educational Change in Spain during the 1960s 20世纪60年代西班牙的国际组织和教育变革
IF 0.4
Encounters in Theory and History of Education Pub Date : 2020-11-16 DOI: 10.24908/encounters.v21i0.14334
Lorenzo Delgado Gómez-Escalonilla
{"title":"International Organizations and Educational Change in Spain during the 1960s","authors":"Lorenzo Delgado Gómez-Escalonilla","doi":"10.24908/encounters.v21i0.14334","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14334","url":null,"abstract":"From the end of the 1950s, Spain’s political leaders felt the need to promote changes in the educational system that would bring it up to date and give more space to practical content and technical training. International organizations played a leading role in the propagation of these new ideas and organizational practices for the training of human capital and its contribution to economic development. The reports and guidelines of the OECD and UNESCO disseminated prior experiences on educational planning carried out in Latin America, at the same time that they functioned as channels for the transmission of knowledge and teaching methods throughout the 1960s. The modernizing sectors of the Francoist elite (the technocrats) were the main liaisons with those international organizations. They were convinced that it was necessary to reform an obsolete and class-based system to adapt it to the demands of a society that was undergoing a strong process of economic growth. Such schemes, likewise, proved useful to the political project of authoritarian modernization that was propping up the Franco dictatorship. This text will examine the relationship of the Spanish state with the international organizations that provided advice and funding to undertake a set of changes in education, changes that would culminate in the General Education Law of 1970 at the start of the following decade.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88086169","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: 3
Pedagogical Renewal in Portugal Between the 1950s and the 1970s: Actors, Reception of Ideas, Educational Experiences 20世纪50年代至70年代之间葡萄牙的教学更新:演员，思想的接受，教育经验
IF 0.4
Encounters in Theory and History of Education Pub Date : 2020-11-16 DOI: 10.24908/encounters.v21i0.14104
Joaquim Pintassilgo, A. C. R. D. Andrade
{"title":"Pedagogical Renewal in Portugal Between the 1950s and the 1970s: Actors, Reception of Ideas, Educational Experiences","authors":"Joaquim Pintassilgo, A. C. R. D. Andrade","doi":"10.24908/encounters.v21i0.14104","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14104","url":null,"abstract":"This article aims to reflect on the appropriations of pedagogies presented as alternatives to the so-called traditional pedagogy, in Portugal, from the 1950s to the 1970s, whilst under an authoritarian regime. Furthermore, it aims to assess the role played in this movement by a group of educators who were considered progressive. We also propose, within this framework, to think through the complexity of the relations between tradition and innovation, using the concept of “tradition of innovation” as a reference point.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79639292","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
Concerns and Suspicions on a Questionable Science in the Era of Ideologies: The Hard Pathway of Comparative Education in Italy during the 1970s 意识形态时代对一门可疑科学的关注与怀疑:20世纪70年代意大利比较教育的艰难之路
IF 0.4
Encounters in Theory and History of Education Pub Date : 2020-11-16 DOI: 10.24908/encounters.v21i0.14097
Letterio Todaro
{"title":"Concerns and Suspicions on a Questionable Science in the Era of Ideologies: The Hard Pathway of Comparative Education in Italy during the 1970s","authors":"Letterio Todaro","doi":"10.24908/encounters.v21i0.14097","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14097","url":null,"abstract":"Up until the 1970s, comparative research on education had been scarcely developed in Italy. The rise of a general attention on the promising chances offered by the comparative inquiries in educational sciences was mainly due to the growing influence of several international institutions and organizations in framing a number of studies and reports on the educational process within a comparative perspective. However, the development of comparative education also met resistances and constraints in the Italian framework. A lot of critical voices rising from radical, neo-Marxist, and “not aligned” cultures questioned the alleged impartiality of the comparative discipline, expounding serious concern about the legitimacy of its scientific pretensions. On the whole, the outstanding critical views on the rise of comparative education fostered a wide suspicion of the influence of global agents in assessing the goals of education and particularly of the role of the main international organizations leading the strategies for global development.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84362393","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
Les Annuaires Scolaires : la richesse d’une source pour l’histoire de l’école et des élèves 学校年鉴:学校和学生历史的丰富来源
IF 0.4
Encounters in Theory and History of Education Pub Date : 2020-11-16 DOI: 10.24908/encounters.v21i0.14404
Naya Luis
{"title":"Les Annuaires Scolaires : la richesse d’une source pour l’histoire de l’école et des élèves","authors":"Naya Luis","doi":"10.24908/encounters.v21i0.14404","DOIUrl":"https://doi.org/10.24908/encounters.v21i0.14404","url":null,"abstract":"L’étude des écoles et collèges religieux en Espagne manque de sources faisant état des activités scolaires et parascolaires qu’elles ont menées tout au long du XXe siècle. Les documents appelés Memorias Escolares (Annuaires scolaires) fournissent des informations importantes sur ces questions. Le premier objectif de cet article est de présenter cette source documentaire publiée annuellement par des écoles et collèges importants gérés par des ordres et des congrégations religieuses masculines en Espagne. Le seconde consiste à analyser la fonction de ces publications, où l’on raconte le récit historique des établissements, élaborés par les écoles elles-mêmes et avec une grande richesse informative sur les activités pratiquées tout au long de l’année. Troisièmement, nous voulons mettre en évidence le rôle des annuaires et leur relation avec la construction de la mémoire des étudiants, à travers les éditeurs, les photographies ou leurs orientations professionnelles. Par conséquent, les annuaires sont une source documentaire importante pour connaître non seulement les pratiques scolaires, mais aussi le lien qu’ils ont établi avec les élèves pour façonner une identité et construire une mémoire pour l’avenir.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78797500","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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