Espacio Tiempo y Educacion最新文献_第9页

Building Dialogue Among Nations Through Educational and Cultural Cooperation: The Case of Burundi and the P.R. China 通过教育和文化合作建立国家间对话——以布隆迪和中华人民共和国为例

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.305

Hermenegilde Rwantabagu

{"title":"Building Dialogue Among Nations Through Educational and Cultural Cooperation: The Case of Burundi and the P.R. China","authors":"Hermenegilde Rwantabagu","doi":"10.14516/ete.305","DOIUrl":"https://doi.org/10.14516/ete.305","url":null,"abstract":"The aim of the present paper is to highlight the process of educational and cultural cooperative between China and African countries, particularly Burundi, the gap it came to fill and the positive outcomes it has generated. It is essentially based on a review of existing relevant documentation. African Universities were born during a period marked by rapid change as most of the countries of the continent were achieving independent nationhood. In this context, those young institutions were assigned the daunting task of contributing to national development through research activities and by producing competent manpower to help in solving the complex problems facing those societies. To this end, African states have sought to enhance the performance of their higher education systems through cooperation with China an emerging but experienced country. Hence, since the 1960s, China has been granting scholarships and other facilities to prospective African leaders and technocrats to study in different regions of the host country. Within this framework, Burundi has enjoyed cooperation assistance from the P.R. China, in economic, medical, cultural and educational matters since independence. This has helped the country to build the capacity of its education system, particularly higher education. We may conclude by saying that the offering of scholarships, the exchange of scholars, artistic performances on both sides as well as the widening Chinese language teachin programme in schools and universities through the Confucius Institute have gone a long way in promoting intercultural appreciation and understanding between the two countries. In this perspective, there is a need for highlighting the extent to which China-Burundi educational and cultural cooperation has contributed the building of mutual understanding between, the two countries.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47733124","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

Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France 采访法国亚眠皮卡第儒勒·凡尔纳大学教育学教授布鲁诺·波塞博士

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.391

Ismaïl Ferhat

{"title":"Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France","authors":"Ismaïl Ferhat","doi":"10.14516/ete.391","DOIUrl":"https://doi.org/10.14516/ete.391","url":null,"abstract":"Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laicite») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Amenois de Recherche en Education et en Formation, specialized in educational studies), at the University of Picardie Jules Verne. He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educacion , in spite of the difficult sanitary situation in France, in April 2020.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047459","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

Going Their Own Way. Protestants’ Specific Models of Joining the Cultural Elite in 19th-century Hungary 走自己的路。19世纪匈牙利新教徒加入文化精英的具体模式

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.243

János Ugrai

{"title":"Going Their Own Way. Protestants’ Specific Models of Joining the Cultural Elite in 19th-century Hungary","authors":"János Ugrai","doi":"10.14516/ete.243","DOIUrl":"https://doi.org/10.14516/ete.243","url":null,"abstract":"The figures and data unanimously demonstrate that Reformed protestants were significantly overrepresented in the Hungarian cultural elite by the last third of the 19 th century. Protestants, who had been under a threat of persecution throughout the 18 th century and were negatively discriminated against until the mid-19 th century, had developed different strategies for producing a new generation of the intellectual elite. We can distinguish three markedly different models here. Although the number of Protestants in Hungary was relatively low, they won outstanding social and cultural advancement thanks to several successful strategies and channels aiding promotion, which ran parallel but were also independent of one another. Perhaps it was the segmentation of the denominations and the power of the opportunities offered by competing alternatives that partly account for the successful process of producing a Protestant elite. However, the question remains how, and why, in all three cases isolation and going their own way could produce such significant results, and whether there are any common traits that made autonomous development so organic in all of the three cultural areas? Such a common characteristic may be a phenomenon of the Pfarrhaus , that is, the development of clerical and professorial dynasties in all three cases. The three communities all strove for endogamy, thereby accumulating, passing on and preserving private cultural and social capital through several generations. Another shared element may be participation in peregrinations, and, finally, demanding that professors to be active in publishing (as scholars, textbook writers, publicists and newspaper editors). It was these criteria and the persistent deliberateness with which they met them that allowed them to go their own way, eventually arriving at the highly significant meeting points of cultural discourse.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45530969","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: 4

Between and Beyond. The Course of a Life in the Realms of History of Education, General Pedagogy and Comparative Studies. Interview with Edwin Keiner Between and Beyond。《教育史、普通教育学和比较研究领域的人生历程》。采访埃德温·凯纳

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.380

Annemarie Augschöll Blasbichler, Michaela Vogt

{"title":"Between and Beyond. The Course of a Life in the Realms of History of Education, General Pedagogy and Comparative Studies. Interview with Edwin Keiner","authors":"Annemarie Augschöll Blasbichler, Michaela Vogt","doi":"10.14516/ete.380","DOIUrl":"https://doi.org/10.14516/ete.380","url":null,"abstract":"Edwin Keiner held the chair for General Pedagogy and Social Pedagogy at the Free University of Bozen-Bolzano until his retirement in October 2019. From 2014 to 2017 he also served as Vice Dean of the Faculty of Education at the same university. Prior to that, he worked as a professor for the History of Education and Socialisation at the University of Bochum and as a professor for General Pedagogy at the University of Erlangen-Nuremberg. He has studied the theory and the history of education as an academic discipline with special interest in a comparative perspective. His academic focus is on methodology, historical and comparative research on educational research, and historical, empirical and comparative as well as interdisciplinary approaches to and in educational research. For several years he took over the role as chairman of the Commission for Research on Educational Research and of the Section for General Pedagogy of the German Educational Research Association. In addition, Keiner was very active in the European Educational Research Association (EERA) for example as the first elected representative of all networks and member of the EERA Council. In 2018, Keiner succeeded in bringing the annual «European Conference on Educational Research» (ECER) with about 3,000 participants to the Free University of Bozen-Bolzano, Italy, South Tyrol. He was a member of the «International Research Community ‘Philosophy and History of The Discipline of Education’» (University Leuven, Belgium) for almost 20 years and member of the editorial boards of Paedagogica Historica, European Educational Research Journal and Educational Assessment, Evaluation and Accountability. At present, Edwin Keiner works part-time as a senior professor at the Faculty of Education, University of Frankfurt/Main, Germany.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43271310","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

Convents as Transnational Education Spaces in the Long Nineteenth Century 19世纪漫长的跨国教育空间——修道院

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.306

Deirdre Raftery

引用次数: 0

Umeko Tsuda: a Pioneer in Higher Education for Women in Japan 津田梅子:日本女性高等教育的先驱

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Espacio Tiempo y Educacion Pub Date : 2020-07-07 DOI: 10.14516/ete.313

Mari Kunieda

{"title":"Umeko Tsuda: a Pioneer in Higher Education for Women in Japan","authors":"Mari Kunieda","doi":"10.14516/ete.313","DOIUrl":"https://doi.org/10.14516/ete.313","url":null,"abstract":"This article explores the life and achievements of Umeko Tsuda, who played a pioneering role in higher education for women in Japan in the early twentieth century. In 1871, the Japanese government sent five girls to the United States to study. They were expected to become models for Japanese women when they returned. Six-year-old Umeko Tsuda was the youngest among them, and she remained in the United States for eleven years until she had graduated from high school. We trace her steps historically in order to highlight the experiences which drove her to work to raise women’s status in Japan. The first biography of her, by Toshikazu Yoshikawa, was reviewed by Umeko herself, and in the years since other researchers have analysed Umeko’s life from various viewpoints. Umeko’s writings, speeches, and correspondence with her American host family and friends also reveal her thoughts. As an early female returnee, Umeko developed her ideas of what schools for women should be like. With the moral and financial support of close American and Japanese friends, Umeko started her ideal school in 1900 with only ten students. This Tokyo school was the first private institution for higher education for women in Japan. Thus, Umeko’s determination to help Japanese women become more educated and happier was the foundation of Tsuda University, now offering BAs, MAs, and PhDs in a variety of programmes in Tokyo.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43769593","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 «New School» of Basilicata in Mid-twentieth Century. Arturo Arcomano’s Contribution for a Different Education in Southern Italy 二十世纪中期巴西利卡塔的“新学派”。阿图罗·阿科马诺对意大利南部不同教育的贡献

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.286

M. D'Alessio

{"title":"The «New School» of Basilicata in Mid-twentieth Century. Arturo Arcomano’s Contribution for a Different Education in Southern Italy ","authors":"M. D'Alessio","doi":"10.14516/ete.286","DOIUrl":"https://doi.org/10.14516/ete.286","url":null,"abstract":"This article falls within a branch of studies aimed at highlighting the experiences of some neglected protagonists of Italian education through their professional writings. Indeed, school journals and records give an insight into the transformations that the teaching profession and school culture have undergone throughout the years. From such a historiographical perspective, this contribution highlights the «new school» experiment carried out by the teacher Arturo Arcomano (1927-2007) in a small town in Basilicata, a region of Southern Italy, in the mid-twentieth century. By looking at the material held in the private archive of this educator, scholar, professor and politician, particularly his school journals, as well as at the notebooks and school papers produced by his pupils, we can get a sense of the «new life» breathed through the school of Roccanova, where Arcomano applied the teaching methodologies that were becoming popular in those years, like the use of free writing and Freinet’s printing press at school. The Arcomano case study enables us to understand both the resistance and the push towards this experimentation, which was based on a «different» pedagogical culture, and action intended to fit the environmental context. The use of the sources that can be found in Arcomano’s personal archive on the one hand enables us to define the human and professional profile of the teacher, and on the other, contributes to the reconstruction of the renovation process that affected education in Southern Italy in the mid-twentieth century.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48450369","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

Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal 《潘帕格林加》中的农业家庭学校，特殊与普遍之间的历史痕迹

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.298

M. Southwell

{"title":"Agricultural family schools in the «Pampa Gringa», historical traces between the particular and the universal","authors":"M. Southwell","doi":"10.14516/ete.298","DOIUrl":"https://doi.org/10.14516/ete.298","url":null,"abstract":"Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45775065","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

Until the Revolution: Analyzing the Politics, Pedagogy, and Curriculum of the Oakland Community School 直到革命：奥克兰社区学校的政治、教育学和课程分析

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.273

Robert P. Robinson

{"title":"Until the Revolution: Analyzing the Politics, Pedagogy, and Curriculum of the Oakland Community School","authors":"Robert P. Robinson","doi":"10.14516/ete.273","DOIUrl":"https://doi.org/10.14516/ete.273","url":null,"abstract":"In United States conversations about progressive pedagogy and alternative forms of education, the longstanding models that scholars used were predominantly white. African-American historians of education have problematized this narrative. More recently, the interdisciplinary field of Black Power studies has increased investigation into Afrocentric pedagogy and Black politically-engaged education after World War II (Rickford, 2016). While much attention has been paid to the freedom schools, educational sites run by Black revolutionary nationalists have received less attention. One particular site is the Oakland Community School (OCS), the Black Panther Party’s full-time day school. Initially a combined day-care and home school known as the Children’s House in 1970, the school changed to become the Intercommunal Youth Institute in 1971. It then operated as the Oakland Community School from 1974 until 1982, earning acclaim from the California Department of Education and the governor of California (Gore, Theoharis & Woodard, 2009). While multiple historical studies detail the pedagogical contours of the school and its community engagement, very few elicit the voices of former students. This work incorporates such voices, in conjunction with traditional archives and digital archival material, as a means of contextualizing the OCS within the Black Panther Party’s politics of the period and the school’s implications for contemporary education.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46700692","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

Professional Advocacy in Education. The Legacy of the 1960s Students’ Protest and the Forging of a Social-Professional Identity among Teachers (Spain, 1970-1982) 教育专业倡导。20世纪60年代学生抗议的遗产与教师社会职业身份的塑造（西班牙，1970年-1982年）

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Espacio Tiempo y Educacion Pub Date : 2020-01-04 DOI: 10.14516/ete.334

Tamar Groves

{"title":"Professional Advocacy in Education. The Legacy of the 1960s Students’ Protest and the Forging of a Social-Professional Identity among Teachers (Spain, 1970-1982)","authors":"Tamar Groves","doi":"10.14516/ete.334","DOIUrl":"https://doi.org/10.14516/ete.334","url":null,"abstract":"Students eventually finish their degrees and are incorporated in the labour market. The impact of ex-activists of student movements on their workplace is a relatively unknown aspect of student mobilization. This article looks at how the exciting university years and the experience acquired in collective actions and protest are introduced in professional spheres. It uses the case of Spanish teachers to see how the spirit of the 1960s influenced professional mobilization in the Spanish Education system in the 1970s and 1980s. The article begins with contemporary discussions regarding professions and advocacy. It explores this notion across several professions, culminating in how it is used today with regard to teachers’ professionalism. The next section of the article looks at the students’ movement in Spain and how it combined international demands with the national struggle against the dictatorship. The relationship between the students’ movements and the mobilization of primary and secondary education is the issue of the following section. Finally, it looks at the struggle of teachers around several issues such as the access to and quality of education, the opening of preschools centers and teacher training in order to illustrate the effort to forge a social-professional identity tied to wider social struggles.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46722098","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