History of Education Review最新文献_第4页

Whose books? The Harvard-Yenching Institute's library and the question of academic imperialism 谁的书?哈佛燕京学堂图书馆与学术帝国主义问题

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History of Education Review Pub Date : 2020-12-15 DOI: 10.1108/her-11-2019-0044

Liu Qing

引用次数: 0

“Behind the white curtain”: Indian students and researchers in Australia, 1901–1950 “白幕背后”:1901-1950年在澳大利亚的印度学生和研究人员

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History of Education Review Pub Date : 2020-12-08 DOI: 10.1108/her-07-2020-0044

A. Sarwal, D. Lowe

{"title":"“Behind the white curtain”: Indian students and researchers in Australia, 1901–1950","authors":"A. Sarwal, D. Lowe","doi":"10.1108/her-07-2020-0044","DOIUrl":"https://doi.org/10.1108/her-07-2020-0044","url":null,"abstract":"PurposeAcademic scholarship on the White Australia Policy (WAP) has highlighted the history of Asian migration, early perceptions and policy-making initiatives. Prominent scholars have also pointed out the impact of the British Empire and WAP on Australia–India relations and early Indian migrants in Australia. Drawing on the debate concerning international students in Australia, our purpose in this article is to recover the role of Indian students in the story of Australian–Indian connections.Design/methodology/approachThe article aims to highlight the reasons behind the involvement of the Australian government in the provision of scholarships and fellowships to Indian students and researchers at Australian universities during the period of WAP. To achieve this, it uses contemporary Australian newspaper reports to explore the popular representations of sponsored Indian students and researchers in Australia from 1901 to 1950.FindingsThe article concludes that the prevalence of this racially discriminatory immigration policy created a dissatisfaction among Indians, and some Australian sources of agitation, that helped chip away at the Australian government’s admission policies and the gradual demise of WAP.Originality/valueThis article contributes to the historiography and the effects of colonialism on Australian–Indian relations and debates on policy formation based on ideas of whiteness.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"159 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85823352","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

Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976 达特茅斯拓展训练中心与体验式教育的兴起，1957-1976

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History of Education Review Pub Date : 2020-04-18 DOI: 10.1108/HER-07-2019-0024

Jayson O. Seaman, Robert Macarthur, Sean Harrington

{"title":"Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976","authors":"Jayson O. Seaman, Robert Macarthur, Sean Harrington","doi":"10.1108/HER-07-2019-0024","DOIUrl":"https://doi.org/10.1108/HER-07-2019-0024","url":null,"abstract":"PurposeThe article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.Design/methodology/approachThe article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.FindingsBuilding on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.Research limitations/implicationsThe Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.Originality/valueThe article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"97 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79473644","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

Clarice Irwin’s visions for education in Australia in the 1920s and 1930s: “what might be” Clarice Irwin对20世纪二三十年代澳大利亚教育的展望:“可能是什么”

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History of Education Review Pub Date : 2019-09-26 DOI: 10.1108/HER-02-2019-0003

D. Kass

{"title":"Clarice Irwin’s visions for education in Australia in the 1920s and 1930s: “what might be”","authors":"D. Kass","doi":"10.1108/HER-02-2019-0003","DOIUrl":"https://doi.org/10.1108/HER-02-2019-0003","url":null,"abstract":"\u0000Purpose\u0000The paper is a study of Clarice McNamara, née Irwin (1901–1990), an educator who advocated for reform in the interwar period in Australia. Clarice is known for her role within the New Education Fellowship in Australia, 1940s–1960s; however, the purpose of this paper is to investigate her activism in an earlier period, including contributions made to the journal Education from 1925 to 1938 to ask how she addressed conditions of schooling, curriculum reform, and a range of other educational, social, political and economic issues, and to what effect.\u0000\u0000\u0000Design/methodology/approach\u0000Primary source material includes the previously ignored contributions to Education and a substantial unpublished autobiography. Used in conjunction, the sources allow a biographical, rhetorical and contextual study to stress a dynamic relationship between writing, attitudes, and the formation and activity of organisations.\u0000\u0000\u0000Findings\u0000McNamara was an unconventional thinker whose writing urged the case for radical change. She kept visions of reformed education alive for educators and brought transnational progressive literature to the attention of Australian educators in an overall reactionary period. Her writing was part of a wider activism that embraced schooling, leftist ideologies, and feminist issues.\u0000\u0000\u0000Originality/value\u0000There has been little scholarly attention to the life and work of McNamara, particularly in the 1920s–1930s. The paper indicates her relevance for histories of progressive education in Australia and its transnational networks, the Teachers Federation and feminist activism between the wars.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"21 2 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76057622","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

Memory objects and boarding school trauma 记忆对象和寄宿学校创伤

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History of Education Review Pub Date : 2019-09-26 DOI: 10.1108/HER-01-2019-0001

C. Jack, L. Devereux

{"title":"Memory objects and boarding school trauma","authors":"C. Jack, L. Devereux","doi":"10.1108/HER-01-2019-0001","DOIUrl":"https://doi.org/10.1108/HER-01-2019-0001","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide language and meaning to open up silence around traumatic boarding school memories through the symbolic aura (Nora 1989) surrounding key memory objects. The secondary aim is to illustrate to historians the importance of paying attention to interviewees’ discussion of material objects as clues to uncovering deeper, unexplored memories.\u0000\u0000\u0000Design/methodology/approach\u0000The approach draws on Vamik Volkan’s (2006) understanding of “linking objects” – significant objects preserved or created by traumatised people. Traumatic emotions become linked with loss and grief associated with the object, turning it into a tightly packed symbol whose significance is “bound up in the conscious and unconscious nuances of the relationship that preceded the loss” (Volkan, 2006, p. 255). The experiences of the two authors are examined as exemplars in this process.\u0000\u0000\u0000Findings\u0000The exemplars illustrate how complicated and long term the process of remembering and understanding is for those who experience boarding school trauma and the power of “linking objects” to open up memory surrounding it. The case studies also alert educational historians to how emotionally fraught revealing what happened can be and how long it may take to confront the events.\u0000\u0000\u0000Originality/value\u0000Linking objects have not previously been used in relationship to surfacing boarding school trauma. The paper is also unique in offering deep analysis of boarding school trauma undertaken by skilled educational researchers who incorporate reflections from their own experience informed by broad theory and pertinent psychological research.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"23 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85512503","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

The hidden historiography of migration and Australian schooling 移民和澳大利亚学校教育的隐藏历史

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History of Education Review Pub Date : 2019-09-26 DOI: 10.1108/her-08-2019-0032

H. Proctor

{"title":"The hidden historiography of migration and Australian schooling","authors":"H. Proctor","doi":"10.1108/her-08-2019-0032","DOIUrl":"https://doi.org/10.1108/her-08-2019-0032","url":null,"abstract":"PurposeDespite Australia’s history as an exemplary migrant nation, there are gaps in the literature and a lack of explicit conceptualisation of either “migrants” or “migration” in the Australian historiography of schooling. The purpose of this paper is to seek out traces of migration history that nevertheless exist in the historiography, despite the apparent silences.Design/methodology/approachTwo foundational yet semi-forgotten twentieth-century historical monographs are re-interpreted to support a rethinking of the relationship between migration and settler colonialism in the history and historiography of Australian schooling.FindingsThese texts, from their different school system (state/Catholic) orientations, are, it is argued, replete with accounts of migration despite their apparent gaps, if read closely. Within them, nineteenth-century British migrants are represented as essentially entitled constituents of the protonation. This is a very different framing from twentieth century histories of migrants as minority or “other”.Originality/valueInstead of an academic reading practice that dismisses and simply supersedes old work, this paper proposes that fresh engagements with texts from the past can yield new insights into the connections between migration, schooling and colonialism. It argues that the historiography of Australian schooling should not simply be expanded to include or encompass the stories of “migrants” within a “minority studies” framework, although there is plenty of useful work yet to be accomplished in that area, but should be re-examined as having been about migration all along.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"32 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81976860","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

Tracing the radical, the migrant, and the secular in the history of Australian schooling 追溯澳大利亚教育史上的激进派、移民派和世俗派

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History of Education Review Pub Date : 2019-09-26 DOI: 10.1108/her-09-2019-0035

R. Low, E. Mayes, H. Proctor

{"title":"Tracing the radical, the migrant, and the secular in the history of Australian schooling","authors":"R. Low, E. Mayes, H. Proctor","doi":"10.1108/her-09-2019-0035","DOIUrl":"https://doi.org/10.1108/her-09-2019-0035","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to introduce a broad theoretical orientation for the themed section of History of Education Review, “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”. Through the conceptual frame of “contrapuntal historiography”, it commends the practice of re-looking at taken-for-granted concepts and re-readings of the cultural archive of Australian schooling, with especial attention to silences, discontinuities and the movements of concepts.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on Edward Said’s approach of “contrapuntal reading”, this paper refers to the recent work of Bruce Pascoe as an exemplar of this practice in the field of Australian history. It then relates this approach to the study of the history of Australian schooling as demonstrated in the three papers that make up the themed section “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”.\u0000\u0000\u0000Findings\u0000Following in the style of Said’s contrapuntal reading and the example of Pascoe’s work, this paper argues that there are inerasable traces of historical politics – that is, the records of constitutive exclusions and silences – which “haunt” taken-for-granted concepts like the migrant, the secular and the radical in the history of Australian schooling.\u0000\u0000\u0000Originality/value\u0000Taken alongside the three papers in the themed section, this paper urges the proliferation of different theoretical and disciplinary approaches in order to think anew about silences, discontinuities and movements of concepts as a counterpoint to dominant narrative lines in the history of Australian education.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72664536","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 Margaret Bailey case 玛格丽特·贝利案

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History of Education Review Pub Date : 2019-09-26 DOI: 10.1108/her-05-2019-0014

I. B. Meyering

{"title":"The Margaret Bailey case","authors":"I. B. Meyering","doi":"10.1108/her-05-2019-0014","DOIUrl":"https://doi.org/10.1108/her-05-2019-0014","url":null,"abstract":"\u0000Purpose\u0000In March 1969, Brisbane student and political activist Margaret Bailey was suspended from Inala High School – ostensibly for “undermining the authority” of her teacher – prompting claims of political suppression. Through a case study of the subsequent campaign for Bailey’s reinstatement, the purpose of this paper is to explain the emergence of the high school activist as a new political actor in the late 1960s.\u0000\u0000\u0000Design/methodology/approach\u0000The paper draws on newsletters and pamphlets produced by Brisbane activists, alongside articles from the left-wing and mainstream press, to reconstruct the key events of the campaign and trace the major arguments advanced by Bailey and her supporters.\u0000\u0000\u0000Findings\u0000Initiated by the high school activist group, Students in Dissent (SID), the campaign in support of Bailey lasted over two months, culminating in a “chain-in” staged by Bailey at the Queensland Treasury Building on 8 May. Linking together arguments about students’ rights, civil liberties and democratic government, the campaign reveals how high school activism was enabled not only by the broader climate of political dissent in the late 1960s, but by the increasing emphasis on secondary education as a right of modern citizenship in the preceding decades.\u0000\u0000\u0000Originality/value\u0000This is the first study of the campaign for Bailey’s reinstatement at Inala High School and one of the only analyses to date of the political mobilisation of high school students in Australia during the late 1960s. The case study of the Bailey campaign underlines that secondary school students were important players in the political contests of the late 1960s and, if only for brief periods, were able to command the attention of education officials, the media and leading politicians. It represents an important historical precedent for contemporary high school activism, including the global School Strike 4 Climate movement.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"73 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73124023","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

Histories of teachers in Australia and New Zealand from the 1970s to the present 20世纪70年代至今的澳大利亚和新西兰教师史

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History of Education Review Pub Date : 2019-09-26 DOI: 10.1108/her-06-2019-0020

Kay Whitehead

引用次数: 1

Henry Caldwell Cook, creativity and democratic learning 亨利·考德威尔·库克，创造力和民主学习

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History of Education Review Pub Date : 2019-09-26 DOI: 10.1108/HER-07-2018-0016

John Howlett

{"title":"Henry Caldwell Cook, creativity and democratic learning","authors":"John Howlett","doi":"10.1108/HER-07-2018-0016","DOIUrl":"https://doi.org/10.1108/HER-07-2018-0016","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to re-examine the life and work of a forgotten progressive educator – (Henry) Caldwell Cook who was an English and drama teacher at the Perse School in Cambridge, UK. By looking at his key work The Play Way (1917) as well as the small number of his other writings it further seeks to explain the distinctiveness of his thinking in comparison to his contemporaries with a particular focus upon educational democracy.\u0000\u0000\u0000Design/methodology/approach\u0000The work was constructed primarily through a reading of Cook’s published output but also archival study, specifically by examining the archives held within the Perse School itself. These consisted of rare copies of Cook’s written works – unused by previous scholars – and materials relating to Cook’s work in the school such as his theatre designs and a full collection of contemporary newspaper reviews.\u0000\u0000\u0000Findings\u0000The paper contends that Cook’s understanding of democracy and democratic education was different to that of other early twentieth century progressives such as Edmond Holmes and Harriet Finlay-Johnson. By so doing it links him to the ideas of progressivism emergent in America from John Dewey et al. who were more concerned with democratic ways of thinking. It therefore not only serves to resurrect Cook as a figure of importance but also offers new insights into early twentieth century progressivism.\u0000\u0000\u0000Originality/value\u0000The value of the paper is that it expands what little previous writing there has been on Cook as well as using unused materials. It also seeks to use a biographical approach to start to better delineate progressive educators of the past thereby moving away from seeing them as a homogenous grouping.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"127 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89417142","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