PAEDAGOGICA HISTORICA最新文献_第10页

From record keeping to a new knowledge regime: the special school pupil as a new pedagogical object in Prussia around 1900 从记录保存到新的知识制度:1900年左右普鲁士特殊学校的学生作为新的教学对象

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-10-10 DOI: 10.1080/00309230.2022.2119089

Vera Moser, Jona T. Garz, S. Frenz

引用次数: 0

The system of professional training for foreign language teachers in Bukovina (1918–1940): the history of the fragmented land 布科维纳的外语教师专业培训制度(1918-1940):破碎土地的历史

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-09-28 DOI: 10.1080/00309230.2022.2115306

B. Labinska, L. Morska, Olha Homeniuk

引用次数: 1

Between Democratic Ideals and Local Conditions: Elementary School Teachers’ Narratives of Progressive Teaching in Sweden in the 1940s 在民主理想与地方条件之间:1940年代瑞典小学教师对进步教学的叙述

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-09-26 DOI: 10.1080/00309230.2022.2114374

J. Samuelsson, Åsa Melin, C. Olin-Scheller, N. Gericke

引用次数: 1

Narratives of financial assistance for university students and the emergence of HECS in Australia 澳大利亚大学生经济援助和高等教育学院的出现

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-09-26 DOI: 10.1080/00309230.2022.2123713

J. Waghorne, G. Croucher

引用次数: 0

Students’ identity development in Greek supplementary schools in England from 1950s to 2010s 20世纪50年代至2010年代英国希腊补习学校学生身份认同的发展

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-09-26 DOI: 10.1080/00309230.2022.2123246

Angeliki Voskou

引用次数: 0

La famille, l’école, l’État. Un modèle helvétique (XVIIe–XIXe siècles) 家庭，学校，国家。瑞士模型(17 - 19世纪)

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-09-23 DOI: 10.1080/00309230.2022.2124878

J.-F. Condette

引用次数: 1

The future and the past are unevenly distributed: COVID’s educational disruptions and UNESCO’s global reports on education 未来和过去的分布是不均匀的:COVID对教育的破坏和教科文组织关于教育的全球报告

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-09-03 DOI: 10.1080/00309230.2022.2112244

N. Sobe

引用次数: 1

Emerging ecologies and changing relations: a brief manifesto for histories of education after COVID-19 新兴生态与变化的关系:新冠肺炎后教育史的简短宣言

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-09-03 DOI: 10.1080/00309230.2022.2075230

K. Priem

{"title":"Emerging ecologies and changing relations: a brief manifesto for histories of education after COVID-19","authors":"K. Priem","doi":"10.1080/00309230.2022.2075230","DOIUrl":"https://doi.org/10.1080/00309230.2022.2075230","url":null,"abstract":"ABSTRACT The paper draws upon photography as an active intervention into compromised environments and uses it to discover and develop new perspectives on past and future histories of education after COVID-19. These perspectives become particularly clear when seen against the backdrop of recent discussions on planetary responsibility and shared ecologies. The paper suggests that we shift our research agendas away from anthropocentric world views that have placed great emphasis on human sovereignty, modernisation, progress and/or decline, nation states and global governance, and the stratifying effects of education systems, without reflecting their ecological consequences. It argues that anthropocentric approaches to history of education have neglected the openness and vulnerability of the human body and its ethical, cultural and social proximity to other living creatures and the material world. The paper therefore focuses on what it means for historians of education to respond to the COVID-19 crisis, what it means to change research perspectives, and what it means to look at photographs that were produced in a state of exception. The paper sets out to propose a manifesto for a post-anthropocentric research agenda that anchors history of education and the history of pandemics in intertwined ecologies of the living and material worlds. The paper suggests that future histories of education cannot be written without considering the COVID-19 crisis as both a challenge and an encouragement to further develop our understanding of education.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"26 1","pages":"768 - 780"},"PeriodicalIF":0.5,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91176996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Health, illness, and schools in Argentina: marks of epidemics in the history of a changing relation 阿根廷的健康、疾病和学校:历史上不断变化的关系中的流行病标志

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-09-03 DOI: 10.1080/00309230.2022.2077119

P. Pineau, Ignacio Frechtel

{"title":"Health, illness, and schools in Argentina: marks of epidemics in the history of a changing relation","authors":"P. Pineau, Ignacio Frechtel","doi":"10.1080/00309230.2022.2077119","DOIUrl":"https://doi.org/10.1080/00309230.2022.2077119","url":null,"abstract":"ABSTRACT This article discusses the connections between health, illness and education from a historical perspective, aiming at providing clues for understanding these relationships that, as demonstrated in recent global events, cannot be analyzed separately. Over the centuries, societies have always found different ways of educating their new generations and deal with their health problems. The relationship between education and illness has varied throughout history, but in certain extreme cases, such as epidemics, this relationship intensifies and becomes more evident. Each particular situation affected the educational system and the school institutions in different ways, as it changed the life of teachers, pupils and their families, represented pedagogical challenges, and marked all of them at different levels and had an impact on their futures.This focuses on the marks left in education by certain events that took place during the epidemic since the foundation of the modern educational system until more recent times in Argentina. Such events are the succession of “plagues” from 1870 to 1920 (as the “Yellow Fever” in 1871 and the “Spanish Flu” in 1918) during the modernization processes, as well as the “Poliomyelitis Outbreak” in 1956 during the political struggle between Peronism and anti-Peronism. In both cases, we will try to a) reconstruct the ways in which society and specially school institutions went through these epidemics, b) analyze the close and changing bonds between health and education, which turned the school into a privileged space where that bond was enhanced, and c) present the consequences regarding instruction.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"32 1","pages":"676 - 690"},"PeriodicalIF":0.5,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78499946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reordering languages: Persian and the colonial state in India, c.1820–1873 语言的重新排序:波斯和印度的殖民地，约1820 - 1873年

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-08-31 DOI: 10.1080/00309230.2022.2105153

Zahra Shah

引用次数: 0