PAEDAGOGICA HISTORICA最新文献_第8页

Providing teachers with slides. Educational lantern slide lending services in Belgium (1895–1940) 为教师提供幻灯片。比利时的教育幻灯片借阅服务(1895-1940)

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2023-01-05 DOI: 10.1080/00309230.2022.2147798

W.A.M. Egelmeers

引用次数: 1

Embracing new citizens: the education of D/deaf pupils in the Late Ottoman Empire 接纳新公民:奥斯曼帝国晚期聋哑学生的教育

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2023-01-05 DOI: 10.1080/00309230.2022.2155977

Maura Cristaldi

引用次数: 0

The socialisation of educational problems and the rise of illiteracy in Mexico at the turn of the twentieth century 教育问题的社会化和二十世纪之交墨西哥文盲率的上升

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2023-01-02 DOI: 10.1080/00309230.2022.2155976

Marino Miranda Noriega

{"title":"The socialisation of educational problems and the rise of illiteracy in Mexico at the turn of the twentieth century","authors":"Marino Miranda Noriega","doi":"10.1080/00309230.2022.2155976","DOIUrl":"https://doi.org/10.1080/00309230.2022.2155976","url":null,"abstract":"ABSTRACT In the past two decades, the interdisciplinary push to denaturalise the concept of society has historicised the very object of social history. In this paper, I propose a way of studying the social history of education that eludes the presupposition of the social as a transcendental or pre-discursive object. My central claim is that it is possible to observe a process of socialisation regarding educational problems. This means that the social and society were not simply concepts that created a new object of knowledge, but rather that they became a visualisation principle that allowed for the abstraction of categories and made observable a set of relationships. These notions are contained and articulated in how social problems were produced, observed, performed, and acted upon by educational and political actors. I will do this by examining the production of illiteracy (analfabetismo in Spanish) as a social problem in Mexico in the first decades of the twentieth century. I argue that two fundamental processes rendered illiteracy a social problem. First, the development of statistical knowledge and methods made it possible to know the number of people who did not read and write, creating the illiterate as a statistical category. The second is the articulation of this statistical reality as a generalised problem by education experts and authorities. In this sense, literacy was abstracted and framed as an essential feature for the proper functioning of a modern society.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"36 1","pages":"55 - 69"},"PeriodicalIF":0.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81901617","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

Rethinking the history of education: considerations for a new social history of education 重新思考教育史:对新的教育史社会史的思考

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2023-01-02 DOI: 10.1080/00309230.2022.2161321

J. Westberg, Franziska Primus

引用次数: 0

The Intermediate Education (Ireland) Bill 1878: “a very imperfect attempt to aid Irish intermediate education”?1 1878年中级教育(爱尔兰)法案:“帮助爱尔兰中级教育的一个非常不完美的尝试”?1

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-12-19 DOI: 10.1080/00309230.2022.2140593

Brendan Walsh

引用次数: 0

Object-based childhood history from museums to university: the Latvian project 从博物馆到大学的基于物件的童年历史:拉脱维亚项目

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-12-06 DOI: 10.1080/00309230.2022.2145907

I. Ķestere, Arnis Strazdins, Inese Rezgorina, Reinis Vējiņš

引用次数: 0

A genealogical study of the emergence of kindergartens in Iran: an intersectional approach 伊朗幼儿园出现的系谱研究:交叉方法

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-12-05 DOI: 10.1080/00309230.2022.2123247

N. Sajjadieh, Z. Millei

引用次数: 0

Governance in the periphery through schooling: educational policies and Nusayri/‘Alawi children in late Ottoman Syria 通过学校教育的外围治理:奥斯曼晚期叙利亚的教育政策和努萨伊里/阿拉维儿童

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-11-30 DOI: 10.1080/00309230.2022.2147015

Ali Çapar

引用次数: 0

Preserving the status quo from above and below: a Canadian case study of teaching masters, 1909 – 1959 从上到下保持现状:加拿大教学大师的案例研究，1909 - 1959

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-11-25 DOI: 10.1080/00309230.2022.2142475

K. Clausen, L. Lemisko

{"title":"Preserving the status quo from above and below: a Canadian case study of teaching masters, 1909 – 1959","authors":"K. Clausen, L. Lemisko","doi":"10.1080/00309230.2022.2142475","DOIUrl":"https://doi.org/10.1080/00309230.2022.2142475","url":null,"abstract":"ABSTRACT Over the course of the twentieth century, Ontario teacher education underwent substantial transformations in terms of policy, jurisdiction and design, which shifted authority from provincially controlled normal schools to more semi-autonomous teachers’ colleges and finally to faculties within university campuses. In looking at these top-level political decisions, a sense of inevitable momentum emerges, leading to a rather oversimplified interpretation of rapid, universal acceptance of these decisions. The present case study argues that behind this rhetoric of change, there seems to have been more of a desire for constancy, reinforced by individual normal-school staff members themselves at each location. Who was hired, their initial belief systems at the time of their appointment, the durability of their philosophies, the roles they understood they were playing, and their enduring motivations all impacted the rate of development of teacher-education programme in the province. The emerging picture is of a socially constructed group of teacher educators held together by their strong shared convictions, culture and social connections, while also acting as part of a wider, hierarchical education network. It was through these perceptions that the institution under study tempered radical changes put forward by any outside forces, leading to a more gradual rate of reform.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"1 1","pages":"70 - 89"},"PeriodicalIF":0.5,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75556693","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

Referentes literarios en los manuales escolares de la España democrática: diagnóstico del androcentrismo mediante el Análisis Crítico del Discurso 民主西班牙学校教科书中的文学参考:通过批判性话语分析诊断男性中心主义

IF 0.5 4区教育学

PAEDAGOGICA HISTORICA Pub Date : 2022-11-11 DOI: 10.1080/00309230.2022.2137817

Ana María De la Torre-Sierra, Virginia Guichot-Reina

{"title":"Referentes literarios en los manuales escolares de la España democrática: diagnóstico del androcentrismo mediante el Análisis Crítico del Discurso","authors":"Ana María De la Torre-Sierra, Virginia Guichot-Reina","doi":"10.1080/00309230.2022.2137817","DOIUrl":"https://doi.org/10.1080/00309230.2022.2137817","url":null,"abstract":"RESUMEN La Agenda 2030 para el Desarrollo Sostenible reconoce que la igualdad de género requiere de un enfoque que garantice no solo que niñas y niños obtengan acceso a los distintos niveles de enseñanza, sino que disfruten de las mismas oportunidades y competencias y sean empoderados a través la escuela. Desde la instauración de la democracia tras el franquismo, el Estado español se ha esforzado en poner fin a todas las formas de discriminación contra mujeres y niñas en el sistema educativo, prestando especial atención al androcentrismo contenido en los libros de texto. La presente investigación trata de revelar en qué medida los manuales empleados en la democracia española legitiman en sus discursos abusos de poder y discriminaciones de género al abarcar la figura y obra de autoras femeninas como referentes de la literatura universal. Para ello, se emplea el enfoque metodológico del Análisis Crítico del Discurso (ACD), combinando diferentes modelos de análisis. Los resultados ponen de manifiesto una anacrónica e ínfima inclusión de referentes literarios femeninos en el discurso escolar que margina injustamente a las mujeres del canon literario e impide la construcción de una genealogía femenina cultural compartida. Los libros de texto examinados silencian sistemáticamente los aportes, los atributos, los logros y el significado del legado literario de las mujeres en el desarrollo de la Humanidad. Por último, se discuten las implicaciones culturales, sociales y educativas que puede ocasionar la transmisión de un discurso androcéntrico en la construcción de la identidad de género del alumnado.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"31 1","pages":"145 - 170"},"PeriodicalIF":0.5,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73765819","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: 1