麦克米兰姐妹,开放式托儿所的根源,打破贫困的循环

IF 0.3 Q4 HISTORY OF SOCIAL SCIENCES
Betty Liebovich
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引用次数: 1

摘要

本文探讨了致力于为英国工人阶级创造变革的基督教社会党人麦克米兰姐妹通过露天幼儿园创造创新和持久的幼儿园教育理想的动力和动机。受费边学会和独立工党成员的影响,他们在约克郡、英国伦敦东部和东南部为贫困人口创建了健康和牙科诊所,并为1906年《学校膳食法》进行了宣传,并于1908年在德特福德为贫困儿童创建了夜间营地。这些夜间营地是教育幼儿的灵感来源。1914年3月,露天托儿所为住在德特福德公寓的最小儿童开放。使用档案法得出的结论是,麦克米兰姐妹,特别是玛格丽特,通过为周围贫困社区服务的露天托儿所,不知疲倦地创造了社会变革。他们希望通过在教育和卫生方面树立良好做法的榜样,改变陷入贫困循环的家庭的生活。这家托儿所长期以来的工作和理念为许多旨在减少社会劣势的举措提供了信息,其中包括英国的“每个孩子都很重要”框架。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The McMillan Sisters, The Roots of the Open-Nursery, and Breaking the Cycle of Poverty
This article explores the impetus and motivation for the McMillan sisters, Christian Socialists committed to creating change for the working class in England, to create an innovative and enduring ideal of nursery education through the open-air nursery. Influenced by their membership in the Fabian Society and the Independent Labour Party, they created health and dental clinics for people living in deprivation in Yorkshire and East and South East London, England, campaigned for the 1906 Provision of School Meals Act, and created night camps for deprived children in Deptford in 1908.The night camps were the inspiration for educating young children and in March 1914, the open-air nursery opened for the youngest children living in the tenements of Deptford. Using archival methods, the conclusion is reached that the McMillan sisters, and Margaret specifically, worked tirelessly to create social change through the open-air nursery serving the deprived surrounding community. By modelling good practice, both educationally and hygienically, they hoped to make a difference in the lives of families stuck in a cycle of poverty. The enduring work and ideas formulated in this nursery has informed many initiatives focused upon reducing social disadvantage, to include the UK framework ‘Every Child Matters’.
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来源期刊
HSE-Social and Education History
HSE-Social and Education History HISTORY OF SOCIAL SCIENCES-
CiteScore
0.90
自引率
0.00%
发文量
13
审稿时长
12 weeks
期刊介绍: The journal Social and Education History, aims to closely connect these two fields of study, by publishing relevant articles focused on both the analysis of societies and, the socialization processes and cultural and educational transmission. It focuses on the study of social change and transformation periods. It includes the analysis of social and pedagogical thought, as well as the teaching of history. It is open to all historical periods. The journal comprises the analysis of all learning, cultural transmission and socialization processes, together with social analysis. It brings together education and society, and enhances the role of education in the learning processes and development of societies. Furthermore, it includes the study of social and pedagogical thought and the teaching of history, and as there is no limitation of time period, this journal achieves an integrating dimension regarding the study of history that a vast majority of publications do not have. Social and Education History is a digital and free publication, which aims at disseminating scientific knowledge and generating debate in order to promote an active history addressed to reflect on the past, the present and the future, and at the same time to be useful in deepening in the values of democracy and social justice. The journal publishes research articles, reviews, monographs, and articles on doctoral dissertations, about social and educational history. It is a four-monthly publication and multilingual. HSE publishes articles in English and Spanish. This journal has two sections, one for articles and another for book reviews. This journal includes articles about ended or in progress scientific inquiries. The journal publishes reviews of books that have been recently published in the field of education or other disciplines and of international interest.
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