Not Simply Academic: Perspectives on the Politics of Knowledge

2020 ◽  
Vol 60 (2) ◽  
pp. 202-202
Keyword(s):  
History Of Education ◽  
The Past ◽  
Politics Of Knowledge ◽  
History Of ◽  
Do So

The History of Education Quarterly is celebrating its sixtieth year of publication in 2020. During that time, it has published over 1,500 articles and extended reviews. An examination of these articles reveals several enduring themes that have shaped the field and that will likely continue to do so as HEQ moves into its seventh decade. Given this, the editors have asked scholars to envision that future. Using select articles from the past as starting points, Volume 60 features a series of forums in which historians of education consider future avenues of research related to designated themes.

Epilogue

2020 ◽  
pp. 275-278
Author(s):  
Yoni Furas
Keyword(s):  
Educational Administration ◽  
History Of Education ◽  
Political Agency ◽  
Native Population ◽  
Tel Aviv ◽  
The Past ◽  
Definite Answer ◽  
History Of ◽  
British Colonial ◽  
Late Ottoman

While working on this book at a library in Tel Aviv University, a librarian asked me to sum up my research in one sentence and remarked that knowing how to do it was essential to all researchers. Giving her a definite answer was a challenging task then and it remains so now while summing up this book. Initially, it is a book about the Mandate period, but while writing the history of education, the late Ottoman period appears not only as background but as the essential foundations of the postwar reality. This was not confined to the educators that filled the ranks of Arab and Hebrew educational administration during the Mandate. The institutionalization of educational segregation and inability or reluctance to challenge it started before the first British soldier set foot in Palestine. This is a book about the British colonial project in Palestine and its grave repercussions in the field of education for its native population. The colonial Department advocated a policy of educational restraint, articulated in a history syllabus that sought to cleanse history itself from collective lessons, national ethos, and political agency. But the colonial angle tells only a partial story because this policy was met with a growing community of Palestinian educators and students who (naturally) found in the past a space in which they could ask questions about the present, and events or people that served as inspiration and possible models for the future....

Introduction: Defining the New Cultural History of Music, Its Origins, Methodologies, and Lines of Inquiry

2011 ◽  
pp. 2-14
Author(s):  
Jane F. Fulcher
Keyword(s):  
Cultural History ◽  
The Past ◽  
Point Of Entry ◽  
Theoretical Synthesis ◽  
History Of ◽  
Do So

This article introduces the convergence of two different fields: cultural history and music. It begins by discussing the revival of the cultural history of music and the theoretical synthesis that occurred within these two converging disciplines. It notes that both musicologists and historians are trying to not only return to the goal of capturing the complexity and texture of experience, communication, and understanding in the past, but also to do so by using a theoretically sophisticated approach. This article notes that cultural history and music are identifying the latter as a privileged point of entry into questions about past cultures.

History of Education and Emotions

2020 ◽  
Author(s):  
Pablo Toro-Blanco
Keyword(s):  
History Of Education ◽  
Methodological Issues ◽  
History Of Emotions ◽  
The Past ◽  
Fast Development ◽  
History Of ◽  
The Difference

The encounter between the history of education and the emerging field of historical interest in emotions is a phenomenon of recent and fast development. Researchers must bear some specific dilemmas and challenges implied in attention to affective ties regarding the past of education, being the first to define critical concepts for the delimitation of the topic. Furthermore, this new path requires that theoretical and methodological issues be addressed. Among these issues are the difference in the development of educational historiographical research in countries or cultural regions. There are challenges for education historians interested in emotions and their efforts to overcome methodological chasms, as for example, the disparities between discourse and experience. Given the fact that the research on the history of emotions applied to education is still in its first steps, it is possible to outline some potential advances in the confluence of the historic-educational and the emotional fields.

scholarly journals EDUCATION OF SENSES AND SENSIBILITIES: BETWEEN THE TREND AND THE POSSIBILITY OF RESEARCH RENOVATION IN HISTORY OF EDUCATION

2018 ◽  
Vol 22 (55) ◽  
pp. 116-133
Author(s):  
Marcus Aurelio Taborda de Oliveira
Keyword(s):  
Latin America ◽  
Latin American ◽  
Current Trend ◽  
History Of Education ◽  
American Education ◽  
The Past ◽  
Basic Assumptions ◽  
History Of ◽  
Recent Arrival ◽  
The Senses

Abstract The article, in a theoretical-historiographic perspective, discusses the current trend of studies on the history of education of the senses and sensibilities. It begins with the presentation of the theme "sensibilities" and its presence in different historiographical traditions, showing how this approach in the field of History is not new. Then, in its first part, it discusses the recent arrival of the theme in the debates of History of Education in Latin America. In the second part, it presents and situates a set of monographic studies developed by the Center for Studies on the Education of Senses and Sensibilities - Nupes, FAE/UFMG, in partnership with researchers from Brazil and other countries, discussing some of their basic assumptions. The text concludes by discussing the limits, risks, and scope of the history of education of the senses and sensibilities as a trend that balances between academic fad and the possibility of renovating the consecrated forms of investigating the past and the present of Latin American education.

II. —Decorated Initials in English MSS. from A.D. 900 to 1100

Archaeologia ◽  
1945 ◽  
Vol 91 ◽  
pp. 107-135 ◽  
Author(s):  
F. Wormald
Keyword(s):  
Twelfth Century ◽  
Early Years ◽  
Anglo Saxon ◽  
Norman Conquest ◽  
Ample Evidence ◽  
The Past ◽  
Outline Drawing ◽  
History Of ◽  
Norman Invasion ◽  
Do So

A recent beautiful publication by Mr. Mynors of the MSS. in the Cathedral Library at Durham has raised an important point in the history of English illuminated MSS. Up to now there has been a tendency to regard the Norman Conquest as constituting a complete break with the past accompanied by the introduction of a new style of illumination. There is, of course, no doubt that in many spheres of life the Norman occupation of England did do away with many characteristics of Anglo-Saxon England. But this is not the whole story. A change in one department of life does not mean a revolution in another. In the realm of literature, for instance, Professor Chambers has shown that the Conquest did not interrupt the writing and development of vernacular prose. Mr. Mynors's book produces ample evidence to confirm a suspicion long held by some, but not uttered, that much of the ornament used by illuminators of English MSS. during the first fifty years after the Conquest is directly descended from motives in use in England long before the Norman invasion. To Mr. Mynors's evidence from Durham, examples of illuminated MSS. from Canterbury may be added in order to show that the famous outline drawing style of the English MSS. of the tenth and eleventh centuries had healthy descendants in the early years of the twelfth century. The best place to see this continuity is in the illuminated initials of these MSS. In order to do so it is necessary to examine the development of initial ornament in England during the tenth and eleventh centuries.

The International Committee of the Red Cross and the promotion of international humanitarian law: Looking back, looking forward

2014 ◽  
Vol 96 (895-896) ◽  
pp. 817-857 ◽  
Author(s):  
Marion Harroff-Tavel
Keyword(s):  
International Committee ◽  
Red Cross ◽  
International Humanitarian Law ◽  
Humanitarian Law ◽  
Simple Task ◽  
The Past ◽  
Globalizing World ◽  
History Of ◽  
Forms Of Violence ◽  
Do So

AbstractIn a globalizing world marked by geopolitical upheaval, unprecedented threats to human security, new forms of violence and technological revolutions, particularly in the area of information technology, it is no simple task to raise awareness of international humanitarian law (IHL) applicable to armed conflict and ensure that warring parties comply with this body of law. This article traces the history of the International Committee of the Red Cross's (ICRC) work in promoting IHL from 1864 to the present, juxtaposing this history with important events in international relations and with the organization's (sometimes traumatizing) experiences that ultimately gave rise to innovative programmes. The article summarizes lively debates that took place at the ICRC around such topics as the place of ethics in the promotion of IHL, respect for cultural diversity in the various methods used to promote this body of law, and how much attention should be devoted to youth – as well as the most effective way to do so. The author concludes by sharing her personal views on the best way to promote IHL in the future by drawing on the lessons of the past.

scholarly journals A vueltas con la recuperación del leonés = Rethinking the recovery of Leonese

2020 ◽  
pp. 59
Author(s):  
Christian Fernández Chapman
Keyword(s):  
Conceptual Framework ◽  
Present Article ◽  
20Th Century ◽  
Language Attitudes ◽  
Linguistic Ideologies ◽  
New Approach ◽  
The Past ◽  
Language Recovery ◽  
History Of ◽  
Do So

<p><strong>Resumen</strong></p><p class="Pa8">El presente artículo pretende realizar un análisis sucinto sobre la trayectoria de la recuperación moderna del leonés, así como contribuir al campo de la sociolingüística a través de una valoración sobre las ideologías lingüísticas de las asociaciones involucradas en su protección, activas en la actualidad o en el pasado. Para ello, analizaremos las ideas y discursos que apoyan o refutan posturas hegemónicas y contrahegemónicas dentro del proceso de recuperación lingüística utilizando la teoría del sociolingüista gallego José del Valle mediante la contraposición que es­tablece entre las culturas de la monoglosia y de la heteroglosia, lo cual supone una novedad para entender el marco conceptual de la realidad lingüística leonesa dentro de esta disciplina.</p><p> </p><p><strong>Abstract</strong></p><p class="Pa8">The present article intends to elaborate on the history of the modern recovery of Leonese as well as contributing to the field of sociolinguistics through an analysis of the linguistic ideologies of the associations –cur­rently active or in the past– involved in its protection. To do so, after reviewing the style and language attitudes of the first writers in Leonese of the 20th century, we will focus on the ideas and rhetoric of associations that support or reject hegemonic or counterhegemonic stances within the process of language recovery using the theory of CUNY sociolinguist José del Valle, who establishes an opposition between the culture of monoglos­sia and the culture of heteroglossia. This new approach aims to provide a conceptual framework to understand the Leonese language situation within the field of sociolinguistics.<em> </em></p>

scholarly journals OS CAMINHOS DA EDUCAÇÃO FEMININA

2020 ◽  
Vol 13 (1) ◽  
pp. 79
Author(s):  
Antônia Rosa Almeida ◽  
João Bartolomeu Rodrigues ◽  
Levi Leonido Fernandes da Silva ◽  
Elsa Maria Gabriel Morgado
Keyword(s):  
History Of Education ◽  
Female Empowerment ◽  
Rural Environment ◽  
Social Force ◽  
The Past ◽  
Foundations Of Education ◽  
The Face ◽  
History Of ◽  
Entire Universe

Since man is a man, history has been responsible for showing the progress of life in society and, analyzing the foundations of education, one can understand the advances and setbacks in the segments that support it. One must remember the importance and meaning of education to realize it”s contribution to people in particular and to humanity in general. For women, education is a great example of building for citizenship. Female empowerment and its entire universe overlap with the history of education, with the infinite property through the consolidation of social struggles and female resistance to what was imposed by society. The march of women made the role of education multiply in the face of more varied realities, whether in the rural environment or in the urban environment, in the most different spaces. It is known that the motivation for the search for knowledge in the circumstances in which women lived in the past was decisive for being the provocateur of women's empowerment, because it is a right for all, in the journey of the whole social force, family, religion, politics, culture, and work. In what was proposed by the advent of the role in the life of women, it is perceived that the force linked to power, wanting to learn have become more accessible to women and this development throughout life marks the vicissitudes that education manifested in the life of each individual.

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