Schools

2020 ◽  
Author(s):  
Dale Allen Gyure
Keyword(s):  
World War Ii ◽  
20Th Century ◽  
English Language ◽  
Historical Analysis ◽  
Theory And Practice ◽  
School Buildings ◽  
Design Standards ◽  
School Architecture ◽  
Continuous Stream ◽  
The Impact

The literature of school architecture tends to break in two different directions. On one hand, practical advice guides written by architects and educators date back to the middle third of the 19th century; they were supplemented by a continuous stream of articles relating to design issues in educators’ and architects’ professional journals. By the early 20th century, they developed into extensively illustrated records of contemporary school buildings and design standards. These design guides continue to be published today, often with brief historical analyses included, in recognition of the specialty field that school architecture has become. The other trend for school architecture literature is toward historical analysis. This path has been less vigorously pursued, however, and architectural histories of schools, their spaces, and equipment appeared infrequently until the 1990s. Today, the importance of school buildings, and the many functional, inspirational, and symbolic roles they play, is widely accepted. Scholars have favored post–World War II schools over counterparts from other times, and, in general, the 20th century has been more popular with historians than previous periods. The consistent narrative in these works has involved the impact of evolving ideas about educational theory and practice on architectural spaces. As more histories are published, the field is broadening beyond its long-standing emphasis on American and English topics and the dominance of English-language publications. This collection of sources, which looks only at primary and secondary education, unfortunately reflects that Anglo-American orientation.

Education in Conflict: Postwar School Buildings of Cyprus

2019 ◽  
Vol 44 (2) ◽  
pp. 68-76
Author(s):  
Sevil Aydınlık ◽  
Hıfsiye Pulhan
Keyword(s):  
World War Ii ◽  
School Buildings ◽  
School Architecture ◽  
State Identity ◽  
Social Reforms ◽  
International Style ◽  
Mediterranean Island ◽  
History Of ◽  
Modernization Process ◽  
Cyprus Conflict

The terms cyprus, conflict, crisis and war have been almost inextricably intertwined throughout the history of this Mediterranean island. The education system played an important role socially and school buildings played an important role visually first in the dissemination of nationalism when the ethno-nationalist movements within the turkish and greek-cypriot communities increased dramatically under British colonial rule (1878-1960), and later in the dissemination of internationalism in the mid-twentieth century. Despite the increased conflict and nationalism, which was reflected by neo-greek architectural elements, the striking impact of the international style turned school buildings into representations of the communities' attitudes towards modernism. By the mid-1940s these attitudes towards modernism also served as a latent way for communities' identity struggles and for the sovereignty of each community to exist. After world war ii the style embodied by many school buildings conveyed science-based modern thought; modernization attempts for political, economic and social reforms; and the strong commitment of the first modernist cypriot architects to the spirit of the time and the philosophy of the modern. Under this scope, postwar school buildings in cyprus are identified as unique artifacts transformed from an ‘ethnicity-based' image into an ‘environment-based' form that is more associated with the modernization, decolonization and nation-building processes from which local nuances of mainstream modernism emerged. At this point the modernization process of the state, identity struggles of the communities and architects' modernist attempts could be interpreted as providing a fertile ground for new social and architectural experiments, and could answer questions about how postwar school architecture managed to avoid reference to historical, ethnic and religious identities when there was an intentional exacerbation of hostility between the two ethnic communities and about school buildings predominantly followed principles of the international style even though both the greek and turkish-cypriot education systems were instrumental in strengthening local nationalisms and even ethnic tensions.

scholarly journals The Second Declaration of Havana as the Political Manifest of the Socialistic Stage of the Cuban Revolution

2020 ◽  
Vol 12 (1) ◽  
pp. 81-91
Author(s):  
Artem Aleksandrovich Lepeshkin
Keyword(s):  
Foreign Policy ◽  
20Th Century ◽  
Historical Analysis ◽  
Cuban Revolution ◽  
The Political ◽  
Organization Of American States ◽  
American States ◽  
Foreign Ministers ◽  
The Impact

The Second Declaration of Havana ratified on February 4, 1962 is the most important document of the socialistic stage of the Cuban Revolution. The historical analysis of this document is essential to appreciate all the peculiarity of the socialism formation in Cuba and to understand the origin of the principles of the revolutionary internationalism during the Cuban Revolution. However, investigations, which are dedicated to specifically this issue, does not present in the Russian historiography. The aim of this work is to clarify the role of the Second Declaration of Havana in the process of the socialistic ideology formation in Cuba under specific historical conditions of the first half of the 20th century and also to estimate the impact of the foreign policy of USA and VIII Consultative Meeting of Foreign Ministers of the Organization of American States (OAS), which took place in January 1962, onto the radicalization of the Cuban Revolution.

scholarly journals An Analysis of the Use of English Language for Career Development in African Higher Education

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
Ricardo Pinto Mario Covele
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Social Constructivism ◽  
English Language ◽  
Theory And Practice ◽  
Professional Status ◽  
Structured Interviews ◽  
Language Competence ◽  
Comparative Higher Education ◽  
The Impact

Abstract Although the internationalization of higher education through the standardization of English language is considered progressive, unfortunately, for Lusophone universities it remains a deterrent for scholars’ career progression. The evidence of lived experiences in Mozambican universities suggests that the relationship between English language competence and professional status remains inconclusive. The study explores the impact of English language for career development in two Portuguese language-speaking universities, namely Eduardo Mondlane and Catholic universities in Mozambique. Case study design, purposive sampling, semi-structured interviews with scholars, documents reviews and content analysis approach will be employed. Career construction theory and practice (Savickas, 2013), is considered ideal based on its fundamental premise of individual and social constructivism of knowledge through which individuals construct themselves. The study contributes to a comparative higher education career research by guiding the formulation of language policy for career development in Lusophone countries.

scholarly journals From Sandwich to Santara: Frivolously Sserious Publications by Lithuanian Students in the US

Knygotyra ◽  
2020 ◽  
Vol 74 ◽  
pp. 141-167
Author(s):  
Daiva Dapkutė
Keyword(s):  
New York ◽  
World War Ii ◽  
English Language ◽  
Young Generation ◽  
Student Group ◽  
The Public ◽  
Student Union ◽  
The Us ◽  
Short Time ◽  
The Impact

Following World War II, Lithuanian academic youth, who found themselves and continued their studies at the US universities, joined various organizations, as a result active social, cultural and societal life of students took place. The main organizations uniting Lithuanian students in the US (the Lithuanian Student Union, the Catholic Student Union Ateitis, the Academic Scout Movement, the Lithuanian student group Santara) perceiving the impact of information, took special care of their press publications that had become one of the main tools in helping to gather academic youth, to disseminate organizational / ideological ideas not only among students but also among the wider society. This article presents and analyzes one-time and continuous publications published by Lithuanian students in the US, which have not received wider attention from researchers so far. The main attention is focused on the publications published by one of the organizations - Lithuanian student group Santara (since 1957 Santara-Šviesa Federations), as well as the analysis of the publications published by other organizations - the Lithuanian Student Union, the Academic Scout Movement, the Catholic Student Union Ateitis - their repertoire, content, significance in student life. The study covers the period of the 1950s-1960s allowing the observation of the most intensive activity of Lithuanian students in the US, their active participation in the public life of the Lithuanian community and a great deal of attention to own press problems. At that time, the main Lithuanian student organizations published various publications for their members and the general public: from one-time (humorous, occasional or camp) publications, newsletters intended for members only to successful and none too successful attempts to publish their own periodicals. The Lithuanian American Student Union established in 1951 for the purpose of informing members since March 1954 began publishing Lietuvių Studentų Sąjungos JAV biuletenis (the US Newsletter of the Lithuanian Student Union), which soon became a serious student magazine, Studentų gairės (Student Guidelines), published by in a printing house, and from 1954, students launched the English-language magazine Lituanus, which became an academic magazine for foreigners, published to this day. Ideological organizations (scouts, members of Ateitis and Santara), which had student columns in the major Lithuanian press, and published various one-time or continuous publications, took a very active part in the press work. The organizations had their own newsletters: the Academic Scout Movement (ASM) published the newsletter Ad meliorem for ASM members, the Catholic Student Union Ateitis in Cleveland since 1951 published Gaudeamus, in 1957-1961, Santara published the newsletter Žvilgsniai (Glances). Newsletters of separate columns (such as New Yorko Santara - New York Santara) also appeared, although they were irregular, often only published for a short time. Various one-off publications were popular among young people: occasional, humoristic (e. g. Krambambulis, Sumuštinis - Sandwich), a gathering or a camp publications (Arielkon – To Homemade Vodka, Niekšybės paslaptis - The Secret of Villainy, Po nemigos - After Insomnia etc.). These publications were self-published in a very small circulation and distributed only among members of the organization. Many of them have not survived or if survived are kept by private archives or archival institutions. The place of publication and circulation of these publications were usually not indicated, unmarked; publishers, editors, authors of articles and illustrations are left unknown, periodicity of publications and even the number of published publications – unclear. The content of most student published publications was analogous. The publications contained a variety of information – from serious texts analyzing issues on Lithuanian identity and social activities relevant to the young generation of the diaspora, as well as brief organizational information, humour columns, photographs and friendly banter addressed to self and colleagues. Despite their quality and sometimes seemingly insignificant content, these publications become an important, often the only one source revealing to researchers the peculiarities of the little-known American youth camping, the peculiarities of student social and community life.

scholarly journals Miklouho-Maclay’s Legacy in Russian- and English-Language Academic Research, 1992–2017

2019 ◽  
Vol 47 (2) ◽  
pp. 112-121
Author(s):  
A. V. Tutorsky ◽  
E. V. Govor ◽  
C. Ballard
Keyword(s):  
20Th Century ◽  
English Language ◽  
Academic Research ◽  
Russian Scientist ◽  
The Third ◽  
Anthropological Theory ◽  
Recent Scholarship ◽  
Dialogic Approach ◽  
Classic Approach ◽  
The Impact

This article provides an overview of recent scholarship dedicated to the legacy of the Russian scientist and traveler Nicolai Miklouho-Maclay. The fi rst part deals with the so-called “classic” approach of the second half of the 20th century, which tended towards a mythologized and idealized portrait of Miklouho-Maclay, as evidenced by the publications of D. Tumarkin and by the second edition of the Complete Works of N.N. Miklouho-Maclay, published in the 1990s. The second part addresses articles published during the 1990s and 2000s that have sought to “demythologize” and reevaluate standard perspectives on Miklouho-Maclay. Some authors, rather than overestimating his achievements, tend to understate the impact of his work. The third part deals with Englishlanguage articles about Miklouho-Maclay’s legacy. These are mostly translations of Miklouho-Maclay’s archival texts from Russian, with scholarly commentary. However, an ongoing Australian research project conducted by Chris Ballard and Elena Govor has begun a sustained program of fi eldwork with descendants of the Melanesian source communities with which Miklouho-Maclay worked, seeking new insights into his texts and especially his drawings as a form of dialogic approach to culture. We propose to study Miklouho-Maclay’s legacy using modern approaches to anthropological theory. This will hopefully result in a unifi ed image rather than separate images of an anthropologist, an artist, a humanist, etc. Also, the use of Miklouho-Maclay’s drawings in addition to his texts will be an important step toward a dialogic study of Oceanic cultures.

Anschauen, Benutzen, Beschmutzen

2009 ◽  
Vol 54 (2) ◽  
pp. 75-96
Author(s):  
Karen Van den Berg ◽  
Markus Rieger-Ladich
Keyword(s):  
Social Sciences ◽  
Art History ◽  
School Buildings ◽  
Research Projects ◽  
Theoretical Interest ◽  
School Architecture ◽  
The Social ◽  
User Communities ◽  
The World ◽  
The Impact

Die verstärkte Aufmerksamkeit, die Dingen und Artefakten neuerdings entgegengebracht wird, hat in der Folge dazu geführt, dass immer häufiger auch die Architekturen von Schulgebäuden auf ihre Effekte hin befragt werden. Dabei zeigt sich jedoch, dass es theoretisch wenig befriedigend ist, diese lediglich als sog. »dritte Erzieher« zu betrachten. Um deren Wirkungen zu erklären, werden häufig Anleihen bei ästhetischen Modellen gemacht. Diese Form der Interpretation versuchen wir in unserem Beitrag zu problematisieren, indem wir die ästhetischen Positionen Martin Seels und Jacques Rancières einander gegenüberstellen und diskutieren. Wie sich Schularchitekturen künftig interpretieren lassen, ohne von schlichten Wirkungsannahmen auszugehen und ohne die Gruppe ihrer »Benutzer« zu unterschlagen, zeigen wir abschließend an ausgewählten Beispielen. An increasing theoretical interest in the world of artefacts on the part of the humanities and the social sciences has caused a number of research projects on the effects of school architecture. However, it turned out to be dissatisfying to examine exclusively the space as a so-called »third educator«. In order to interpret the impact of school buildings various studies are using patterns of analysis which are common in the fields of art history and aesthetics. The paper studies these models of interpretation and confronts them with the positions of Martin Seel and Jacques Rancière. By means of two selected examples we show how school buildings could be analyzed without taking simplistic assumptions about their impact and suppressing the diversity of user communities.

scholarly journals [Hamka: The Notable Malay Archipelago Scholar] Hamka: Tokoh Ulama Nusantara

2021 ◽  
Vol 22 (1) ◽  
pp. 74-82
Author(s):  
Nushuhadah Zuhaidi ◽  
Firuz-Akhtar Lubis
Keyword(s):  
20Th Century ◽  
Historical Analysis ◽  
Educational Institutions ◽  
Political Movements ◽  
Analysis Method ◽  
Muslim Scholar ◽  
Education Literature ◽  
Malay Archipelago ◽  
The Impact

Abstract Haji Abdul Malik Karim Amrullah (HAMKA) is a Muslim scholar from the Nusantara, who is famous with his works in many fields. His contributions in the development and progress of Muslims in the 20th century are seen as crucial. This study discusses Hamka’s contributions in three major fields which are politics, education, and literature. Hamka strived in the Indonesian political movements such as the Masyumi Party and the Indonesian Ulema Council. He was a religious teacher in educational institutions in Indonesia. He was also a well-known Indonesian writer in the 20th century and had produced many works in different genres. His contributions in the three fields have put forth this writing. This study applies suitable historical analysis method such as internal and external criticism to provide factual evidence as the findings. External criticism is used to confirm the authenticity of a source in terms of time, place, and the person who quoted or produced the materials. Meanwhile, internal criticism is done through careful research of the confirmed and authentic content of the sources from external criticism. As a result, Hamka’s excellence in the three fields which are politics, educations, and literature is indispiutable. This study also highlights his eminence as a great Muslim scholar, writer, leader, and preacher. The impact of his contributions is evident not only in the 20th century but continues until today. Keywords: Hamka, Malay Archipelago scholar, contributions, politics, education, literature   Abstrak   Haji Abdul Malik Karim Amrullah (HAMKA) merupakan ulama Nusantara abad-20M yang terkenal dengan ketokohannya dalam pelbagai bidang. Sumbangan beliau begitu penting terhadap pembangunan dan kemajuan umat Islam pada abad ke-20M. Kajian ini membincangkan sumbangan Hamka dalam tiga bidang utama, iaitu politik, pendidikan dan penulisan. Hamka bergiat aktif dalam gerakan politik Indonesia seperti Masyumi dan Majlis Ulama Indonesia. Selain itu, Hamka dilantik sebagai tenaga pengajar di institusi pendidikan di Indonesia. Hamka juga dikenali sebagai sasterawan Indonesia pada abad ke-20M dan telah menghasilkan banyak penulisan yang terdiri daripada pelbagai genre. Peranan Hamka yang begitu menonjol dalam ketiga-tiga bidang tersebut telah menjadi titik tolak kepada penulisan ini. Kajian ini menggunakan metode kajian sejarah yang sesuai seperti kritikan luaran dan kritikan dalaman bagi memastikan ketulenan fakta yang diperolehi. Kritikan luaran dilakukan untuk mengesahkan keaslian dan ketulenan sumber dari segi masa, tempat dan individu yang menghasilkan sumber atau bahan tersebut. Kritikan dalaman pula dilakukan terhadap isi kandungan yang telah disahkan kesahihannya semasa melakukan kritikan luaran. Hasilnya, ketokohan Hamka dapat dilihat dengan jelas dalam tiga bidang tersebut, iaitu politik, pendidikan dan penulisan. Bukan itu sahaja, kajian ini turut menonjolkan ketokohan Hamka sebagai seorang ulama, sasterawan, pemimpin dan pendakwah yang disegani. Kesan sumbangan beliau dapat dilihat bukan sahaja pada abad ke-20M sahaja malah berterusan sehingga ke hari ini. Kata kunci: Hamka, ulama Nusantara, sumbangan, politik, pendidikan, penulisan

The City

2011 ◽  
Author(s):  
Anne Humpherys
Keyword(s):  
World War Ii ◽  
20Th Century ◽  
Personal Development ◽  
Criminal Activity ◽  
Small Towns ◽  
Modern World ◽  
City Life ◽  
Infinite Variety ◽  
The Impact ◽  
The City

The 19th century saw the rise of the world’s first great metropolis, London, and the transformation of several northern British small towns into the first major industrial cities. These great cities offered the pleasures of anonymity and the dangers of alienation. Urbanization was both a great leveler and a producer of new classes such as the merchant, the professional classes, and the gentry. Perhaps the most important element in these developments was the railway, the building of which transformed the landscape, the cityscape, and individual lives. Though at the beginning of the century little could be recognized as modern, by the end all the elements that would identify the modern world were in place—seemingly infinite variety, endless change in the built environment, and startling contrasts, as well as overcrowding, dirt, noise, crime, poverty, and ostentatious display. New opportunities of all sorts also arose in these cities—for work, for criminal activity, for adventure, and for pleasure and distress. The Victorians themselves were both fascinated and horrified by their cities, especially London, which, though not an industrial city, also presented the combined effects of rapid and uncontrolled growth. The contradictory responses generated by all this change and development resulted in an impressive amount of writing, especially in the periodical press, which itself was a product of urbanization. Journalists, a new class dubbed the Fourth Estate, tried to gain an overview of the constantly changing city, and novelists devised narrative and symbolic ways to represent the totality of the city. Much of this work was about the social problems, but there were also many sketches that were full of delight at the variety and oddity of city life. Most serious scholarship on the Victorian city, however, began only after World War II, partly due to early-20th-century negative responses to the Victorians’ perceived moralistic values and limitations on personal development. Among the first to react against anti-Victorianism were campaigners seeking to preserve Victorian buildings—the founding of the Victorian Society in 1957 was a sign of this shift. Historians were not far behind in collecting and mining the archives not only of London but of all the great cities, especially Manchester. Literary scholars also began to analyze the impact of the city on literary and artistic production. Though the scholarly interest in urban history never ceased, later-20th-century scholars and critics also began to write about more specific aspects of the city—gender, nationalism, race, and sectarianism. Finally, the subject of the problematics of representing the city, in particular London, came under critical attention in the first decade of the 21st century.

Towards an educational modernization process: UNESCO interactions with Franco's Spain (1952–1970)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariano González-Delgado ◽  
Manuel Ferraz-Lorenzo ◽  
Cristian Machado-Trujillo
Keyword(s):  
World War Ii ◽  
20Th Century ◽  
International Organizations ◽  
Educational Policies ◽  
World War ◽  
Content Type ◽  
National Education ◽  
Modernization Process ◽  
The One ◽  
The Impact

PurposeAfter World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development and dissemination of a new educational vision in different countries. This article examines the origin and development of this modernization process under the dictatorship of Franco. More specifically, we will show how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization. Our principal argument is that the educational policies carried out in Spain throughout the second half of the 20th century can be better understood when inserted into a transnational perspective in education.Design/methodology/approachThis article uses documents from archives that until now were unpublished or scarcely known. We have also analyzed materials published in the preeminent educational journals of the dictatorship, such as the Revista de Educación, Revista Española de Pedagogía, Bordón and Vida escolar, as well as documents published by the Spanish Ministry of National Education.FindingsFranco's dictatorship built an educational narrative closely aligned with proposals put forward by UNESCO on educational planning after World War II. The educational policies created by the dictatorship were related to the new ideas that strove to link the educational system with economic and social development.Originality/valueThis article is inspired by a transnational history of education perspective. On the one hand, it traces the origins of educational modernization under Franco's regime, which represented a technocratic vision of education that is best understood as a result of the impact that international organizations had in the second half of the 20th century. On the other hand, it follows the intensifying relationship between the dictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain.

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