Regulating Chinese education in colonial Macao: political struggle and the role of “the Chinese Educators' Association of Macau” (c. 1914–1949)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hang Cheong
Keyword(s):  
World War Ii ◽  
20Th Century ◽  
Political Orientation ◽  
Education History ◽  
Political Struggle ◽  
Chinese Education ◽  
Education Policies ◽  
Content Type ◽  
Political Landscapes ◽  
Post War

PurposeThe study aims to trace the history of Chinese education in Macao in the first half of the 20th century, emphasizing macro- and meso-level political influences.Design/methodology/approachThe paper reviews published works including official documents, rare books, newspapers, etc. and provides a three-part analysis: first, discussion of the colonial Government's education policy during the early 20th century and the establishment of the Chinese Educators' Association of Macau (CEAM); second, contextualization of the major upset and change in educational policy during the Sino-Japanese War (World War II in Asia); and third, considering the reinstatement of laissez-faire education policies regarding Macao's Chinese community and the CEAM's shifting political loyalties in the post-war period.FindingsThe colonial Government created a vacuum into which both the Kuomintang (KMT) and the Chinese Communist Party (CCP) muscled, seeking to manipulate education from across the border via control of the CEAM. Mainland China's shifting political landscapes thus significantly altered the political orientation of the CEAM, especially around 1949. Soon afterward, various Catholic and other schools withdrew from the CEAM, primarily separating Chinese schools in Macao into blue (Catholic et al.) and red (pro-CCP) camps.Originality/valueThe paper reviews Macao Chinese education history from 1914 to 1949 while providing better comprehension of an analogous situation in neighboring Hong Kong.

Tally Ho Boys' Training Farm, Aboriginal children and the intersection of school, welfare and justice systems, 1950s–1960s

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Beth Marsden
Keyword(s):  
20Th Century ◽  
Northern Territory ◽  
Limited Attention ◽  
Education Department ◽  
Content Type ◽  
Justice Systems ◽  
Post War ◽  
Aboriginal Children

PurposeThis paper draws on the archival records of the Victorian Education Department, literature produced by the governing authority of Tally Ho (the Central Mission), and newspaper reports produced in the mid-20th century about school and education at Tally Ho. This paper also draws on material from the Victorian Aborigines Welfare Board and the Northern Territory Department of Welfare, as well as two historical key government inquiries into the institutionalisation of children.Design/methodology/approachThis paper uses Tally Ho Boys’ Training Farm as a case study to examine the intersection of welfare systems, justice systems and schooling and education for Aboriginal children in institutions like Tally Ho in the mid-20th century. Further, it provides perspectives on how institutions such as Tally Ho were utilised by governments in Victoria and the Northern Territory to pursue different agendas – sometimes educational – particular to Aboriginal children. This paper also explores how histories can be reconstructed when archives are missing or silent about histories of Aboriginal childhood.FindingsThis paper demonstrates how governments used Tally Ho to control and govern the lives of Aboriginal children. By drawing together archives from a range of bodies and authorities who controlled legislation and policies, this paper contributes new understandings about the role of institutions in Victoria to the assimilation policies of Victoria and the Northern Territory in the mid-20th century.Originality/valueScholarship on the institutionalisation of children in the post-war era in Victoria, including the ways that schooling and justice systems were experienced by children living in care, has failed to fully engage with the experiences of Aboriginal children. Historians have given limited attention to the experiences of Aboriginal children living in institutions off Aboriginal reserves in Victoria. There has been limited historical scholarship examining the experiences of Aboriginal and Torres Strait Islander children at Tally Ho. This paper broadens our understandings about how Aboriginal children encountered institutionalisation in Victoria.

scholarly journals Transformations of the US European Policy in the 2nd Half of the 20th Century

2019 ◽  
pp. 9-19
Author(s):  
Marharyta Lymar
Keyword(s):  
United States ◽  
World War Ii ◽  
European Integration ◽  
20Th Century ◽  
The United States ◽  
American Interest ◽  
The Us ◽  
The Usa ◽  
Post War ◽  
Eastern European Countries

The article deals with the European aspects of the US foreign policy in the 2nd half of the 20th century. It also includes studies of the transatlantic relations of the described period and the exploration of an American influence on European integration processes. It is determined that the United States has demonstrated itself as a partner of the Western governments in the post-war reconstruction and further creation of an area of US security and prosperity. At the same time, it is noted that the American presidents have differently shaped their administrations’ policies towards Europe. The greatest supporter of the European integration processes was President Eisenhower. Among other things, the US President believed that Europe would become a key ally of the United States, thus, he considered the union of Sweden, Greece, Spain and Yugoslavia as a solid foundation for building a “United States of Europe”. After Eisenhower administration, European affairs, to a lesser extent, were taken up by such Presidents as Johnson, Carter, Reagan and Clinton. Showing no personal interest, Kennedy, Nixon and Bush-Sr. were forced to support the transatlantic dialogue, understanding the inevitability of European integration and the need for the United States to cooperate with the new consolidated actor. The United States aimed to strengthen its position in the European space, moving to that purpose by using NATO mechanisms and applying the policies of American protectionism against the communist threat. The main competitor of the United States for strengthening national positions in Europe was France led by General de Gaulle, who believed that the affairs of Europe should be resolved by European governments without the American intervention. However, NATO continued to serve as a springboard for the U.S. involvement in European affairs. At the end of the 20th century, through the close links between the EU and NATO, the USA received new allies from Central and Eastern European countries. It is concluded that after the end of World War II, Europe needed an assistance that the United States willingly provided in exchange for the ability to participate in European issues, solving and partly controlling the integration processes. The study found that, despite the varying degree of the American interest in transatlantic affairs, Europe has consistently been remaining a zone of national interest for the United States.

„I nie tylko w powiastkach drzemie ta historia” – „Młyn Bałtaragisa” Kazysa Boruty: literatura jako medium pamięci

2021 ◽  
pp. 224-248
Author(s):  
Marcin Niemojewski
Keyword(s):  
World War Ii ◽  
20Th Century ◽  
National Culture ◽  
Cultural Memory ◽  
World War ◽  
History Of ◽  
Post War ◽  
Outstanding Work

“Whitehorn’s Windmill” is considered to be the most outstanding work of KazysBoruta and one of the most important Lithuanian novels of the 20th century. Thebook was written during World War II when the Lithuanian state became theobject of aggression of two totalitarian powers and lost independence for a longtime, and it has grown from the writer’s anxiety about the fate of his country and the persistence of Lithuanian identity. Hence, Boruta reached for the richresources of the native folklore, to evoke the mythologized image of theLithuanian village, which in Lithuanian literature has the rank of chronotope,and at the same time, it is an important component of Lithuanian imaginationabout the sources of national culture. The story, the meaning and functions of the“Whitehorn’s Windmill,” its genesis and post-war fate, its literary and non-literarycontexts, as well as the history of its reception, allow us to interpret the workfrom the perspective of reflection on literature as a medium of cultural memory.

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.

Theorizing Chinese lesson study from a cultural perspective

2017 ◽  
Vol 6 (4) ◽  
pp. 283-292 ◽  
Author(s):  
Xiangming Chen
Keyword(s):  
Lesson Study ◽  
Practical Reasoning ◽  
Research Question ◽  
Education History ◽  
Cultural Resources ◽  
Cultural Perspective ◽  
Chinese Education ◽  
Chinese Teachers ◽  
Content Type ◽  
Cultural Features

Purpose The purpose of this paper is to examine the cultural roots of Chinese lesson study (LS) so as to account for its persistence in the Chinese education history as well as its importance in Chinese teacher professional development and student learning. Design/methodology/approach The overarching research question is: “How can Chinese lesson study be theorized from a cultural perspective?” The sub-questions include: “What cultural features do Chinese teachers demonstrate in their LS activities? How can traditional Chinese cultural resources be utilized in explaining the existence and development of these features?” Based on a close reading of firsthand classic texts on Chinese cultural thoughts and related literature, the researchers collected data from Chinese teachers’ LS activities, stimulated recall interviews and focus groups, and related documents. An analysis is conducted with interplay among the theoretical framework, the data, and the researchers’ personal insights. Findings The findings of the study include three aspects. First, in terms of their actions, the Chinese teachers enact their understanding of teaching in public lessons through unity of knowing and doing (知行合一) more than conceptual explication. Second, with regard to their thinking, the Chinese teachers use practical reasoning (实践推理) in deliberate practice of repeated teaching through group inquiry and reflection. Third, a tendency of emulating those better than oneself (见贤思齐) is evident in novice teachers’ learning from “good” examples by expert teachers. Originality/value The revelation of these cultural features can not only contribute to a deeper understanding about the persistence and importance of LS in the Chinese education history, but also provide an example of analyzing LS from a cultural perspective to the world LS community.

Anti-Jewish Incidents in the Lublin Region in the Early Years after World War II

2008 ◽  
pp. 177-205
Author(s):  
Adam Kopciowski
Keyword(s):  
World War Ii ◽  
Jewish Population ◽  
Jewish Life ◽  
Early Years ◽  
World War ◽  
Political Condition ◽  
Ritual Murder ◽  
Main Factors ◽  
Post War ◽  
Anti Jewish

In the early years following World War II, the Lublin region was one of the most important centres of Jewish life. At the same time, during 1944-1946 it was the scene of anti-Jewish incidents: from anti-Semitic propaganda, accusation of ritual murder, economic boycott, to cases of individual or collective murder. The wave of anti-Jewish that lasted until autumn of 1946 resulted in a lengthy and, no doubt incomplete, list of 118 murdered Jews. Escalating anti-Jewish violence in the immediate post-war years was one of the main factors, albeit not the only one, to affect the demography (mass emigration) and the socio-political condition of the Jewish population in the Lublin region

Cosmetic Allergen in the Past and Present

2017 ◽  
Vol 2 (3) ◽  
Keyword(s):  
World War Ii ◽  
20Th Century ◽  
Normal Skin ◽  
World War ◽  
Patch Tests ◽  
The Past ◽  
Skin Conditions ◽  
Cosmetic Dermatitis ◽  
Facial Dermatitis ◽  
International Research Project

For almost 20 years after the end of World War II, many Japanese women were challenged by a dark secondary hyper pigmentation on their faces. The causation of this condition was unknown and incurable at the time. However this symptom became curable after a number of new cosmetic allergens were discovered through patch tests and as an aftermath, various cosmetics and soaps that eliminated all these allergens were put into production to be used exclusively for these patients. An international research project conducted by seven countries was set out to find out the new allergens and discover non-allergic cosmetic materials. Due to these efforts, two disastrous cosmetic primary sensitizers were banned and this helped to decrease allergic cosmetic dermatitis. Towards the end of the 20th century, the rate of positives among cosmetic sensitizers decreased to levels of 5% - 8% and have since maintained its rates into the 21th century. Currently, metal ions such as the likes of nickel have been identified as being the most common allergens found in cosmetics and cosmetic instruments. They often produce rosacea-like facial dermatitis and therefore allergen controlled soaps and cosmetics have been proved to be useful in recovering normal skin conditions.

The Unassailable Self: Freud's Image Among Post-war American Intellectuals

2017 ◽  
Vol 19 (1) ◽  
pp. 55-75 ◽  
Author(s):  
Katherine Jenness
Keyword(s):  
World War Ii ◽  
Cold War ◽  
External Force ◽  
Sigmund Freud ◽  
Human Being ◽  
World War ◽  
The Us ◽  
Post War ◽  
The Cold War ◽  
The Way

This paper explores the way American intellectuals depicted Sigmund Freud during the peak of popularity and prestige of psychoanalysis in the US, roughly the decade and a half following World War II. These intellectuals insisted upon the unassailability of Freud's mind and personality. He was depicted as unsusceptible to any external force or influence, a trait which was thought to account for Freud's admirable comportment as a scientist, colleague and human being. This post-war image of Freud was shaped in part by the Cold War anxiety that modern individuality was imperilled by totalitarian forces, which could only be resisted by the most rugged of selves. It was also shaped by the unique situation of the intellectuals themselves, who were eager to position themselves, like the Freud they imagined, as steadfastly independent and critical thinkers who would, through the very clarity of their thought, lead America to a more robust democracy.

Metamorphoses of memory of the the Russian-Serbian Brotherhood of War in Modern Serbia

2020 ◽  
Vol 13 (4) ◽  
pp. 142-156
Author(s):  
A. Yu. Timofeev
Keyword(s):  
World War Ii ◽  
Civil War ◽  
Party System ◽  
Historical Memory ◽  
Civil Conflict ◽  
Second World War ◽  
World War ◽  
Post War ◽  
The Stability ◽  
Second World

The article considers the perception of World War II in modern Serbian society. Despite the stability of Serbian-Russian shared historical memory, the attitudes of both countries towards World wars differ. There is a huge contrast in the perception of the First and Second World War in Russian and Serbian societies. For the Serbs the events of World War II are obscured by the memories of the Civil War, which broke out in the country immediately after the occupation in 1941 and continued several years after 1945. Over 70% of Yugoslavs killed during the Second World War were slaughtered by the citizens of former Kingdom of Yugoslavia. The terror unleashed by Tito in the first postwar decade in 1944-1954 was proportionally bloodier than Stalin repressions in the postwar USSR. The number of emigrants from Yugoslavia after the establishment of the Tito's dictatorship was proportionally equal to the number of refugees from Russia after the Civil War (1,5-2% of prewar population). In the post-war years, open manipulations with the obvious facts of World War II took place in Tito's Yugoslavia. In the 1990s the memories repressed during the communist years were set free and publicly debated. After the fall of the one-party system the memory of World War II was devalued. The memory of the Russian-Serbian military fraternity forged during the World War II began to revive in Serbia due to the foreign policy changes in 2008. In October 2008 the President of Russia paid a visit to Serbia which began the process of (re) construction of World War II in Serbian historical memory. According to the public opinion surveys, a positive attitude towards Russia and Russians in Serbia strengthens the memories on general resistance to Nazism with memories of fratricide during the civil conflict events of 1941-1945 still dominating in Serbian society.

Charles de Gaulle and European Community

2020 ◽  
Vol 2020 (10-3) ◽  
pp. 70-81
Author(s):  
David Ramiro Troitino ◽  
Tanel Kerikmae ◽  
Olga Shumilo
Keyword(s):  
World War Ii ◽  
European Community ◽  
World War ◽  
Charles De Gaulle ◽  
The United Kingdom ◽  
History Of ◽  
The Common ◽  
Post War ◽  
De Gaulle

This article highlights the role of Charles de Gaulle in the history of united post-war Europe, his approaches to the internal and foreign French policies, also vetoing the membership of the United Kingdom in the European Community. The authors describe the emergence of De Gaulle as a politician, his uneasy relationship with Roosevelt and Churchill during World War II, also the roots of developing a “nationalistic” approach to regional policy after the end of the war. The article also considers the emergence of the Common Agricultural Policy (hereinafter - CAP), one of Charles de Gaulle’s biggest achievements in foreign policy, and the reasons for the Fouchet Plan defeat.

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