Those Who Can't, Teach: The Disabling History of American Educators

2013 ◽  
Vol 53 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Kate Rousmaniere
Keyword(s):  
Disability Studies ◽  
Social Relations ◽  
History Of Education ◽  
Educational Systems ◽  
Analytic Framework ◽  
School Teachers ◽  
Cultural Concepts ◽  
Professional Norms ◽  
History Of ◽  
Over Time

This essay is an exploratory history of American educators as viewed through the lens of disability studies. By this I mean that I am looking at the history of school teachers with disability as the primary marker of social relations, in much the same way that I and others have looked at the history of education through the primary lens of race, gender, ethnicity, age, religion, and sexuality. Looking at the history of teachers through the analytic framework of disability studies allows us to see first, how educational systems, practices, values, and professional norms have developed in a way that excludes people with disabilities from educational employment, or assigned them to parallel and marginalized institutions of special education and second, how notions of normality have defined the work and identity of all educators. It is this latter point that is my greatest interest here: how cultural concepts of ability and disability have shaped all educators' occupational identity and experience over time.

Toward a History of Education Markets in the United States

2008 ◽  
Vol 32 (1) ◽  
pp. 47-73
Author(s):  
Nancy Beadie
Keyword(s):  
History Of Education ◽  
The United States ◽  
Future Research ◽  
Educational Systems ◽  
New Work ◽  
Early National ◽  
History Of ◽  
Education Markets ◽  
Over Time ◽  
Structure Of Education

The recent shift away from the idea of centrally planned public systems and toward market-based models of schooling opens new territory for scholarship in the history of education. What is the history of education markets? How has the structure of education markets changed over time? This article addresses these questions by surveying existing literature, with an emphasis on the early national and antebellum periods. In the process it brings new perspectives to standard narratives of the history of education in the nineteenth century, particularly regarding the development of state-based educational systems. It then proposes areas for future research and concludes by introducing two examples of new work in this field.

WHY LITTLE THINKERS ARE A BIG DEAL: THE RELEVANCE OF CHILDHOOD STUDIES TO INTELLECTUAL HISTORY

2016 ◽  
Vol 14 (1) ◽  
pp. 269-280
Author(s):  
CORINNE T. FIELD
Keyword(s):  
Young People ◽  
Intellectual History ◽  
History Of Education ◽  
Childhood Studies ◽  
The Family ◽  
History Of ◽  
The 1960S ◽  
Over Time

Why should intellectual historians care about children? Until recently, the answer was that adults’ ideas about children matter, particularly for the history of education and the history of conceptions of the family, but children's ideas are of little significance. Beginning with Philippe Ariès in the 1960s, historians took to exploring how and why adults’ ideas about children changed over time. In these early histories of childhood, young people figured as consumers of culture and objects of socialization, but not as producers or even conduits of ideas.

scholarly journals Education

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Geoffrey Sherington ◽  
Craig Campbell
Keyword(s):  
World War Ii ◽  
Social History ◽  
Social Relations ◽  
Informal Education ◽  
Family Formation ◽  
History Of Education ◽  
Social Processes ◽  
History Of ◽  
Private Venture ◽  
The City

In the late twentieth century historians of education came to argue that the urban experience can only be fully understood through the social processes and social relations associated with schooling. The new 'social history' of education has thus often been closely aligned to the history of cities. In Australia the 'new' social history of the city has often been written in terms of family formation, sometimes related to the history of childhood, but there has only been marginal attention to the specific nature of education in Sydney as an urban phenomenon. This essay focuses on Sydney schools and other educational institutions, although it raises questions about social processes and social formations. It suggests that the history of education in Sydney can be understood in a number of phases and themes, each related to the changing social history of Sydney. Informal education had long been part of the culture of indigenous society prior to the British invasion of 1788. In the early colonial period, up to about 1830, governments established schools for the children of convicts based in Sydney and even for Aboriginal children. There were also 'private venture' schools for the sons and sometimes daughters of free settlers. In the period from 1830 to 1870 the city of Sydney emerged as a metropolitan centre of educational establishments including schools, colleges and the University. From around 1870 to the end of World War II, with the growth of the city of Sydney and its suburbs, schooling was increasingly related to social class, gender and religion as part of suburban life. From 1945, the 'neighbourhood' school and even the 'local' university has become part of a pattern of regional differences associated with the expansion of the city through migration and population growth.

scholarly journals Introduction to the Special Issue: History of Education, International Relations and Transnational Perspectives: State of the Art

2020 ◽  
Vol 21 ◽  
Author(s):  
Mariano González-Delgado ◽  
Óscar J. Martín García
Keyword(s):  
International Relations ◽  
International Organizations ◽  
Public Diplomacy ◽  
History Of Education ◽  
Educational Systems ◽  
Educational Models ◽  
Cultural Traditions ◽  
History Of ◽  
New Research ◽  
The Cold War

The purpose of the article is to present those studies in the field of the History of Education that have emphasized international influences and educational modernization. To do this, the first part of this article addresses the origin of this type of research within the History of Education. We then focus on analyzing the subsequent evolution that occurred with the beginning of the transnational turn and its impact on educational-historical research. Through a bibliographic review, we attempt to highlight the importance of studying international organizations, public diplomacy, the Cold War and Modernization Theory in order to understand the transformations that took place in educational systems worldwide during the second half of the 20th century. All these elements reveal more clearly the factors that made countries with different political regimes, cultural traditions or educational models begin to develop similar educational policies. Finally, this article points out the value of new research to understand the origin and development of certain policies at the international level. 

scholarly journals “Na Grande Pátria, Nossa Tão Amada, o Culto que lhe Devemos”: o Ensino de História no Grupo Escolar Barão de Mipibu – RN (1909-1920)

2018 ◽  
Vol 17 (2) ◽  
pp. 515
Author(s):  
Paula Lorena C. Albano da Cruz ◽  
Maria Inês S. Stamatto
Keyword(s):  
History Of Education ◽  
Theoretical Framework ◽  
Social Imaginary ◽  
History Textbook ◽  
History Teaching ◽  
School Group ◽  
School Subjects ◽  
History Of ◽  
In The Beginning ◽  
Over Time

O presente trabalho tem por objeto de pesquisa o ensino de História no Grupo Escolar Barão de Mipibu -  RN de 1909 a 1920. O seu objetivo é discutir como essa disciplina tornou-se elemento colaborador na formação do imaginário social republicano. As fontes analisadas na pesquisa foram Diários de Classe e o livro didático de História da instituição. O estudo se encontra inserido na História da Educação. Como aporte teórico foi utilizado as contribuições de Carvalho (1990) sobre a formação do imaginário social na República brasileira e Chervel (1990) acerca da História das disciplinas escolares.  O trabalho possibilitou a compreensão da organização da disciplina História no Brasil ao longo dos tempos e de forma particular como via de contribuição da formação do cidadão brasileiro no início da República.Palavras-chave: Ensino de História. Grupo Escolar. Imaginário. AbstractThis study has as research object the history teaching at the school group of Barão de Mipibu - RN from 1909 to 1920. It aims to discuss about how that discipline has become a collaborator element in the formation of the republican social imaginary. The analyzed sources in the research were the classes diaries and the history textbook of the instituition. The study is inserted in the History of Education. As a theoretical framework was used Carvalho's (1990) contributions about the formation of social imaginary in the Brazilian Republic and Chervel  (1990) about the history of school subjects. The work enabled the understanding of the organization of the discipline history in Brazil over time and especially as a way of contribution of the brazilian citizen formation in the beginning of the Republic.Keywords: History teaching. School group. Imaginary. Resumen El presente trabajo tiene por objetivo de pesquisa la enseñanza de Historia en el Grupo Escolar Barão de Mipibu -  RN de 1909 a 1920. Su objetivo es discutir como esa disciplina se ha tornado elemento colaborador en la formación del imaginario social republicano. Las fuentes analizadas en la pesquisa fueron los Diarios de Clase y el libro didáctico de Historia de la institución, bien como la legislación educacional local. El estudio se encuentra inserido en la Historia de la Educación. Como aporte teórico se utilizó las contribuciones de Carvalho (1990) sobre la formación del imaginario social na República brasileña y Chervel (1990) acerca de la Historia de las disciplinas escolares.  El trabajo ha viabilizado la comprensión de la organización de la disciplina Historia en Brasil a lo largo de los tiempos y de forma particular como camino a la contribución para la formación del ciudadano brasileño en el inicio da República.Palavras Clave: Enseñanza de Historia; Grupo Escolar; Imaginario

scholarly journals The development of technical and scientific professional education systems: an analysis through activity theory using Engeström’s historical type model/ O desenvolvimento dos sistemas de formação técnico-científica: uma análise pela teoria da atividade usando o modelo de tipos históricos de Engeström. (Bilingual Edition)

2018 ◽  
Vol 17 (1) ◽  
pp. 139
Author(s):  
Dilhermando Ferreira Campos ◽  
Márcia Maria Fusaro Pinto
Keyword(s):  
Activity Theory ◽  
Professional Education ◽  
History Of Education ◽  
Influential Factor ◽  
Type Model ◽  
Educational Systems ◽  
Educational Model ◽  
School Practices ◽  
Internal Conflicts ◽  
History Of

A necessidade de disseminar a formação técnico-científica advinda com o modo de produção moderno foi um fator influente no estabelecimento dos atuais sistemas de ensino. A partir de uma perspectiva mais utilitária dada à educação, responsável por muitas características do currículo e das práticas escolares, o modelo educacional foi se adequando às novas demandas e níveis de organização social. Para compreender melhor esse processo e seus conflitos internos, utilizaremos os conceitos da teoria da atividade, mais especificamente o modelo de tipos históricos elaborado por Y. Engeström para sistematizar a evolução de uma atividade ao longo da história.Palavras-chave: teoria da atividade. história da educação. formação técnico-científica. AbstractThe need to wider disseminate the technical and scientific education arising from the modern modes of production was an influential factor in the establishment of the current educational systems. Attributing to education a more utilitarian perspective, responsible for many features of the curriculum and school practices, the educational model has been adapted to the new demands and levels of social organization. In order to better understand this process as well as its internal conflicts, we will use notions of the activity theory, specifically the historical type model developed by Y. Engeström to systematize the evolution of an activity throughout of history.Keywords: Activity theory. History of Education. Technical and scientific professional education.ResumenLa necesidad de difundir la formación técnico-científica que surge con el modo de producción moderno, era un factor influyente en el establecimiento de los sistemas de enseñanzas actuales. Desde una perspectiva más utilitaria dada a la educación, responsable por muchas características del currículo y de las prácticas escolares, el modelo educativo se ha ido adaptando a las nuevas demandas y niveles de organización social. Para entender mejor este proceso y sus conflictos internos, utilizaremos los conceptos de la teoría de la actividad, más específicamente el modelo de tipos históricos elaborados por Y. Engeström para sistematizar la evolución de una actividad a lo largo de la historia.Palabras claves: Teoría de la actividad. Historia de la Educación. Formación técnico-científica.

On the border: Chiapas, between empire and republic

2012 ◽  
Author(s):  
Sarah Washbrook
Keyword(s):  
Eighteenth Century ◽  
Social Relations ◽  
The Political ◽  
Colonial Era ◽  
Surplus Labour ◽  
History Of ◽  
Important Means ◽  
Political Economic ◽  
The Church ◽  
Over Time

This chapter analyzes the political, economic, and social relations in Chiapas during the colonial era in order to better understand the nature and impact of the modernizing reforms enacted by liberal regimes after independence. The first section presents an overview of the conquest of the region from 1528 to around 1550. The second section examines the institutions of state rule and how they changed over time, emphasizing the break between Habsburg and Bourbon rule after 1750. The third section analyzes the history and structure of the Indian community or república de indios and underscores its important political, economic, and ideological role in colonial society. The next two sections look at controlled markets in commerce and labour (repartimientos), which constituted important means by which surplus labour and produce were extracted from the Indian population. The next section considers the history of the Church in Chiapas, which like the Spanish Crown extracted taxes, fees, and labour from the communities. The Church also structured religious celebration and public ritual in the communities around the corporate institutions of the parish and cofradía, thereby contributing to the consolidation of both colonial rule and Indian ethnic identity and solidarity. Chiapas's hacienda sector, which is examined in the final section, was also dominated by the Church, although production was limited in the province before Bourbon policies fomented the expansion of commercial agriculture in the late eighteenth century.

História da Educação: Políticas, instituições e instâncias educativas – Vol. 2

2021 ◽  
Author(s):  
Mônica Yumi Jinzenji ◽  
Keyword(s):  
History Of Education ◽  
The Body ◽  
Broad Sense ◽  
Educational Systems ◽  
Discipline Formation ◽  
Historical Perspectives ◽  
The Press ◽  
History Of ◽  
The Church ◽  
Different Levels

This collection unites results of academic works concluded within the span of 2016 to 2020 in the field of History of Education for the Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Minas Gerais. Comprised of two volumes, this second volume is made up of 21 chapters analyzing education from historical perspectives, and spanning from the XVIII to the XXI century. On its first part, the studies analyze educational polices relative to planning, implementation and reforms as they point out the challenges throughout the processes of schooling, discipline formation and development of educational systems on different levels of education; besides, analyzing the institutionalization of courses and teachers formation. The second part of the volume is comprised of researches debating education in a broad sense, highlighting those processes which take place in different environments of education such as associations, military corporations, the church, the press and the radio. The body of these works is marked by interdisciplinarity, which is a consequence of a dialog between a large, diverse documentation and theoretical references equally diverse.

scholarly journals As faces históricas do trabalho: como se constroem as categorias

2019 ◽  
Vol 74 (178) ◽  
Author(s):  
Maria A. Ciavatta Franco ◽  
Gaudêncio Frigotto
Keyword(s):  
Social Relations ◽  
Research Work ◽  
History Of Education ◽  
Concepts And Categories ◽  
History Of ◽  
Alternative Sources ◽  
Work Education ◽  
Education In Brazil ◽  
Article Analyse

Sintetiza algumas das dimensões discutidas na pesquisa sobre trabalho-educação "Fontes alternativas de história da educação no Brasil". Partindo da perspectiva de que os conceitos e as categorias para serem compreendidos implica entendê-los como produtos historicamente construídos, analisa, no interior das relações sociais capitalistas, a questão da escola do trabalho e da centralidade do trabalho. Abstract This article is a synthesis of some of the dimensions discussed in the research "Work-Education: alternative Sources of the history of education in Brazil". Starting from a perspective that concepts and categories need to be understood as historically constructed products, the article examines, within the capitalist social relations, the question of the school of work and the centrality of labour. Résumé Ce texte sintetize quelques dimensions qu 'ont été discutées dans Ia recherche sur là relation travail-éducation: "Sources alternatives de l 'histoire de l 'éducation au Brésil. A partir de là perspective que considere que pour bien comprendre le concepts et categories il faut les comprendre comme produits qu 'ont été construits historiquement, l 'article analyse, dans l 'interieur des relations Sociales capitalistes, là question de l 'école du travail et de là place central du travail. Resumen Este texto sintetiza algunas de Ias dimensiones discutidas en là investigación "Educación y Trabajo: fuentes alternativas de historia de Ia educación en Brasil". Partiendo de là perspectiva de que comprender los conceptos y Ias categorias implica entenderlos como productos historicamente construídos, el artículo analiza, en el interior de las relaciones Sociales capitalistas, Ia cuestión de là escuela del trabajo y de là centralidad del trabajo.

scholarly journals Losy nauczycieli Wielkopolski wschodniej w czasie II wojny światowej w świetle zapisów kronik szkolnych. Wprowadzenie do problematyki

2017 ◽  
pp. 53-62
Author(s):  
Piotr Gołdyn
Keyword(s):  
History Of Education ◽  
Source Area ◽  
Teaching Profession ◽  
School Teachers ◽  
General Government ◽  
History Of ◽  
Forced Labour ◽  
Almost All ◽  
Source Of Information

School chronicles are an important but sometimes underestimated source of information for the history of education. The difficulties with their use result from their dispersion, lack of availability and subjective nature. However, despite their subjectivity, they can provide extremely interesting information, e.g. on the biographies of individual educators. This article focuses on the war fate of school teachers in the Eastern Greater Poland. Almost all of them lost their jobs as a result of the closure of schools. Many were deported to the General Government or to forced labour in Germany. Those who stayed undertook off-an-on work or jobs that had nothing to do with the teaching profession. Despite the threat to their lives, some of them were also engaged in secret teaching. Unfortunately, there were also those who decided to collaborate with the German occupier. The research included in this article should be considered an introduction to research in this source area.

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