The Adjustment of Our School System to the Changed Conditions of the Twentieth Century

1909 ◽  
Vol 70 (8) ◽  
pp. 205-205
Author(s):  
J. W. Crabtree
Keyword(s):  
Twentieth Century ◽  
School System

Counterweight: Helen Samuels, Archival Decolonization, and Social License

2021 ◽  
Vol 84 (2) ◽  
pp. 420-444
Author(s):  
Greg Bak
Keyword(s):  
Twentieth Century ◽  
Indigenous Peoples ◽  
School System ◽  
Indigenous Rights ◽  
Residential School ◽  
Archival Appraisal ◽  
Social License ◽  
The Social ◽  
Late Twentieth ◽  
Late Twentieth Century

ABSTRACT Helen Samuels sought to document institutions in society by adding to official archives counterweights of private records and archivist-created records such as oral histories. In this way, she recognized and sought to mitigate biases that arise from institution-centric application of archival functionalism. Samuels's thinking emerged from a late-twentieth-century consensus on the social license for archival appraisal, which formed around the work of West German archivist Hans Booms, who wrote, “If there is indeed anything or anyone qualified to lend legitimacy to archival appraisal, it is society itself.” Today, archivists require renewed social license in light of acknowledgment that North American governments and institutions sought to open lands for settlement and for exploitation of natural resources by removing or eliminating Indigenous peoples. Can a society be said to “lend legitimacy” to archival appraisal when it has grossly violated human, civil, and Indigenous rights? Starting from the question of how to create an adequate archives of Canada's Indigenous residential school system, the author locates Samuels's work amid other late-twentieth-century work on appraisal and asks how far her thinking can take us in pursuit of archival decolonization.

scholarly journals Mutaciones y tensiones de la escuela contemporánea: miradas críticas

2016 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
María Alejandra Taborda Caro ◽  
Ínia Franco de Novaes
Keyword(s):  
Twentieth Century ◽  
Social Control ◽  
School System ◽  
The State ◽  
State Reform ◽  
History Of ◽  
Set Up ◽  
The Masses ◽  
Siglo Xx ◽  
Contemporary School

A fines de la década de los años 70 del siglo XX, se percibieron los primeros síntomas de las mudanzas a las que fue sometida la escuela de la modernidad. Estas variaciones fueron usadas como pretexto para exponer un profundo cambio que la época develada, la educación de masas, explosión demográfica, entre otras. La reforma estatal más importante, omnipresente, amplia y extendida de todas las épocas es la vinculación a la escuela de las dificultades propias de la economía, el Estado y las organizaciones. En los últimos treinta años se han configurado las subjetividades más complejas presentes en la historia de la escuela, donde el más crudo de los individualismos colonizó este espacio. Las anteriores mutaciones parecieran pertenecer al género de obviedades que no es preciso explicar, pues “los cambios son porque están”. De ahí que se requiera, desde miradas históricas y pedagógicas, comprender la génesis de estos cambios que determinaron el formato de la escuela contemporánea. Desde miradas genealógicas arqueológicas para futuras revisiones, este documento dará algunas pistas sobre el giro de la escuela dentro del consenso transcultural adherido a la educación de masas y sobre la creación de un dispositivo de control social del mundo escolar a través de las disciplinas escolares.Palabras clave: escuela, cambios, historia, crítica.AbstractIn the late 70s of the twentieth century, the first signs of the changes to which the School of modernity was brought under are perceived. These variations were used as a pretext to expose an existing deep change that stood out above others: education to the masses. The most important, pervasive, widespread and extensive state reform of all ages is the link to the school of the own difficulties of the economy, the State and organizations. In the last thirty years, the most complex subjectivities present in the history of the school have been set up, the crudest model of individualism colonized this space. The previous mutations seem to belong to the genre of truism that is not necessary to explain: “The changes are because they are”. Hence, it is required from historical and pedagogical understanding the genesis of these changes that determined the format of the contemporary school. From archaeological genealogical looks for future reviews, this document will give some clues about the shift of the school in the transcultural consensus adhered to the education to the masses, and the creation of a device for social control of the school system through school subjects.Keywords: school, changes, history, criticism.

My Journey

2021 ◽  
pp. 101-136
Keyword(s):  
Twentieth Century ◽  
Family Life ◽  
School System ◽  
Second World War ◽  
The Political ◽  
Educational Practices ◽  
World War ◽  
Early Twentieth Century ◽  
Second World

This chapter concerns the larger political, social, and religious setting in which Vera Vasilevskaia and Elena Men lived. It provides a more intimate picture of the political and social framework of the early twentieth century and later Stalinist times in which the descriptions and analyses are intensely personal and evocative. It also illustrates the school system in late tsarist Russia and educational practices, their classmates, and their teachers in the 1920s that had a lifelong influence. The writings of Vera and Elena are transparent about their struggles, presenting a first-hand view of family life, society, and religious quest in Russia during the revolutionary years, the 1920s, the Second World War, and the late 1940s. The chapter notes how Vera and Elena wrote for the “desk drawer” with the intention of keeping a personal record of their experiences with catacomb priests and the community.

The Violence Within: Canadian Modern Statehood and the Pan-territorial Residential School System Ideal

2017 ◽  
Vol 50 (3) ◽  
pp. 747-772 ◽  
Author(s):  
Karen Bridget Murray
Keyword(s):  
Twentieth Century ◽  
School Violence ◽  
Indigenous Peoples ◽  
School System ◽  
Indian Education ◽  
The Political ◽  
Residential School ◽  
Indigenous Resistance ◽  
Inherent Feature ◽  
Dominant Narratives

AbstractDrawing upon Walter Benjamin's “principle of montage,” this article excavates the political salience of what is referred to herein as the residential school system's “pan-territorial ideal.” The pan-territorial ideal materialized in 1930 with the opening of the Shubenacadie Residential School in the Maritimes, the system's final frontier. It was envisioned, forged and secured, in part, with the overt understanding that so called Indian education could be used as a vector of violence to control Indigenous peoples and their lands. This history clashes with dominant narratives that interpret residential school system violence as the product of mismanagement and neglect. From the early days of Confederation to its almost full legal autonomy from Britain in the early twentieth century and beyond, the Dominion's pursuit of the pan-territorial vision involved the selective harnessing of the residential school system as a field of state-sanctioned force to quell Indigenous resistance. In this, residential school violence cannot be reduced to a deviation from the norm. In crucial respects, it was an inherent feature of the system and Canadian modern statehood itself.

A Review of Citizenship and Law Related Education — Publications and Organizations

1982 ◽  
Vol 34 ◽  
pp. 19-23
Author(s):  
Richard D. Chesteen
Keyword(s):  
Twentieth Century ◽  
School System ◽  
Citizenship Education ◽  
Political Socialization ◽  
Vital Function ◽  
Political Values ◽  
Proper Role ◽  
Considerable Controversy

According to various studies of political socialization, only the immediate family may have more impact upon the development of the child's political values and partisan allegiances than the school system. And in the areas of citizenship education and patriotic inculcations the school is usually defined as the primary facilitator. Because citizenship education is considered to be indoctrinational, value laden, and non-neutral, it has generated considerable controversy. Some consider citizenship education to be a vital function of the schools, while others feel it should not receive particular attention.Concerted efforts by education theorists and educational associations to define the proper role and objectives of citizenship education span the twentieth century.

scholarly journals The Message of the Carillon: Bells as Instruments of Colonialism in Twentieth-Century Canada

2018 ◽  
Vol 36 (2) ◽  
pp. 13-25
Author(s):  
Patrick Nickleson
Keyword(s):  
Twentieth Century ◽  
School System ◽  
Political Discourse ◽  
Residential School ◽  
Old World ◽  
Harmonious Community ◽  
Do So

Bells and carillon have long symbolized the harmonious community in Euro-American political discourse. In this article, I denaturalize this rhetorical position by taking into account the context of bells and carillon in interwar Canada. I do so by reading William Lyon Mackenzie King’s address at the inauguration of the Parliament Hill carillon within the broader context of Canada’s colonial “Old World” nostalgia for the carillon. I then turn to testimony from survivors of the residential school system to argue that the link between bells, harmony, and community had to be forcefully imposed by settlers to banish any potential discord.

scholarly journals The European Focus of the Curriculum in the Educational Reforms in Spain at the End of the Twentieth Century

2008 ◽  
Vol 2 ◽  
Author(s):  
Leoncio Vega Gil
Keyword(s):  
Twentieth Century ◽  
School System ◽  
Comparative Research ◽  
Research Study ◽  
School Curriculum ◽  
School Reforms ◽  
European Perspective ◽  
Conservative Government ◽  
European Dimension ◽  
Socialist Government

This comparative research study seeks to explain and evaluate the European perspective of the school curriculum and its repercussions on school reforms implemented in Spain at the end of the twentieth century. First, a study is made of the interpretations, content and pedagogical characteristics of the European dimension of education. In the second part of the study the European aspects of the Spanish educational reform are analysed and evaluated, taking into account both the levels of the school system and how it affects teacher training. This analysis considers both the reforms carried out by the Socialist government (Organic Law on General Organisation of the Education System) and the actions of the conservative government currently in power.

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