scholarly journals Posr world war II greek elementary education and elementary school curriculum development

1971 ◽  
Author(s):  
ΠΑΝΑΓΙΩΤΗΣ ΓΕΩΡΓΟΥΣΗΣ
2020 ◽  
Vol 5 (2) ◽  
pp. 151-172
Author(s):  
Joanna Lusek

Sister Wanda Garczyńska of God’s Will (1891–1954) was born in Lviv. She grew up in a home with patriotic traditions. She attended the educational institutions in Niżniów and Jazłowiec and the Wanda Niedziałkowska Women’s High School in Lviv. During World War I, as a volunteer nurse, she worked in military hospitals in Kiev and Lviv; she also helped in orphanages for children, and organized scouting activities. Her passion and life mission was teaching. In 1919, she graduated from the Teachers’ College in Krakow, and in 1925—from the Higher Courses for Teachers in Lviv. In 1926, she entered the Congregation of the Sisters of the Immaculate Conception of the Blessed Virgin Mary. After that, she taught in the schools of the Immaculate Conception in Jazłowiec and Jarosław. In 1934, she became the head of the private primary school of the Congregation at 59 Kazimierzowska Street in Warsaw’s [Warszawa] Mokotów district. From 1940, when the facility was closed by the German authorities, until she left before it was burnt down in mid-August 1944, the school held secret classes covering the secondary school curriculum for girls and boys, and secret university lectures. At Kazimierzowska, help was provided to Jewish children from the Warsaw ghetto, displaced persons from the nearby bombed houses and refugees. In March 1983, the Yad Vashem Institute of National Remembrance awarded Sister Wanda Garczyńska posthumously with the Righteous Among the Nations Medal. After the end of World War II, Sister Wanda Garczyńska organized a female gymnasium and a boarding school in Wałbrzych-Sobięcin. In June 2012, the Educational Foundation named after sister Wanda Garczyńska was established there. Its task is to support the unemployed, the poor, single mothers with children and to implement programs for the promotion of professional activation and health, as well as to support educational activities.


2020 ◽  
Vol 65 (1) ◽  
pp. 27-41
Author(s):  
Maria Radziszewska

The private Polish elementary school in Lupeni was founded in 1929 based on the Romanian Private Learning Act of 1925 permitting the organisation of minority schools. It was created in a magyarised and romanised environment and dealt with the education of Polish miners’ children. Wilhelm Zöller became the organiser and the first teacher of the school on behalf of the Polish School Motherland in Romania. After two years of operation, the school came under the patronage of the Polish School Association in Romania. Under his tutelage in the 1936/1937 school year, the school became public and its rank in the local community increased. It was also active during the World War II. With the consent of the Romanian Minister of Education, in 1946 it became a Polish public school consisting of 7 classes. It was supported by the “Polish House in Romania” Association. This school was the only Polish school in Transylvania that existed the longest in this part of Romania. When the Polish miners and teachers left Poland in 1948, the school was liquidated.


2021 ◽  
Vol 47 ◽  
Author(s):  
Algirdas Ažubalis

Mathematics teacher Jonas Mašiotas (1897–1953) was the son of Pranas Mašiotas (1863–1940) – the famous Lithuania author of mathematical coursebooks and didactic articles as well as the a creator of books for children. JonasMašiotas studied mathematics in Germany and Switzerland. Prior to the studies, he was engaged as a teacher in Marijampol˙e, after completion of the studies – in Kaunas and during the World War II – in Vilkija. He published 2 articles in didactics of mathematics and 5 coursebooks (including one that consisted of 7 parts), edited and published the coursebook in trigonometry prepared by his father P. Mašiotas. He was one of the enthusiasts for introducing the concept of a function into the school curriculum in mathematics.


Author(s):  
Maria Szoska

The article The forgotten page. On the introduction of film education to Polish schools raises a subject of film education in Polish schools. At the beginning of the article the author focuses on the groundbreaking school curriculum introduced to Polish schools in 2009. The teachers of Polish have had to include the elements of film education within their course since then. At the same time Polish Film Institute provided fourteen thousand schools with the packages of film materials. It was supposed to support film education in schools. The initiative was warmly approved by the press and various media. Nonetheless, it was not the first initiative of this kind in Poland as similar programme was introduced to schools in the 1930s by Film Institute of Polish Telegraphic Agency. The article is devoted to the description of this forgotten period of Polish education, which was terminated by the outbreak of World War II.


2019 ◽  
Vol 87 (1) ◽  
pp. 204-239 ◽  
Author(s):  
Vasiliki Fouka

Abstract Do forced assimilation policies always succeed in integrating immigrant groups? This article examines how a specific assimilation policy—language restrictions in elementary school—affects integration and identification with the host country later in life. After World War I, several U.S. states barred the German language from their schools. Affected individuals were less likely to volunteer in World War II and more likely to marry within their ethnic group and to choose decidedly German names for their offspring. Rather than facilitating the assimilation of immigrant children, the policy instigated a backlash, heightening the sense of cultural identity among the minority.


Sign in / Sign up

Export Citation Format

Share Document