scholarly journals Rural Child in the Polish Educational Discourse during the Interwar Period or about Less Known Roots of Regionalism at School

2021 ◽  
Vol 6 ◽  
pp. 155-184
Author(s):  
Anna Mlekodaj
Keyword(s):  
Education Reform ◽  
Local Community ◽  
Rural Children ◽  
Educational Discourse ◽  
Rural Child ◽  
School Work ◽  
Rural Environments ◽  
Teaching Characteristics ◽  
Proper Diagnosis ◽  
School Curricula

The article is devoted to the process of discovering the specificity of life and development of a village child, initiated at the turn of the second and third decades of the 20th century. It was one of the consequences of the then developing educational discourse, supported by the achievements of child psychology, pedology, and the New Upbringing trend. In 1929, the first Polish research on the level of development of children from urban and rural environments was conducted. The results were very unfavorable for children from the countryside. This gave an impulse for further action. In 1930, in the pages of “Praca Szkolna” (“School Work”), a competition was announced among teachers to describe a rural child from various regions. Twenty-two papers were submitted, the best of which were published in the book Dziecko wsi polskiej (A Child of the Polish Countryside). These works allowed us to penetrate both the problems faced by rural children at school and the difficulties faced by teachers working in the countryside. To a large extent, they resulted from the lack of a proper diagnosis of the educational and upbringing needs of a rural child and from difficulties in cooperation between schools and villages. The perspective of changes in this area was opened only by regionalism, introduced to school curricula as a result of the education reform in 1932, which was to support the education of rural children and contribute to the integration of the school with the local community. Thus, the teaching characteristics of a rural child contributed, in a sense, to the introduction of regionalism in Polish schools.

Getting to Scale with Moral Education: The Demands of Reproducibility and the Case of the Chicago Manual Training School, 1884–1904

2018 ◽  
Vol 120 (7) ◽  
pp. 1-38
Author(s):  
Jane Mccamant
Keyword(s):  
Education Reform ◽  
Moral Education ◽  
Educational Philosophy ◽  
Historical Analysis ◽  
Training School ◽  
Industrial Training ◽  
Historical Case ◽  
Educational Innovations ◽  
School Work ◽  
Technical Drawing

Background Getting educational reforms “to scale” continues to be a primary preoccupation of scholars, but such studies tend to remain focused on the organizational or other characteristics of the school(s) receiving a given innovation. Purpose This article brackets the organizational elements of reform dissemination to consider the relationship between the ideational content of educational innovations and their success at being “scaled up.” It considers whether particular categories of educational outcomes are inherently less well suited to widespread reproduction. Research Design The article identifies a historical case of an educational reform effort that failed to be brought to scale as a method of considering these larger theoretical questions. First articulated in the early 1880s, the educational philosophy of manual training called for the incorporation of industrial training––in the form of tool work, metal shop, and technical drawing––into a rigorous and traditional academic curriculum. This combination of shop work and school work was intended to function holistically, developing the manual, intellectual, and moral capacities of the student simultaneously. Opened in 1884, the Chicago Manual Training School (CMTS) was intended to be an example of the implementation of this philosophy to be emulated by Chicago's public secondary schools. Such emulation never occurred. The case study portion of this article is based on in-depth historical analysis of the records of the CMTS, the papers of its founder, Henry Holmes Belfield, and other contemporaneous materials relating to the manual training movement and the context of late-19th-century education reform efforts. Conclusions The case of the CMTS suggests two necessary (but not sufficient) criteria for a given educational philosophy to be susceptible to reproduction: intelligibility and measurability. These two requirements are found to be particularly unlikely in educational innovations that emphasize the subtle and intangible connections of mind, body, and spirit or that seek primarily to teach character or disposition—here termed “moral education.”

scholarly journals Three Local Organizing Strategies to Implement Place-Based School Integration Initiatives in a Mixed-Income Community

Societies ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 13
Author(s):  
April Jackson
Keyword(s):  
Education Reform ◽  
Community Organizing ◽  
Local Community ◽  
Single Case ◽  
Lessons Learned ◽  
School Integration ◽  
Study Approach ◽  
Local Actors ◽  
Integration Planning ◽  
Mixed Income

This paper explores two policy efforts to revitalize public housing communities: education reform and HOPE VI. Chicago underwent transformation of housing and schools from 2000 to 2014. I examine school integration planning efforts of three local actors in a Chicago neighborhood and ask how do actors make integration strategies work? This research investigates how efforts to remedy existing segregation in a Chicago neighborhood combined housing and school integration efforts through a single case study approach comprised of 20 in-depth interviews. Findings show that two approaches encouraged fairness in the residential mix, but did not promote an integrated educational experience. The third approach shows how a purposeful integration strategy works as part of a place-based effort. This study provides a lens to understand ongoing local community organizing efforts supporting education reform in a Chicago neighborhood and offers lessons learned by local actors about effective approaches to address the barriers to building mixed income communities.

scholarly journals School Libraries Archive Community Images

2021 ◽  
Author(s):  
Peng-Shun Peng ◽  
Jiann-Cherng Shieh
Keyword(s):  
Education Reform ◽  
Local Community ◽  
Digital Images ◽  
School Library ◽  
Digital Archives ◽  
Running Water ◽  
School Teaching ◽  
Community Residents ◽  
The Creation ◽  
Common Memory

As multiculturalism is becoming a world value, the creation, culture, and common memory of the community nowadays should be the running water source of “The National Digital Archives Program.” However, while we are making great efforts to improve the creation of the local cultural community and multicultural development, the connotations of the community culture, as well as the local anecdotes, which are closely related to our daily lives, are definitely worth recording and passing down. Thus, as a place of knowledge collecting and culture reservation, the school library should play a more positive role in the community changes which are related to the economic development, the urban style, the basic necessities of life, the languages, and the humanity characteristics. One of the important tendencies in the present education reform in Taiwan is the cooperation between the school and the community. With the school library open to the public, the number of people that the school serves will increase and the interaction between the school and the community residents will be more frequent. If the school library has a good interaction with the local community residents, it will become a wonderful place for the community residents to have access to gaining knowledge and receiving lifelong learning. Therefore, with the application of the digital technology in the library, the digital archives of the community cultural images can not only preserve related data effectively but also disseminate and introduce the local history and characteristics to the world through the Internet. In addition, they can be served as valuable digital cultural materials for people to learn, to educate and to study. The study attempts to archive the community images by promoting the creation of digital images. Through the conformity of school teaching activities, the promotion of the use of the library, and intervention the community cultural events, we encourage teachers, students and the residents to record the history, geography, customs and humanity of the community by means of the creation of digital images, documentaries for example. As a result, we hope that the digital image of the common memory of the community would be created gradually and the library would be more multi-functional and become a place to keep the local data, to improve the understanding of the community, to offer the teaching materials and to raise the local consciousness.

Earl Marshal School: towards an inclusive education

Race & Class ◽  
2009 ◽  
Vol 51 (2) ◽  
pp. 92-103
Author(s):  
Ahmed Gurnah
Keyword(s):  
Education Reform ◽  
Inclusive Education ◽  
White Students ◽  
Local Community ◽  
National Curriculum ◽  
Conservative Government ◽  
League Tables ◽  
The Government ◽  
Education Authority ◽  
Caribbean Families

For five years in the early 1990s, as the Conservative government attempted to drive through the new educational policies heralded by its Education Reform Act of 1988, a comprehensive school in Sheffield was the site of a bold experiment in progressive education. Located in a working-class, inner-city area, Earl Marshal School was ethnically highly diverse, with students from Pakistani, Somali, Yemeni and Caribbean families; white students made up less than 20 per cent of the student roll. With Chris Searle as headteacher from 1990 to 1995, these students, aged 11 to 16, were exposed to a very different kind of schooling from that envisaged by the government — with its newly introduced national curriculum, competitive league tables between schools and authoritarian system of inspections carried out through the Office for Standards in Education (OFSTED). Instead, Searle refused to exclude students for misbehaviour; did not sheepishly follow the national curriculum; was not over-impressed by OFSTED; sought student democracy; and involved the local community in the affairs of the school. Inevitably, he drew fire from OFSTED, from other headteachers, from the local education authority (LEA) and even from David Blunkett, the Sheffield MP who from 1994 was Labour’s shadow secretary of state for education. In the end, they were able to unseat him, depriving Sheffield of the benefits of his ideas. The headteacher who opposed the permanent exclusion of students was himself, as he puts it, ‘permanently excluded’ from the job that he loved and lived for.

scholarly journals Social work at school: View into the past, view into the future

2008 ◽  
Vol 40 (1) ◽  
pp. 172-191
Author(s):  
Milko Postrak
Keyword(s):  
Social Work ◽  
Common Ground ◽  
Local Community ◽  
Social Constructivist ◽  
Educational Work ◽  
School Work ◽  
The Past ◽  
The Social ◽  
Theoretical Assumptions ◽  
Constructivist Model

The practice of social work at school existed in the Republic of Slovenia in the past (the period of the SFRY). This paper presents the findings arising from that period, the reasons for abandoning that practice (the problems of management and the achieved educational level of the social workers at that time), as well as the theoretical assumptions forming the basis for reconsidering the possibility of its reintroduction both to primary and secondary schools. This paper presents the different theoretical models and paradigms they rely on (traditional or conservative, reformist, radical, system-ecological and social-constructivist), with special reference to the social-constructivist model of social work, which is also author's own orientation. The suggested models and theoretical assumptions that social work rests on are associated with the domains of work common to social work and school, and those are: on micro-level, the realm of socialization (socialization process) and educational work related to pupils (common both to school work and social work), on the level of school - work on establishing the psycho-social climate, especially within peer groups, youth subcultures, the relation towards authority, the presence of violence and offender's behavior at school. Also, significant common ground in the paper stems from the concept of decentralization, on the one hand, and the fact that school is an institution that develops numerous functions through meaningful connections with the context of the local community and the society.

scholarly journals Dziecko chłopskie w czasie profanum – konteksty edukacyjne (średniowiecze – epoka nowożytna)

2018 ◽  
pp. 7-32
Author(s):  
Katarzyna Kabacińska-Łuczak ◽  
Krzysztof Ratajczak
Keyword(s):  
19Th Century ◽  
Middle Ages ◽  
Working Time ◽  
Rural Children ◽  
Rural Child ◽  
Late Middle Ages ◽  
Literary Sources ◽  
The 19Th Century ◽  
Cultural Skills

The paper discusses the issue of functioning of the rural child during the time of the profanum, within the period from the late Middle Ages till the 19th century. The purpose of this text is to attempt to answer the questions: how did peasant children participate in the time of the profanum – understood as a time of non-celebration, and thus working time resulting from the rhythm of nature and the calendar of fieldwork, and the time of play? What did rural children learn during that time? What social and cultural skills did they acquire? The analysis of iconographic, memoir and literary sources serves the historical and pedagogical interpretation.

scholarly journals School Governance and the Mediation of Engagement

2011 ◽  
Vol 39 (4) ◽  
pp. 398-413 ◽  
Author(s):  
Stewart Ranson
Keyword(s):  
Education Reform ◽  
Local Community ◽  
Local Governance ◽  
Support Staff ◽  
Market Place ◽  
Strategic Direction ◽  
Underlying Principle ◽  
Education Act ◽  
Industry And Commerce ◽  
School Governing Bodies

The 1988 Education Reform Act radically transformed the local governance of education, according school governing bodies new delegated powers for budgets and staff as well as responsibility for the strategic direction of the school in a quasi market place of parental choice. To take up these new responsibilities the earlier Education Act 1986 had created over 350,000 volunteer citizens in England and Wales to occupy reformed governing bodies: it was the largest democratic experiment in voluntary public participation. The governing bodies were constituted on the principle of partnership between all the groups with a ‘stakeholder’ interest in the school: parents, teachers and support staff would be elected, while other governors would be appointed by the local authority, and drawn from the local community (including local industry and commerce). All the interests would be regarded as equal, one no more important than another. The underlying principle had been that schools would only work well when the different constituencies were provided with a space to express their voice and reach agreement about the purpose and development of the school. The governing body was to have regard for the overall strategic direction of the school, evaluating its progress, and acting as the trustee of the community, publicly accountable for national and local policies (DfEE, 1998).

Child Safety under Scrutiny: The Rural Child Safety Project

1991 ◽  
Vol 16 (04) ◽  
pp. 26-27
Author(s):  
Carolyn Zanker
Keyword(s):  
Local Government ◽  
Primary School ◽  
Accident Prevention ◽  
Community Leaders ◽  
Rural Children ◽  
Child Safety ◽  
Rural Child ◽  
Children Under Five ◽  
Under Five ◽  
Country Life

Country life may not be as healthy for children as we would like to think. More rural children under five years of age die as the result of accidents than their city counterparts. To raise awareness of this problem, the Child Accident Prevention Foundation of Australia is conducting a Rural Child Safety Project with the Southern Mallee Councils Group in Victoria over a twelve month period. The project was launched in Swan Hill on 21 August 1991 by the Hon. Caroline Hogg, Minister for Ethnic, Municipal and Community Affairs. The launch took place at a local Primary School and was attended by local government representatives and community leaders.

scholarly journals Type of Waste as a Factor of Economic Development of Households and Environmental Protection in Rural Environments

2020 ◽  
Vol 21 (2) ◽  
Author(s):  
Bratislav Pešić ◽  
Nikola Stolić ◽  
Nebojša Zlatković
Keyword(s):  
Economic Development ◽  
Rural Areas ◽  
Local Community ◽  
Survey Method ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Rural Environments ◽  
Mineral Additive ◽  
The Impact ◽  
The City

The research was conducted in the villages of Jablanica, district Orašac, Jarsenovo, and Stupnica, a rural area on the territory of the City of Leskovac. The paper aims to determine the mortality rate, to identify significant farmers in rural areas and to maintain sustainable agricultural production as a means of the economic development of the local community and the protection of the environment in which they live. For that purpose, the farmer survey method was used to identify and describe the factors that use the amount of waste generated on farms and its impact on the environment. Appropriate methods were used to separate the waste into organic and inorganic, which was later used as a mineral additive in the fields (organic) or harmlessly removed (inorganic). A random sample of 60 agricultural farms was surveyed in order to determine the impact of waste of different origin on the environment. The results of the research show that the factors that use the amount and types of waste influenced the farmers’ perception. The questionnaire proved to be reliable, as the Cronbach's alpha coefficient is 0.539 (Cronbach's Alpha 0.539). At the same time, the way in which waste is collected, stored, classified, and used is important for its utilization with the necessary economic upgrade per production unit and reduction of harmful work in the environment, and proper use.

scholarly journals Integrative Pedagogical Bioethics as Prospect of Educational Discourse

2016 ◽  
Vol 19 (2) ◽  
pp. 271-274
Author(s):  
Аnna Hubenko
Keyword(s):  
Education Reform ◽  
Social Workers ◽  
Education And Training ◽  
Educational Discourse ◽  
Biomedical Technologies ◽  
Legal Structures ◽  
National Congress ◽  
Bioethical Education ◽  
The Given ◽  
And Training

The given article is devoted to author's impressions about The Sixth National Congress from Bioethics, which took place in Kyiv on 27-29 September, 2016. Reveals the theme of the plenary and breakout sessions of Congress, which was devoted to discussion of topical issues related to the development of new biomedical technologies and nanotechnology; legal structures in the field of bioethics; bioethical education and training; environmental bioethics; philosophical generalizations contemporary issues of bioethics. The members of the Congress are identified including generally domestic and foreign specialists: scientists, medicians, biologists, philosophers, lawyers, psychologists, educators, representatives of different religious confessions, practitioners and social workers. Updated transdisciplinary nature of modern bioethics. It is analyzed as different areas of bioethics differentiated education. The author calls for a creative rethinking of the structure and methodology of bioethics. Implementation and development of integrative pedagogical bioethics allow Ukraine to become a leader in the development of bioethics to make a qualitative leap in education reform in general.

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