German Colonial Rule in Present-day Namibia

2021 ◽  
Vol 13 (2) ◽  
pp. 53-71
Author(s):  
Patrick Mielke
Keyword(s):  
Secondary School ◽  
Ethnographic Study ◽  
The Other ◽  
German History ◽  
Educational Practices ◽  
Colonial Rule ◽  
Discursive Practices ◽  
Complex Interplay ◽  
History Textbook ◽  
European Colonialism

This article traces discursive shifts in the ways in which imperialism and European colonialism have been dealt with in the classroom in relation to the German history textbook Time for History (Zeit für Geschichte), which was published in 2010. It explores how the textbook’s representation of German colonial rule in present-day Namibia both raises awareness of and reproduces common colonialist-racist images of the “other” by demonstrating how its content is negotiated in year-nine history lessons, as observed over the course of an ethnographic study carried out in a German secondary school. The author assesses the complex interplay between discursive practices of negotiation, everyday educational practices and deeply rooted, colonialist-racist images of the “other” and, on the basis of this interplay, analyses how difficult it is to bring about content-based and discursive shifts in the classroom.

Memory Practices in History Education about the 1947 British India Partition

2015 ◽  
Vol 7 (2) ◽  
pp. 10-28 ◽  
Author(s):  
Meenakshi Chhabra
Keyword(s):  
Secondary School ◽  
Collective Memory ◽  
History Education ◽  
Historical Event ◽  
Collective Violence ◽  
British India ◽  
Complex Dynamic ◽  
History Textbook ◽  
Collective Memories ◽  
Memory Practices

This article is an epistemological reflection on memory practices in the construction, deconstruction, and reconstruction of collective memories of a historical event involving collective violence and conflict in formal and informal spaces of education. It focuses on the 1947 British India Partition of Punjab. The article engages with multiple memory practices of Partition carried out through personal narrative, interactions between Indian and Pakistani secondary school pupils, history textbook contents, and their enactment in the classroom by teachers. It sheds light on the complex dynamic between collective memory and history education about events of violent conflict, and explores opportunities for and challenges to intercepting hegemonic remembering of a violent past.

scholarly journals Evangelical and Catholic Timespace in Work: An Argument against a Homeless Eschatology

Religions ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 199
Author(s):  
Maria Ledstam
Keyword(s):  
Empirical Study ◽  
Common Good ◽  
Ethnographic Study ◽  
The Other ◽  
Faith Based ◽  
Business As Mission ◽  
Achievable Goal ◽  
The Common ◽  
The One ◽  
The Relationship

This article engages with how religion and economy relate to each other in faith-based businesses. It also elaborates on a recurrent idea in theological literature that reflections on different visions of time can advance theological analyses of the relationship between Christianity and capitalism. More specifically, this article brings results from an ethnographic study of two faith-based businesses into conversation with the ethicist Luke Bretherton’s presentation of different understandings of the relationship between Christianity and capitalism. Using Theodore Schatzki’s theory of timespace, the article examines how time and space are constituted in two small faith-based businesses that are part of the two networks Business as Mission (evangelical) and Economy of Communion (catholic) and how the different timespaces affect the religious-economic configurations in the two cases and with what moral implications. The overall findings suggest that the timespace in the Catholic business was characterized by struggling caused by a tension between certain ideals on how religion and economy should relate to each other on the one hand and how the practice evolved on the other hand. Furthermore, the timespace in the evangelical business was characterized by confidence, caused by the business having a rather distinct and achievable goal when it came to how they wanted to be different and how religion should relate to economy. There are, however, nuances and important resemblances between the cases that cannot be explained by the businesses’ confessional and theological affiliations. Rather, there seems to be something about the phenomenon of tension-filled and confident faith-based businesses that causes a drive in the practices towards the common good. After mapping the results of the empirical study, I discuss some contributions that I argue this study brings to Bretherton’s presentation of the relationship between Christianity and capitalism.

Joseph Proudman, 30 December 1888 - 26 June 1975

1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
The Other ◽  
Technical School ◽  
Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

Preliminary Communication: 2: The Highlands Dependency Questionnaire (HDQ): An administered version for use with mothers of school children

1971 ◽  
Vol 1 (4) ◽  
pp. 343-347 ◽  
Author(s):  
Ian Berg ◽  
Ralph McGuire ◽  
Edward Whelan
Keyword(s):  
General Population ◽  
Secondary School ◽  
School Children ◽  
Reliability And Validity ◽  
Principal Component ◽  
The Other ◽  
Factor Analyses ◽  
Child Relationship ◽  
Preliminary Communication ◽  
Mother Child Relationship

SYNOPSISA questionnaire concerned with dependency, mainly in the mother–child relationship, and intended for use in child psychiatry, is described. It was administered to the mothers of 116 randomly selected junior and secondary school children in the general population, stratified into age, sex, social class, and school groupings. Two meaningful dimensions were revealed by principal component factor analyses: one concerned with reliance on mother and the other reflecting sociability. Reliability and validity were found to be satisfactory.

Pagdihon: The Art and Language of Pottery Making in Bari, Sibalom, Antique

2020 ◽  
Author(s):  
Edbert Jay M. Cabrillos ◽  
◽  
Rowena S. Cabrillos ◽  
Keyword(s):  
Participant Observation ◽  
Video Recording ◽  
Ethnographic Study ◽  
The Other ◽  
Educational Institutions ◽  
Face To Face ◽  
Factors Influencing ◽  
Photo Documentation ◽  
Language Pattern ◽  
Art And Language

Pottery is seen as creation of ornamentals, cooking and storing materials. Yet, while economic gains are often considered from producing these materials, the artistic and linguistic aspects have been ignored. This study discusses the factors influencing the culture of pottery, the processes of pottery making, and seeks to uncover the language used in processes of pottery making in Bari, Sibalom, Antique. A qualitative research employing ethnographic study with participant observation and face to face interviews using photo documentation, video recording and open-ended questions in gathering the data was employed. There were five manugdihon, or potters, purposively selected as key informants of the study. The study revealed that environmental factors influenced the culture of pottery making in the barangay. There were seven main processes in pottery making. These included gathering and preparing of materials, mixing the needed materials, cleaning the mixed clay, forming of desired shape, detaching, drying, and polishing and varnishing. Further findings indicate that, together the other processes, the language used in poterry making was archaic Kinaray-a, the language of the province. This language pattern suggests a specialized pottery making. Ultimately, the study suggest that the manugdihon should continue their artistic talents so that the language may be preserved. The educational institutions of the province may provide ways to include pottery making in the curriculum so that the art and language of pottery making will be preserved and promoted.

“Ọrọ, nwa, ẹkọ”, the talk, the look, the education: reflections on a pedagogy of cosmoperception

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Roseane Santos Mesquita ◽  
Késia Dos Anjos Rocha
Keyword(s):  
Educational Experience ◽  
The Other ◽  
Educational Practices ◽  
Starting Point ◽  
The World ◽  
The Look ◽  
Ways Of Being ◽  
Present Text ◽  
The Way

The present text bets on the power of reflections on a pedagogy guided by cosmoperception. It is a collective call for the enchanted ways of perceiving and relating to the other. “Ọrọ, nwa, ẹkọ”, the talk, the look, the education, insurgent forces that grow in the cracks, just like moss, alive, reborn. That is the way we think about education, as a living practice, turned to freedom. Freedom understood as a force that enables us to question certain hegemonic truths entrenched in our ways of being, thinking and producing knowledge. In dialogue with the criticisms on the decolonial thought and by authors and authoresses who are putting themselves into thinking about an epistemology from a diasporic place, from the edges of the world, we will try to problematize the effects of the epistemic erasures promoted by the colonial processes and how that has affected our educative practices. The look at the educational experience that happens in the sacred territory of candomblé, will be our starting point to think about politically and poetically transformative educational practices.

Litigating Honor, Defamation, and Shame in Southern Rhodesia

2018 ◽  
Vol 61 (3) ◽  
pp. 79-98
Author(s):  
Allison K. Shutt
Keyword(s):  
The State ◽  
The Other ◽  
Colonial Rule ◽  
Government Employees ◽  
Court Records ◽  
History Of ◽  
Southern Rhodesia ◽  
Special Protection

Abstract:This article reviews the history of defamation cases involving Africans in Southern Rhodesia. Two precedent-setting cases, one in 1938 and the other in 1946, provided a legal rationale for finding defamation that rested on the ability of litigants to prove they had been shamed. The testimony and evidence of these cases, both of which involved government employees, tracks how colonial rule was altering hierarchy and changing definitions of honor, often to the bewilderment of the litigants themselves. Importantly, both cases concluded that African employees of the state deserved special protection from defamation. The article then traces how the rules and ambiguities resulting from the legal logic of the 1938 and 1946 cases gave a wider group of litigants such as clerks, police, clergy, and teachers room to maneuver in the courtroom where they also claimed their professional honor. Such litigants perfectly understood the expectations of the court and performed accordingly by recounting embarrassing, even painful, experiences, all to validate their personal and professional honor in court. Such performances raise the question of how we might use court records to write a history of the emotional costs to people who used astute strategies that rested on dishonorable revelations to win their cases.

scholarly journals Entre documentos e representações: reflexões sobre a operação historiográfica na revista Pais & Filhos

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Liana Pereira Borba dos Santos
Keyword(s):  
Cultural History ◽  
Social Representations ◽  
Scientific Field ◽  
The Other ◽  
Discursive Practices ◽  
Other Hand ◽  
The One

O objetivo desse artigo é discutir, à luz da história cultural, elementos relevantes para a construção de uma operação historiográfica, como a metodologia, a escolha e o uso das fontes, assim como a sua respectiva materialidade. Trata-se de um processo que se consolida, de um lado, na escrita de uma narrativa autoral e, de outro, na aproximação com os demais estudos do campo científico. De modo específico, pretende-se estabelecer um diálogo entre os discursos teóricos e metodológicos com a pesquisa desenvolvida, no qual realizo o levantamento e análise das práticas discursivas e representações sociais de infância e de suas instituições afins (como famílias, espaços escolares e médicos, por exemplo), nas páginas da revista Pais & Filhos.Between documents and representations: reflections on the historiographical operation in the Pais & Filhos magazine. This present paper aims to discuss the prominent issues for the historiographical operation in the context of cultural history, as the methodology, the choice and use of sources and their respective materiality. On the one hand, this process is consolidated in writing an authorial narrative and the other hand it is marked by the necessary approximation with other studies the scientific field. In a specific way, the goal is to relate the theoretical and methodological discourse to the research that I have developed, in which I realize the analysis of the discursive practices and social representations of childhood and its related institutions (such as families, school spaces and doctors, for example), the pages of the publication entitled Pais & Filhos (Parents & Children). Keywords: Historiographical operation; Cultural history; Pais & Filhos Magazine; Education.

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