scholarly journals Education and State Formation Revisited

1994 ◽  
Author(s):  
Andy Green
Keyword(s):  
New Zealand ◽  
State Formation ◽  
Educational Development ◽  
History Of Education ◽  
Canadian History ◽  
Education Systems ◽  
National Education ◽  
National Education Systems ◽  
History Of

The origins of national education systems have constituted one of the chief preoccupations of educational historiography during the last twenty years and, latterly, state formation has offered one of the major explanatory paradigms. Versions of this approach have been developed in a number of studies of educational development in Australia, Canada, Sweden, Prussia, Britain, and elsewhere (Miller, 1986; Curtis, 1988; Melton, 1988; Boh, 1989; Green, 1990; Davey and Miller, 1990). Most of these originated in research begun in the early and mid-1980s, some ten years ago. The 1993 conference plenary of the Australian, New Zealand, and Canadian History of Education Societies thus offered an appropriate time and place to re-assess current directions of research in this field. 

National Education Systems

2019 ◽  
pp. 181-198
Author(s):  
Craig Campbell ◽  
Maxine Stephenson
Keyword(s):  
New Zealand ◽  
Social History ◽  
School Systems ◽  
Indigenous Students ◽  
National Education ◽  
Curriculum And Pedagogy ◽  
Private Interests ◽  
British Colonization ◽  
National Education Systems ◽  
History Of

With British colonization from the late eighteenth century came attempts to school indigenous and nonindigenous populations in ways familiar to colonizers. This was so in Australia and New Zealand. Writing histories that respect the indigenous experience of education has been a challenge. Mainstream historiography concentrated on the growth of schools and school systems as they provided for the colonizing populations from Britain. Colonial and postcolonial struggles among private interests, churches, and the state over schooling were the common subjects of research. Beginning in the 1970s revisionist historians have often written in terms of social history. Relationships between schooling and different social classes, indigenous students, teachers, and girls and women students often inform more recent writing. Traditional biographies of educators, histories of schools and school systems, and curriculum and pedagogy have not been neglected, but the influence of recent international historiography has impacted research into the history of education in Australia and New Zealand.

National Education Systems

2019 ◽  
pp. 240-256
Author(s):  
Heidi Morrison
Keyword(s):  
Middle East ◽  
Islamic Law ◽  
Social Issues ◽  
History Of Education ◽  
Nation Building ◽  
Medieval Period ◽  
National Education ◽  
National Education Systems ◽  
History Of ◽  
Modern Era

The history of education in the Middle East is diverse in pedagogical and philosophical approaches, intellectual contributions, and institutions. The politics of power have played a key role in shaping education throughout the region. In the medieval period, wealthy individuals financially endowed schools based on their Islamic law affiliations. In the Ottoman era, the sultans centralized schools to disseminate a common identity across the empire. Colonial powers in the modern era used education to serve their own ends. The contemporary era has witnessed the development of state-sponsored schools to support nation-building. Since the 1970s, education has been at the heart of four critical social issues in the Middle East: neoliberalism, dictatorship, war, and patriarchy.

scholarly journals Modeling Entrepreneurship Intentions: An Essay of Typology

2018 ◽  
Vol 21 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Bénédicte Branchet ◽  
Jean-Pierre Boissin ◽  
Lubica Hikkerova
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Student Behaviors ◽  
Education Systems ◽  
National Education ◽  
Student Entrepreneurship ◽  
National Education Systems

From the standpoint of a psycho-sociological intention model adapted from the Theory of Planned Behavior, we analyze factors modeling students’ entrepreneurship intentions, as expressed by 7000 students of 24 different nationalities. We highlight the existence of differences in certain beliefs between countries. We then propose three structuring factors of student entrepreneurship intentions: type of entrepreneurship vision, opinion, and perceived capacity to create a business. Next, we construct a typology of student behaviors toward entrepreneurship intentions manifesting in six characterized clusters. We find that entrepreneurship intention behaviors are relatively supranational and are only slightly influenced by national education systems.

Sign in / Sign up

Export Citation Format

Share Document