scholarly journals La Enciclopedia Álvarez: recurso adoctrinador de una identidad nacional esencialista

2020 ◽  
pp. 137
Author(s):  
Erika González García
Keyword(s):  
Primary Schools ◽  
Heritage Language ◽  
Qualitative Methodology ◽  
Identidad Nacional ◽  
Historical Method ◽  
Documentary Sources ◽  
National Catholicism ◽  
Ethnic Heritage ◽  
The Moment

This article is focused on the identities of peoples, a matter of current relevance, among other reasons because it is linked to the issue of nationalisms. We adopt a uniform and essentialist conception of the being of each people, particularly in dictatorial regimes. This way of conceiving identity is characterized by its consideration of history, ethnic heritage, language, values - considered to be eternal - , together with heroes and their symbols, as the pillars that support it; this is what is called an essentialist identity. We use the three volumes of the Álvarez Encyclopedia as documentary sources. The qualitative methodology used is of a hermeneutical nature, taking into account the contributions of the historical method. The main objective of this research is to reveal what was considered the essence of being Spanish in the Álvarez Encyclopedia, which was the most widely used textbook in the primary schools under the Francoist regime. The textbooks analyzed served as instruments for shaping and conforming children in the ideals of the moment, that is, in  national-Catholicism.

scholarly journals LAS MEDIDAS EN LOS TEXTOS ESCOLARES DE MATEMÁTICAS EN LA VENEZUELA DECIMONÓNICA

PARADIGMA ◽  
2020 ◽  
pp. 44-87
Author(s):  
Walter O. Beyer K.
Keyword(s):  
Mathematics Education ◽  
Qualitative Methodology ◽  
History Of Mathematics ◽  
History Of Mathematics Education ◽  
Measurement Systems ◽  
Didactic Transposition ◽  
Historical Method ◽  
History Of ◽  
The Moment ◽  
School Books

Este trabajo consiste en historiar la introducción y difusión del Sistema Metrico Decimal (SMD) en la Venezuela decimonónica. Se centró en el análisis de los libros escolares usados en la época, complementada con la consulta de diversos documentos (legales, curriculares, etc.). Se consideraron los contextos económico, socio-político y educativo del momento, para interpretar los hechos. El estudio se ubica en el área de la Historia de la Educación Matemática. Es una investigación de corte histórico-crítico, de base documental. La metodología empleada es de tipo cualitativo, siguiendo el método histórico. Los documentos base fueron sometidos a la crítica interna y externa. Las fuentes base privilegiadas fueron las primarias. Se partió de una síntesis histórica de la evolución de las medidas a nivel mundial, bajo una óptica antropomatemática; así como se consideró su evolución en Venezuela. Se emplearon como herramientas diversos constructos teóricos (Transposición Didáctica, disciplina escolar, etc.) tomados del mundo educativo. Se muestran relaciones entre los contextos y la evolución de los sistemas de medidas y, nexos entre la Transposición Didáctica y estos. Se muestran razones socio-políticas que impidieron la difusión del SMD una vez aprobado legalmente; se señalan personas e instituciones, así como influencias foráneas, que incidieron poderosamente en su introducción.Palabras clave: Historia de la educación matemática, libros de texto de matemáticas, Sistema Métrico DecimalMEASURES IN SCHOOL MATH TEXTSIN DECIMONICA VENEZUELA AbstractThis work consists in analyze the introduction and dissemination of the Decimal Metric System (DMS) in the Venezuelan nineteenth-century. It´s focused on the analysis of school books used at that time, and complemented by consulting other documents (legal, curricular, etc.). The economic,    socio-political and educational contexts of the moment were considered to interpret the historical facts. The study is located in the area of the History of Mathematics Education. It´s a historical-critical research, documentary based. It was used a qualitative methodology, following the historical method. Base documents were submitted to internal and external criticism. The privileged base sources were the primary ones. It was based on a historical synthesis of the evolution of the measures worldwide, under an anthropomathematical perspective; as well as its evolution in Venezuela was considered. Various theoretical constructs (Didactic Transposition, school discipline, etc.) taken from the educational world, and others, were used as tools. A relationship between the contexts and the evolution of the measurement systems are shown, and links between the Didactic Transposition and these. Socio-political reasons are shown that prevented the dissemination of the DMS once legally approved; people and institutions are pointed out, as well as foreign influences, which strongly influenced their introduction.Keywords: History of Mathematics Education, Mathematics textbooks, Decimal Metric System AS MEDIDAS EM TEXTOS DE MATEMÁTICA ESCOLARNA DECIMONICA VENEZUELA ResumoEste trabalho consiste em registrar a introdução e disseminação do Sistema Métrico Decimal (SMD) na Venezuela do século XIX. Centrou-se na análise dos livros escolares utilizados na época, complementada pela consulta de vários documentos (legais, curriculares, etc.). Os contextos econômico, sócio-político e educacional do momento foram considerados para interpretar os fatos. O estudo está localizado na área da História da Educação Matemática. É uma pesquisa documental, histórica e crítica. A metodologia utilizada é de tipo qualitativo, seguindo o método histórico. Os documentos de base foram submetidos a críticas internas e externas. As fontes de base privilegiadas foram as principais. O ponto de partida foi uma síntese histórica da evolução das medições em todo o mundo, de uma perspectiva antropomatemática; bem como sua evolução na Venezuela. Vários construtos teóricos (Transposição Didática, disciplina escolar, etc.) retirados do mundo educacional foram utilizados como ferramentas. São mostradas relações entre os contextos e a evolução dos sistemas de medição, bem como os vínculos entre a Transposição Didática e estes. Mostram-se razões sócio-políticas que impediram a divulgação do SMD, uma vez que este foi legalmente aprovado; pessoas e instituições são indicadas, bem como influências estrangeiras, que influenciaram fortemente sua introdução.Palavras-chave: História da Educação Matemática, Livros Didáticos de Matemática, Sistema Métrico Decimal.

Crimes against marriage and family before Criminal Code 1968

2020 ◽  
Vol 15 (1-3) ◽  
pp. 44-59
Author(s):  
Lidia Peneva
Keyword(s):  
Criminal Code ◽  
Point Of View ◽  
Marriage And Family ◽  
Historical Method ◽  
Legal Method ◽  
The Subject ◽  
The Republic ◽  
Criminal Groups ◽  
The Moment ◽  
Structural Point

Crimes against marriage and family are a particular group of social relation­ships that the law has defended properly in view of the high public significance and value they enjoy. At the moment they are regulated in Chapter VI, Section I, of the specific part of the Penal Code the Repub­lic of Bulgaria. The subject matter of this Statement will, however, be the legisla­tive provisions concerning these criminal­ized acts in retrospect. The purpose of the study is to show by historical method and through the comparatively legal method the development of these criminal groups during the periods of various criminal laws in Bulgaria. This will also provide a basis for reflection on possible de lege ferenda proposals. This report from a structural point of view will be divided into three distinct points, marking each of the penal laws in the Republic of Bulgaria, which were in force before 1968.

scholarly journals Age at Menarche and Menstrual Pattern of Elementary School Students in Medan

2017 ◽  
Vol 38 (3-4) ◽  
pp. 75
Author(s):  
Nurdiani Nurdiani ◽  
Evi Kamelia ◽  
Rusdi Andid ◽  
Ani Ariani ◽  
Hakimi Hakimi ◽  
...  
Keyword(s):  
Elementary School ◽  
Menstrual Cycle ◽  
Primary School ◽  
Elementary School Students ◽  
Primary Schools ◽  
Common Finding ◽  
Age At Menarche ◽  
School Students ◽  
Sexual Counseling ◽  
The Moment

This study aimed to determine the age at menarche and its influencing factors and the pattern of menstrual cycles in elementary school students in Medan. Subjects were 227 female students in six primary schools (private and government) in Medan municipal, during October until November 1995. Most students experienced menarche in government primary school (GPS: 35.8%) and private primary school (PPS: 24%), at the age of 10-12 years. The mean age at menarche of these students in government primary school was 11.41 (SD 0.95) years while in private primary school it was 10.65 (SD 0.78) years. Subjects who had had menarche had better nutritional status than who had not (p<0.001). Sports activities are also associated with age at menarche (p<0.001). On the other hand family's economical status and maternal age at menarche were not significantly associated with age at menarche (p>0.05). Most students who had had menarche had regular menstrual cycle; the duration of menarche was 4-6 days for GPS and 3 days for PPS. Dysmenorrhea was a common finding in the first three months of menstruation cycle but gradually diminishing with time. The duration of menstrual cycle was 25-34 days. These findings are useful as a guide for the parents, especially when mothers planning the best time/ the moment to discuss about reproduction and sexual counseling with her daughter.

scholarly journals HOW TO ‘SELL’ THE PORTUGUESE LANGUAGE? PROMOTING THE PORTUGUESE LANGUAGE WITHIN TWO NORTH AMERICA COMMUNITIES

Diacrítica ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 21
Author(s):  
Fabio Scetti
Keyword(s):  
United States ◽  
North America ◽  
United States Of America ◽  
Heritage Language ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
Discursive Analysis ◽  
Ethnographic Approach ◽  
The Future ◽  
Global Language

This contribution presents the analysis of the position of the Portuguese language within two Portuguese communities located in North America: in Montreal, Quebec, Canada and in Bridgeport, Connecticut, United States of America. Enrollments are decreasing within the communitarian schools of the two communities, and some actors within these institutions are mobilizing discourses about the power of Portuguese as a global language of the future, a language of business. Thanks to our ethnographic approach, we observed discourses promoted by these institutions not anymore as a Heritage Language (HL), but ‘selling’ Portuguese as a new language for the future. Moreover, we realized how the nationalist paradigm in which one language is equal to one nation or community, and this refers to one norm, is maintained to support this new position. Due to a qualitative methodology, mixing interactional observation and semi-structured interviews, we aimed to articulate discursive analysis and analysis of language practices, mainly focusing on the perception and the identification of what is perceived as the ‘good’ Portuguese. Speakers continue to interrogate mixed or hybrid practices according to their repertoires and considering each context or situation. This may help questioning the complex ideology of ‘purity’ of a language.

scholarly journals Bilingual education/bilingualism

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
New York ◽  
Language Learning ◽  
Bilingual Education ◽  
Language Proficiency ◽  
Primary Schools ◽  
Heritage Language ◽  
Large Scale ◽  
Community Services ◽  
Language And Cognition ◽  
Language And Education

03—360 Adegbite, Wale (U. Ile-Ife Nigeria). Sequential bilingualism and the teaching of language skills to early primary school pupils in Nigeria. Glottodidactica (Poznán, Poland), 28 (2002), 5—17.03—361 Bennett-Kastor, Tina (Wichita State U., USA; Email: [email protected]). The ‘frog story’ narratives of Irish-English bilinguals. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 131—46.03—362 Driessen, Geert, van der Slik, Frans and De Bot, Kees (U. of Nijmegen, The Netherlands; Email: [email protected]). Home language and language proficiency: A large-scale longitudinal study in Dutch primary schools. Journal of Multilingual and Multicultural Development (Clevedon, UK), 23, 3 (2002), 175—94.03—363 Gérin-Lajoie, Diane (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). L'approche ethnographique comme méthodologie de recherche dans l'examen du processus de construction identitaire. [Ethnographic approaches to research in examining the process of identity construction.] The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 77—96.03—364 Haritos, Calliope (Hunter Coll. School of Ed., New York, USA; Email: [email protected]). A developmental examination of memory strategies in bilingual six, eight and ten year olds. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 197—220.03—365 Lambson, Dawn (1270 E. Campus Dr., Tempe, Arizona, USA; Email: [email protected]). The availability of Spanish heritage language materials in public and school libraries. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 233—43.03—366 Lee, Jin Sook (Rutgers U., New Brunswick, NJ, USA; Email: [email protected]). The Korean language in America: The role of cultural identity in heritage language learning. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 117—33.03—367 Oh, Maria K. and Kukanauza, Jurate (State U. of New York at Buffalo, USA; Email: [email protected]). Bilingualism and biculturalism: A constructively marginalized new person between worlds. English Teaching (Korea), 57, 3 (2002), 101—23.03—368 Priven, Dmitri (Polycultural Immigrant & Community Services & Seneca Coll., Toronto, Canada; Email: [email protected]). The vanishing pronoun: A case study of language attrition in Russian. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 131—44.03—369 Schelletter, Christina (U. of Hertfordshire, UK; Email: [email protected]). The effect of form similarity on bilingual children's lexical development. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 93—107.03—370 Shin, Sarah J. (U. of Maryland, USA; Email: [email protected]). Differentiating language contact phenomena: Evidence from Korean-English bilingual children. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 337—60.03—371 Spada, Nina (Ontario Inst. for Studies in Ed., U. of Toronto, Canada; Email: [email protected]) and Lightbown, Patsy M.. L1 and L2 in the education of Inuit children in Northern Quebec: Abilities and perceptions. Language and Education (Clevedon, UK), 16, 3 (2002), 212—40.03—372 Young, Catherine (PO Box 2270 CPO, 1099 Manila, Philippines; Email: [email protected]). First language first: Literacy education for the future in a multilingual Philippine society. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 221—32.

Percursos Históricos da Escola Primária em Mato Grosso

2018 ◽  
Vol 19 (4) ◽  
pp. 422
Author(s):  
Laura Isabel Marques Vasconcelos De Almeida ◽  
Neuza Bertoni Pinto
Keyword(s):  
School Culture ◽  
Primary School ◽  
Cultural History ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Process ◽  
Mato Grosso ◽  
Documentary Sources ◽  
The Government ◽  
Cultura Escolar

Este artigo tem como objetivo destacar os elementos da cultura escolar predominantes na Escola Primária mato-grossense, inventariados a partir da legislação e normas no período de expansão escolar em Mato Grosso. O estudo desenvolvido pelo viés histórico se ancora na abordagem da história-cultural e tem como fontes documentais, a legislação e o regulamento que definiram as diretrizes educacionais para a organização do Ensino Primário, levando em consideração os aspectos históricos, políticos e pedagógicos da época. O estudo aponta que apesar dos esforços, as Diretrizes Educacionais do Estado de Mato Grosso (1965) evidenciam a preocupação do Governo e a necessidade de melhoria no processo educativo das Escolas Primárias de Mato Grosso. No entanto, esta melhoria dependeria não apenas de boa vontade política, mas de uma proposta político-pedagógica direcionada ao Ensino Primário e a melhoria das condições de trabalho do professor na educação mato-grossense. Palavras-chave: Escola Primária. Cultura Escolar. Diretrizes Educacionais. AbstractThis article aims to highlight the elements of school culture prevalent in the primary school of Mato Grosso, inventoried from the legislation and norms during the school expansion period in Mato Grosso. The study developed by the historical bias is anchored in the approach of cultural history and has as documentary sources, legislation and regulation that defined the educational guidelines for the organization of primary education, taking into account the historical, political and pedagogical aspects of the time. The study points out that despite the efforts, the Educational Guidelines of the State of Mato Grosso (1965) show the government concern and the need for improvement in the educational process of primary schools in Mato Grosso. However, this improvement would depend not only on political goodwill but on a political-pedagogical proposal aimed at primary education and at improving the teachers’ working conditions in Mato Grosso State's education. Keywords: Primary School. School Culture. Educational Guidelines. 

scholarly journals Homeland Study and Its Methodology at Czech Schools

Geografie ◽  
1995 ◽  
Vol 100 (2) ◽  
pp. 107-114
Author(s):  
Alena Matušková
Keyword(s):  
Teaching Methods ◽  
Primary Schools ◽  
Methodological Approach ◽  
Theoretical Background ◽  
Primary Level ◽  
The Moment ◽  
Teachers Training

The article focuses on teaching methods suitable for homeland study at the first level of primary schools. Specific functions and features of this subject are defined. At the moment, a new complex methodological approach is being introduced and basic norms for homeland study are created (standards, syllabuses, etc.). The necessity of upgrading teachers' theoretical background is strongly emphasized with geographical concepts playing the key role. In order to improve the homeland studies at primary level, expansion of modern teaching methods to teachers training colleges is needed.

scholarly journals Bosnia Herzegovina: un reflejo para la construcción del perdón en el conflicto de Colombia. [Bosnia and Herzegovina: a reflection for the construction of forgiveness in the conflict of Colombia]

2019 ◽  
Vol 11 (1) ◽  
pp. 175-186
Author(s):  
Jorge Eduardo Vásquez Santamaría
Keyword(s):  
Bosnia And Herzegovina ◽  
Qualitative Methodology ◽  
La Paz ◽  
Documentary Sources ◽  
Hermeneutic Approach ◽  
Theoretical Reflection

El artículo acoge a Bosnia Herzegovina y a Colombia como casos de transición en los cuales se trata de pasar del conflicto a la construcción de la paz. Si bien ambos están caracterizados por similitudes que hacen de ellos experiencias de reflexión y aprendizaje, no sucede lo mismo con la configuración del perdón cuando se decreta la finalización del conflicto. A partir de una metodología cualitativa mediada por el enfoque histórico hermenéutico se realizó la revisión de narrativas plasmadas en crónicas con el objetivo de proponer una reflexión teórica del perdón. La reflexión permite evidenciar una mayor preponderancia la configuración del perdón en las narrativas literarias de la crónica colombiana como una iniciativa de las víctimas que se ha intensificado con el posacuerdo.Palabras clave: perdón, conflicto, Colombia, Bosnia Herzegovina.AbstractThe article hosts Bosnia-Herzegovina and Colombia as transition cases that seek to move from conflict to peacebuilding. Although both are characterized by similarities that make them experiences of reflection and learning, the same does not happen with the configuration of forgiveness when the end of the conflict is decreed. From a qualitative methodology mediated by the historical hermeneutic approach, the review of doctrinal documentary sources and narratives was carried out in chronicles with the aim of proposing a theoretical reflection of forgiveness. The reflection allows to demonstrate a greater preponderance of the configuration of forgiveness in the literary narratives of the Colombian chronicle as an initiative of the victims that has intensified with the post-agreement.Keywords: forgiveness, conflict, Colombia, Bosnia and Herzegovina.ResumoO artigo dá as boas vindas à Bósnia e Herzegovina e à Colômbia como casos de transição em que é uma questão de passar do conflito para a construção da paz. Embora ambos sejam caracterizados por semelhanças que os tornam experiências de reflexão e aprendizado, o mesmo não acontece com a configuração do perdão quando o fim do conflito é decretado. A partir de uma metodologia qualitativa mediada pela abordagem hermenêutica histórica, a revisão de narrativas expressas em crônicas foi realizada com o objetivo de propor uma reflexão teórica do perdão. A reflexão permite uma maior preponderância da configuração do perdão nas narrativas literárias da crônica colombiana como uma iniciativa das vítimas que se intensificou com o pós-acordo.Palavras-chave: desculpe, conflito, Colômbia, Bósnia e Herzegovina.

scholarly journals Negotiating multiple identities in educational contexts: Stories of Tamil Heritage Language Users as Multilingual Malaysians

2021 ◽  
Author(s):  
◽  
Thilegawathy Sithraputhran
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Heritage Language ◽  
Relevant Literature ◽  
Private University ◽  
Academic Community ◽  
National Language ◽  
General Description ◽  
Linguistic Communities

<p>Malaysia is a multilingual and multicultural society comprising of ethnic Malays (dominant group) followed by ethnic Chinese, Indians and other indigenous groups. The national language is Malay and English is the second language. Heritage languages such as Mandarin and Tamil are used as the language of instruction in some primary schools. This study explores how a group of Tamil Heritage Language Users from Tamil primary schools (THLU-Ts) at a private university recounted maneuvering through their multilingual world during their early lives at Tamil primary school, at state secondary school (Malay) and then at a private university (English). Nine first year undergraduate participants were selected from a private university in Malaysia where English is the medium of instruction. They were selected as THLU-Ts based on two criteria. Firstly, they were ethnic Tamils and secondly, they had completed six years of primary education at Tamil primary school. I used photovoice interviews to construct their narratives. The participants, prompted by photographs they brought as artefacts, described their language experiences in a multilingual setting. The participants’ voices were storied into narratives based on three narrative inquiry strategies of broadening, burrowing and restorying. Two in-depth interviews were conducted over a six month period and these were video-taped and transcribed. The interview transcript from each first interview contributed to a narrative summary or story. This was a general description of the participant and events (broadening stage). The second interview was held towards the end of the semester. During the second interview, participants were asked to reflect on their narrative summaries (which had been distributed earlier) and comment on them. I sought data to reexamine the existing data (burrowing stage) before rewriting a complete and coherent story (restorying) for each participant. This story was also individually reviewed by each participant. Data analysis was an iterative process that included storying and coding. I identified three broad themes and then examined them in the light of relevant literature.  This analysis allowed me to understand how the THLU-Ts shaped their identities during social interactions with different linguistic communities in Malaysia, including THLU-Ms (ethnic Tamils from national primary schools) and non-Tamils (Malays and Chinese). Initially, THLU-Ts faced challenges as they transitioned to secondary school coming from a Tamil- medium primary school. At secondary school, they had to adjust to a Malay linguistic environment for the first time. As their proficiency in Malay grew, they felt they were accepted as authentic members of the academic community. When they entered the English-medium university, there was pressure to develop proficiency in English. They repositioned themselves once again and made deliberate language choices during social interaction with other linguistic communities. When the findings were viewed through Blommaert’s sociolinguistic scales, it was apparent that participants scaled languages depending on the value assigned to each one (Malay, English and Tamil). This reflected the way language was used in society. As powerful multilinguals who invested in a multilingual repertoire, participants displayed linguistic accommodation. These findings suggest a need for educators and policy makers to reassess the role and importance of HL education. Currently, the Malaysian education policy is silent on its commitment to HL education in Malaysia. Yet, this research supports the One Malaysia concept which stresses unity in diversity and encourages educational policies to take a pro-multilingual stance.</p>

Vernacular Architecture

2020 ◽  
Author(s):  
Cynthia Falk
Keyword(s):  
Vernacular Architecture ◽  
Documentary Sources ◽  
The People ◽  
The Everyday ◽  
The Subject ◽  
Primary Focus ◽  
The Moment ◽  
Why Questions ◽  
Physical Spaces ◽  
Similar Organization

Vernacular architecture refers to both a subject of study and a way of approaching that subject. Vernacular architecture studies emphasize the connections between the built environment and the people who interact with it, reflecting on the two-way nature of those relationships. People, sometimes known by name and sometimes anonymous, plan and erect buildings, but physical spaces also influence how groups and individuals use them. With this in mind, students of vernacular architecture often ask “why” questions, and they are likely to be interested in the entire life cycle of a building, its surroundings, and its interiors rather than just the moment of creation and exterior appearance. The scholarship on vernacular architecture contrasts with more typical architectural history in that it is concerned with the everyday. Ordinary buildings, landscapes, and interiors—the type of things that don’t often attract much attention—are its primary focus. The formal study of vernacular architecture is a relatively new pursuit. While interest in old buildings goes back centuries, it was really in the 1970s that the field developed its current trajectory. In the works that follow, architect-designed buildings are the exception rather than the rule. In terms of methodology, the unifying approach—regardless of type, date, or construction—involves fieldwork, which can mean documenting buildings and spaces through photography and the creation of measured drawings, as well as documenting the human experience through oral history and ethnographic methods. Documentary sources also play an important role in the study of vernacular architecture, especially when the subject involves the more distant past. The study of vernacular architecture is multidisciplinary. The authors of the following books, articles, and websites come from a variety of academic backgrounds, including art history, history, folklore, anthropology, archaeology, cultural geography, architecture, landscape architecture, and urban planning, among others. Some teach in the academy, but others work at museums and historic sites, cultural resource management firms, historic preservation offices, and other governmental entities. In North America, the Vernacular Architecture Forum (VAF) is the preeminent organization for the study of vernacular architecture. The VAF traces its roots, in part, to a similar organization, the Vernacular Architecture Group (VAG), which was established in England in 1952 with a focus on the British Isles.

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