Charles Bonnier (1863–1926), un philologue européen de la Belle Époque

This contribution is dedicated to the French philologist Charles Bonnier (1861–1926), who dared to criticize the philological doxa of his time. As a result, Paul Meyer (1840–1917), one of the most influential philologists, refused his thesis at the École des chartes (Paris). Bonnier went to Germany, where he completed his doctorate at the University of Halle under the supervision of Hermann Suchier (1848–1914) ; later on he held teaching positions in England (Oxford, Liverpool). While Bonnier is regarded today as a pioneer of modern scripta research, his ideas and academic career still remain widely unknown.

Unsettling Entrepreneurship Education

This special issue confronts taken-for-granted views on entrepreneurship education (EE), raises critical questions both about EE and how it is taught, and allows investigations of the potential dark sides of entrepreneurship and EE. The contributions in this issue challenge our teaching positions and evoke a pedagogical approach to invention where curiosity, cocreation, though-provoking questions can follow.

The Politics of Reform at the Imperial University

Chapter 3 discusses the installation of a school promotion mechanism at the Imperial University in 1071 as a product of negotiation and compromise between emperor Shenzong and reform-minded scholar-officials. Implementation of the Three Hall system triggered an increasingly politicized Imperial University, signified by Wang Anshi’s elimination of dissenting lecturers while exploiting educational institutions to promote his own school of thought. The final part of this chapter discusses the response of the emperor to Wang Anshi’s dominance. By removing Wang’s disciples from teaching positions and installing a comprehensive regulatory framework to administer the metropolitan schools, the emperor reclaimed his authority over official recruitment.

Pedagogical invention in entrepreneurship education

Purpose Following the example of the critical management education tradition, the purpose of this paper is to argue whether we should keep EE vital by disturbing it, in particular by interrogating that which has seemingly become “untouchable” from interrogation. Design/methodology/approach This paper takes inspiration from Paolo Freire’s work by proposing a pedagogical approach to entrepreneurship education which builds on an iterative and interactive process, oscillating between deconstructing and reconstructing entrepreneurship, creating space for invention in the classroom. The paper provides exemplary contributions in developing suggestions as to ways forward. Findings The ways forward being proposed in this paper include entrepreneurship educators engaging students as co-learners, and evoking their curiosity to pose new questions about the phenomenon; “grounding” students in their own creativity and supporting them to build the confidence needed to develop alternative understandings of how entrepreneurship can function – for themselves, in their future organizations and for society as a whole; and challenging our own teaching positions, and adopting a pedagogical process of invention, stimulating curiosity, co-creation, thought-provoking questions and entrepreneurial action. Originality/value This paper provides ways forward in keeping EE “fresh”, by sketching how we need to teach about entrepreneurship, adopting the critical insights emerging in the field. The paper argues how we do not only need other models and approaches to understand entrepreneurship, but also to understand learning and education.

Research into the diversification of university careers in learning and teaching and intentionally closing-the-loop on graduate employability

Universities are both a source of employable graduates and careers. This paper examines universities as developers and employers of their own graduates from the perspective of employees and recruited positions. Research questions were: what do learning and teaching careers look like at universities, and; what are the occupational patterns, satisfactions and concerns of the staff in those careers? An autoethnographic account of employees’ career journeys (all of whom were employed in learning and teaching or closely related areas) from five different universities were shared, compared and contrasted. Two of these universities are profiled as having a large proportion of students from target equity groups and therefore have intentionally recruited learning and teaching staff to widen student participation. A desktop review of six months of university employment vacancies from these two universities was conducted. A consistent theme across the autoethnographic stories was a feeling of being an outsider. The authors’ hypothesis is that this is related to haphazard preparation for learning and teaching positions. Of the 322 university vacancies, 84% were for professional staff, 23% of which were in learning and teaching, with the most prevalent role being Coordinator. Fourteen per cent were for academic staff, 64% of which involved learning and teaching, and the most prevalent title was Lecturer/Senior Lecturer. Key takeaways include recommendations for universities to intentionally enhance the employability of graduates who pursue learning and teaching positions within universities, and for prospective university learning and teaching staff to enhance their employability.

Políticas estudiantiles en la formación docente: Problemas pedagógicos y debates en perspectiva suramericana

Within the framework of the process of enrollment expansion in teacher training (in the context of the expansion of the higher education level), some Latin American countries have developed specific policies for the student population of teacher training institutions. In this article we analyze how these policies bring new questions to the field of teacher training, linked to the ways in which “new” students are questioned and their effects on the construction of teaching positions. For this, we address a series of speeches from international organizations (with marked influence in the region), which coincide in describing future teachers as deficit subjects. At the same time, we go through a set of student policies that assumed diverse orientations regarding the right to education of these populations and regarding the right of their future students. We understand that these policies and discourses have an effect on the configuration of teaching positions with respect to educational inclusion.

High School Teaching Is the New Tenure-Track Job

Teaching positions at the K–12 level are easier to land than university professorships, and they offer many of the same benefits, if you know how to claim them.

Asai, Chû (浅井忠) (1856–1907)

Asai Chû was a leading Yôga (Western-style painting) artist during the Meiji period. Asai began learning Kachô-ga (花鳥画, Japanese bird and flower paintings) from the age of thirteen, but turned to Western-style painting after entering Kunisawa Shinkurô’s (国沢新九郎) private school. In 1876, Asai was among the first group of students to study at the Technical Art School. There, he trained under the Italian painter Antonio Fontanesi, who was hired by the Meiji government to teach drawing and Western painting techniques. Under Fontanesi’s tutelage, Asai started painting landscapes with a darker palette similar to the Barbizon school. In 1889, Asai established the Meiji Art Society (明治美術会) aimed at promoting Yôga. In 1900, wanting to develop his skills further, Asai left for France, where he studied for two years at an Impressionist school. Upon his return to Japan, it was noted that his dark palette had lightened as a result of his time in France. In the same year, Asai took up a post as professor at the Kyoto Municipal Painting College and also inaugurated the Kansai Art Institute (関西美術院). A leading expert on Yôga, Asai held various teaching positions and served at the country’s first government-sponsored exhibition, the Bunten.

Where Are All the Black Teachers? Discrimination in the Teacher Labor Market

In this article, Diana D'Amico, Robert J. Pawlewicz, Penelope M. Earley, and Adam P. McGeehan examine the racial composition of one public school district's teacher labor market through teacher application data and subsequent hiring decisions. Researchers and policy makers have long noted the lack of racial diversity among the nation's public school teachers and identified supply as the root cause. Using a historical framework and problem definition theory, the authors question this supposition and explore the issue as a function of demand. Investigating a unique data set comprising all of the applications for teaching positions in a single, large school district, they analyze the extent to which race is associated with principals' hiring decisions. They explore the rates at which Black and White candidates apply for teaching positions and compare those to the rates at which they are hired and the school demographics in which they are placed. Through a logistic regression analysis, the authors present evidence of discrimination in teacher hiring. Ceteris paribus, Black applicants were significantly less likely than their White counterparts to receive a job offer. Further, they find evidence of workforce segregation: when hired, Black teachers were significantly more likely to be placed in schools with large populations of children of color and children in poverty or schools characterized as struggling. The authors call for researchers, policy makers, and school leaders at the district and building levels to examine hiring practices, which may be symptomatic of broader institutional biases, so that they may identify and eliminate inherent prejudices.