Pub Date : 2019-07-16DOI: 10.1093/oxfordhb/9780199340033.013.34
M. Caruso
This chapter offers an overview of transnational and comparative education as a specific research perspective in the field of the history of education. Since the late twentieth century, historical scholarship in general and the history of education grew skeptical about the analytical value of the nation as a focus for researching the educational past. The older historiographical tradition of comparative studies in the history of education, heavily relying on nations and national states, showed in this context its shortcomings. The immediate impact of this development was a new trend in historical research related to transnational history focusing on entanglements and border crossing. The analysis shows theoretical and methodological assumptions of both research directions, discusses their respective thematic emphasis, and proposes to change the collaborative culture of historians of education as a means of coping with the challenges of transnational and comparative histories of education.
{"title":"The History of Transnational and Comparative Education","authors":"M. Caruso","doi":"10.1093/oxfordhb/9780199340033.013.34","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780199340033.013.34","url":null,"abstract":"This chapter offers an overview of transnational and comparative education as a specific research perspective in the field of the history of education. Since the late twentieth century, historical scholarship in general and the history of education grew skeptical about the analytical value of the nation as a focus for researching the educational past. The older historiographical tradition of comparative studies in the history of education, heavily relying on nations and national states, showed in this context its shortcomings. The immediate impact of this development was a new trend in historical research related to transnational history focusing on entanglements and border crossing. The analysis shows theoretical and methodological assumptions of both research directions, discusses their respective thematic emphasis, and proposes to change the collaborative culture of historians of education as a means of coping with the challenges of transnational and comparative histories of education.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125865807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.1093/OXFORDHB/9780199340033.013.32
Andrew L. Grunzke
Despite being older and more pervasive than formal education, the history of nonformal and informal education is less fully examined by historians of education. This chapter explores the unique opportunities and challenges experienced by historians studying nonformal and informal education. The spectrum of nonformal and informal education is incredibly diverse and includes the set of all social institutions that serve to shape an individual’s knowledge and values. It spans museums and libraries, popular media, and even casual relationships between young people and more experienced members of their communities. The study of the history of nonformal and informal education brings to the fore ontological questions about educational history, including what counts as an educational institution, the differences between education and entertainment, and whether the same research methods that apply to the study of formal educational institutions can be applied to the study of their less formal counterparts.
{"title":"The History of Nonformal and Informal Education","authors":"Andrew L. Grunzke","doi":"10.1093/OXFORDHB/9780199340033.013.32","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.32","url":null,"abstract":"Despite being older and more pervasive than formal education, the history of nonformal and informal education is less fully examined by historians of education. This chapter explores the unique opportunities and challenges experienced by historians studying nonformal and informal education. The spectrum of nonformal and informal education is incredibly diverse and includes the set of all social institutions that serve to shape an individual’s knowledge and values. It spans museums and libraries, popular media, and even casual relationships between young people and more experienced members of their communities. The study of the history of nonformal and informal education brings to the fore ontological questions about educational history, including what counts as an educational institution, the differences between education and entertainment, and whether the same research methods that apply to the study of formal educational institutions can be applied to the study of their less formal counterparts.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128537715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.1093/OXFORDHB/9780199340033.013.36
A. Lawrence
Before widespread colonization began in the fifteenth and sixteenth centuries, indigenous peoples of the western hemisphere and Pacific were agriculturalists and land and seaside managers who hunted and fished; they were brilliant scientists; they were artists and musicians; they were politicians; they were historians and geographers; they were adaptive economic players; and, importantly, they were exceptionally diverse. Much of the scholarship examining these achievements has been political and anthropological, not educational. How can this be? By following different forms of evidence down an array of disciplinary paths, scholars can consider epistemological questions orienting how peoples past and present have made sense of their worlds and their learning. And by examining the residual evidence of learning through the processes of place-making at the junctures of geography, oral tradition, and architecture, as well as agronomy and crop creation and various forms of knowledge construction, porous histories of indigenous education take shape.
{"title":"Precolonial Indigenous Education in the Western Hemisphere and Pacific","authors":"A. Lawrence","doi":"10.1093/OXFORDHB/9780199340033.013.36","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.36","url":null,"abstract":"Before widespread colonization began in the fifteenth and sixteenth centuries, indigenous peoples of the western hemisphere and Pacific were agriculturalists and land and seaside managers who hunted and fished; they were brilliant scientists; they were artists and musicians; they were politicians; they were historians and geographers; they were adaptive economic players; and, importantly, they were exceptionally diverse. Much of the scholarship examining these achievements has been political and anthropological, not educational. How can this be? By following different forms of evidence down an array of disciplinary paths, scholars can consider epistemological questions orienting how peoples past and present have made sense of their worlds and their learning. And by examining the residual evidence of learning through the processes of place-making at the junctures of geography, oral tradition, and architecture, as well as agronomy and crop creation and various forms of knowledge construction, porous histories of indigenous education take shape.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121229776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.1093/OXFORDHB/9780199340033.013.24
A. Madeira, Luís Grosso Correia
This chapter addresses two intertwined topics: colonial education and anticolonial intellectual struggles. The first refers to the historical period of European colonization in Africa, Asia, Oceania, and America, starting with the establishment of colonial education systems. Formal education represented the spread of colonial models of education furthered by stereotypes about indigenous cultures. The chapter concentrates on sub-Saharan African colonies, mainly the Portuguese, the English, and the French overseas territories. Anticolonial intellectual struggles are examined as movements that invoke ideas of social justice, emancipation, and opposition to the oppressive structures of racism, discrimination, and exploitation. Anticolonial thought contributed much to the reshaping of the educational systems, often relying on precolonial cultures combined with internationally influential thinkers such as Gandhi, Fanon, Césaire, and Cabral. Postcolonial theories and comparative methodologies provide an understanding of the role played by anticolonial narratives in reshaping national identities and political educational strategies.
{"title":"Colonial Education and Anticolonial Struggles","authors":"A. Madeira, Luís Grosso Correia","doi":"10.1093/OXFORDHB/9780199340033.013.24","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.24","url":null,"abstract":"This chapter addresses two intertwined topics: colonial education and anticolonial intellectual struggles. The first refers to the historical period of European colonization in Africa, Asia, Oceania, and America, starting with the establishment of colonial education systems. Formal education represented the spread of colonial models of education furthered by stereotypes about indigenous cultures. The chapter concentrates on sub-Saharan African colonies, mainly the Portuguese, the English, and the French overseas territories. Anticolonial intellectual struggles are examined as movements that invoke ideas of social justice, emancipation, and opposition to the oppressive structures of racism, discrimination, and exploitation. Anticolonial thought contributed much to the reshaping of the educational systems, often relying on precolonial cultures combined with internationally influential thinkers such as Gandhi, Fanon, Césaire, and Cabral. Postcolonial theories and comparative methodologies provide an understanding of the role played by anticolonial narratives in reshaping national identities and political educational strategies.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116353449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.1093/OXFORDHB/9780199340033.013.30
D. Vincent
The chapter examines the invention of literacy as a category and the spread of reading and writing in Europe and North America in the modern era. It reviews the growth of signature literacy and the need to view the skill as a social as well as an individual possession. It examines the role of the church and the state in the provision of schooling and stresses the importance of informal, demand-led education throughout much of the period. The spread of popular literature provided both the materials for learning to read and an incentive to practice the skills. The analysis challenges the arguments that the industrial revolution significantly damaged the spread of literacy and that literacy was a key generator of economic growth. Rather the interaction between occupations and reading and writing was patchy, with only a minority of working-class jobs requiring formal communication skills by 1900.
{"title":"The Modern History of Literacy","authors":"D. Vincent","doi":"10.1093/OXFORDHB/9780199340033.013.30","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.30","url":null,"abstract":"The chapter examines the invention of literacy as a category and the spread of reading and writing in Europe and North America in the modern era. It reviews the growth of signature literacy and the need to view the skill as a social as well as an individual possession. It examines the role of the church and the state in the provision of schooling and stresses the importance of informal, demand-led education throughout much of the period. The spread of popular literature provided both the materials for learning to read and an incentive to practice the skills. The analysis challenges the arguments that the industrial revolution significantly damaged the spread of literacy and that literacy was a key generator of economic growth. Rather the interaction between occupations and reading and writing was patchy, with only a minority of working-class jobs requiring formal communication skills by 1900.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115925824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.1093/OXFORDHB/9780199340033.013.21
P. J. Ramsey
Although the historiography of migrant education is, in many ways, problematic—especially the lack of historical literature for many regions of the world—general patterns do arise. As nation-states and their educational systems began to emerge and develop in the nineteenth and early twentieth centuries, the schooling of migrant children often focused on assimilating them into the national culture. In the decades following the Second World War, the heavy-handed acculturation began to give way to more multicultural notions of schooling, although, in practice, multicultural education often simplified cultural differences and continued, albeit in different ways, to demand a sort of conformity to the new national, multicultural norms, thus undermining a true acceptance of all migrant populations.
{"title":"Education and Migration in History","authors":"P. J. Ramsey","doi":"10.1093/OXFORDHB/9780199340033.013.21","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.21","url":null,"abstract":"Although the historiography of migrant education is, in many ways, problematic—especially the lack of historical literature for many regions of the world—general patterns do arise. As nation-states and their educational systems began to emerge and develop in the nineteenth and early twentieth centuries, the schooling of migrant children often focused on assimilating them into the national culture. In the decades following the Second World War, the heavy-handed acculturation began to give way to more multicultural notions of schooling, although, in practice, multicultural education often simplified cultural differences and continued, albeit in different ways, to demand a sort of conformity to the new national, multicultural norms, thus undermining a true acceptance of all migrant populations.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121212395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.1093/oxfordhb/9780199340033.013.6
S. Young
This chapter highlights the institutions and content that characterized three crucial phases of education in the Middle Ages: Carolingian education, the twelfth-century Renaissance, and the rise and spread of the university. The various kinds of schools that flourished across medieval Europe reflected its classical and Christian heritages and the productive tensions between those two traditions. While the chapter reflects the predominant focus of medieval schooling on educating male Christians, it also includes discussion of the educational opportunities that were available to females and non-Christians. Although only a minority of people received a formal education in the Middle Ages, many of those attained a significant level of learning.
{"title":"Education in Medieval Europe","authors":"S. Young","doi":"10.1093/oxfordhb/9780199340033.013.6","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780199340033.013.6","url":null,"abstract":"This chapter highlights the institutions and content that characterized three crucial phases of education in the Middle Ages: Carolingian education, the twelfth-century Renaissance, and the rise and spread of the university. The various kinds of schools that flourished across medieval Europe reflected its classical and Christian heritages and the productive tensions between those two traditions. While the chapter reflects the predominant focus of medieval schooling on educating male Christians, it also includes discussion of the educational opportunities that were available to females and non-Christians. Although only a minority of people received a formal education in the Middle Ages, many of those attained a significant level of learning.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116585400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.1093/OXFORDHB/9780199340033.013.16
P. Hutcheson
Canadian and U.S. higher education share some commonalities, such as historical denominational influence while provincial and state governments played important roles in the development of colleges and universities. Both federal governments supported research, primarily in the sciences, during World War I and II, leading to continued support in the postwar years. Both nations experienced substantial enrollment growth, at different times, growth aided by community colleges, although U.S. enrollments have long been much larger. Student experiences were to some degree similar, including among college women who experienced discrimination while enrolled and as graduates, and that there were constraints on the opportunity to attend college. There are also important differences. College sports, for instance, have been very important in the United States, though not in Canada. Also, the remarkable wealth of several U.S. colleges and universities provides them with some autonomy, though this is far less common among historically black institutions and many other colleges.
{"title":"Higher Education in Canada and the United States","authors":"P. Hutcheson","doi":"10.1093/OXFORDHB/9780199340033.013.16","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.16","url":null,"abstract":"Canadian and U.S. higher education share some commonalities, such as historical denominational influence while provincial and state governments played important roles in the development of colleges and universities. Both federal governments supported research, primarily in the sciences, during World War I and II, leading to continued support in the postwar years. Both nations experienced substantial enrollment growth, at different times, growth aided by community colleges, although U.S. enrollments have long been much larger. Student experiences were to some degree similar, including among college women who experienced discrimination while enrolled and as graduates, and that there were constraints on the opportunity to attend college. There are also important differences. College sports, for instance, have been very important in the United States, though not in Canada. Also, the remarkable wealth of several U.S. colleges and universities provides them with some autonomy, though this is far less common among historically black institutions and many other colleges.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116204911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.1093/OXFORDHB/9780199340033.013.1
G. McCulloch
Historical interpretation is subject to change, a process often described as revisionism. This chapter distinguishes between a basic form of revisionism that changes or erases the past with no respect for evidence and a “historical revisionism” that has developed over the past century to build on, revise, or challenge previous accounts of the past. Historical revisionism is discussed with reference to changing historiographical approaches. It has become central to research in the history of education, for example in the United States and Britain. A broad consensus has been established in the history of education to explore the relationship between education and social change, although this has itself led to fresh debates over the nature of this relationship. These general historiographical developments in the history of education have played themselves out in different nations and regions, albeit at their own pace and at different times.
{"title":"Consensus and Revisionism in Educational History","authors":"G. McCulloch","doi":"10.1093/OXFORDHB/9780199340033.013.1","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.1","url":null,"abstract":"Historical interpretation is subject to change, a process often described as revisionism. This chapter distinguishes between a basic form of revisionism that changes or erases the past with no respect for evidence and a “historical revisionism” that has developed over the past century to build on, revise, or challenge previous accounts of the past. Historical revisionism is discussed with reference to changing historiographical approaches. It has become central to research in the history of education, for example in the United States and Britain. A broad consensus has been established in the history of education to explore the relationship between education and social change, although this has itself led to fresh debates over the nature of this relationship. These general historiographical developments in the history of education have played themselves out in different nations and regions, albeit at their own pace and at different times.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123375331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-16DOI: 10.1093/OXFORDHB/9780199340033.013.7
Conrad M. Schirokauer
From earliest times, both China and Japan developed sophisticated traditions in education. China’s major educational aspiration, based on Confucianism, was centered on developing the heart-mind for exemplary moral conduct. Buddhism was also influential, as were Daoism in China and Shinto in Japan, but Confucian values dominated educational thought and institutions, including private academies. In China the civil service examination system played a major role in molding the educational curriculum. Japan, heavily influenced by Chinese Confucianism, adapted it to a very different culture, society, and political system. At the elementary level so-called temple schools, actually private secular institutions, focused on teaching literacy. Along with government schools and local academies, they flourished in Tokugawa Japan, educating both samurai and commoners. In both China and Japan, schooling for girls was not as widespread as for boys. Women were expected to manage the household and educate their children, while men managed public affairs.
{"title":"Education in Premodern China and Japan","authors":"Conrad M. Schirokauer","doi":"10.1093/OXFORDHB/9780199340033.013.7","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.7","url":null,"abstract":"From earliest times, both China and Japan developed sophisticated traditions in education. China’s major educational aspiration, based on Confucianism, was centered on developing the heart-mind for exemplary moral conduct. Buddhism was also influential, as were Daoism in China and Shinto in Japan, but Confucian values dominated educational thought and institutions, including private academies. In China the civil service examination system played a major role in molding the educational curriculum. Japan, heavily influenced by Chinese Confucianism, adapted it to a very different culture, society, and political system. At the elementary level so-called temple schools, actually private secular institutions, focused on teaching literacy. Along with government schools and local academies, they flourished in Tokugawa Japan, educating both samurai and commoners. In both China and Japan, schooling for girls was not as widespread as for boys. Women were expected to manage the household and educate their children, while men managed public affairs.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130003069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：