Pub Date : 2019-07-16DOI: 10.1093/OXFORDHB/9780199340033.013.29
David A. Gamson
The urbanization of the past two centuries that has affected virtually all sections of the globe has had dramatic and transformative influences on rural communities and their schools. The industrialization of Europe and North America in the nineteenth and early twentieth centuries has been mirrored by rapid changes over the past half-century in the countries of the Global South—Asia, Africa, and Latin America—although many of these more recent dynamics are quite distinct. Whereas standard historical narratives treated the growth of rural school enrollments on all continents as a byproduct of economic development or the result of deliberate state-building and elite imposition, more recent historiography has challenged these traditional views, pointing to evidence that peasants, locals, and indigenous groups often created their own schools or issued demands for education and academic skills well before economic expansion or compulsory attendance laws.
{"title":"Transitions from Rural to Urban Schooling","authors":"David A. Gamson","doi":"10.1093/OXFORDHB/9780199340033.013.29","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.29","url":null,"abstract":"The urbanization of the past two centuries that has affected virtually all sections of the globe has had dramatic and transformative influences on rural communities and their schools. The industrialization of Europe and North America in the nineteenth and early twentieth centuries has been mirrored by rapid changes over the past half-century in the countries of the Global South—Asia, Africa, and Latin America—although many of these more recent dynamics are quite distinct. Whereas standard historical narratives treated the growth of rural school enrollments on all continents as a byproduct of economic development or the result of deliberate state-building and elite imposition, more recent historiography has challenged these traditional views, pointing to evidence that peasants, locals, and indigenous groups often created their own schools or issued demands for education and academic skills well before economic expansion or compulsory attendance laws.","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":"134113530","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/9780199340033.013.17
A. Welch
This chapter examines national systems of higher education in Asia. Asia’s long history, together with its extraordinary diversity, presents dual challenges to the historian. While its past still haunts its present, its many religious influences and ethnicities, as well as an array of more current developments, also present challenges. Two common themes are the attempt to balance local traditions while incorporating knowledge from outside, largely the West, and the differential development of individual Asian higher education systems. The latter is now bringing change to earlier core-periphery distinctions. The global knowledge system is now much more multipolar, with the rise of China as the most obvious example. Nonetheless, while highly developed educational systems such as in Singapore compete vigorously internationally, middle-income states such as Thailand and Malaysia harbor ambitions that are not always fulfilled, and very poor systems still struggle with basic issues of finance, governance, access, and equity.
{"title":"Higher Education in Asia","authors":"A. Welch","doi":"10.1093/OXFORDHB/9780199340033.013.17","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.17","url":null,"abstract":"This chapter examines national systems of higher education in Asia. Asia’s long history, together with its extraordinary diversity, presents dual challenges to the historian. While its past still haunts its present, its many religious influences and ethnicities, as well as an array of more current developments, also present challenges. Two common themes are the attempt to balance local traditions while incorporating knowledge from outside, largely the West, and the differential development of individual Asian higher education systems. The latter is now bringing change to earlier core-periphery distinctions. The global knowledge system is now much more multipolar, with the rise of China as the most obvious example. Nonetheless, while highly developed educational systems such as in Singapore compete vigorously internationally, middle-income states such as Thailand and Malaysia harbor ambitions that are not always fulfilled, and very poor systems still struggle with basic issues of finance, governance, access, and equity.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"13 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":"121475468","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/9780199340033.013.18
R. Neumann
Education for a professional career differs fundamentally from other forms of education. A physician, for example, must know more than medical science. To be competent, medical doctors must know how to practice medicine, which Donald Schön called knowing-in-action. At times, professional schools have been stepchildren in universities because they taught skills as well as pure knowledge. In other eras, a medical school or a law school might be one of a university’s crown jewels. Differing degrees of acceptance in universities seem correlated to a profession’s prestige and to a professional school’s ability to generate research and publications. The tensions between trying to satisfy those criteria while simultaneously teaching knowledge-in-action with pure knowledge are essential to the history of professional education. The professions differ from one another in how they have navigated through these tensions, but the differences are variations on more or less the same theme.
{"title":"The Professions and Professional Education","authors":"R. Neumann","doi":"10.1093/OXFORDHB/9780199340033.013.18","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.18","url":null,"abstract":"Education for a professional career differs fundamentally from other forms of education. A physician, for example, must know more than medical science. To be competent, medical doctors must know how to practice medicine, which Donald Schön called knowing-in-action. At times, professional schools have been stepchildren in universities because they taught skills as well as pure knowledge. In other eras, a medical school or a law school might be one of a university’s crown jewels. Differing degrees of acceptance in universities seem correlated to a profession’s prestige and to a professional school’s ability to generate research and publications. The tensions between trying to satisfy those criteria while simultaneously teaching knowledge-in-action with pure knowledge are essential to the history of professional education. The professions differ from one another in how they have navigated through these tensions, but the differences are variations on more or less the same theme.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"266 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":"124325378","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/9780199340033.013.3
W. Richardson
This chapter explores the development of method in the practice of history, both oral and literate, and how this has influenced the study of education. The momentum of the European Enlightenment and, since the 1920s, the professionalization of historians in universities has propelled an increasingly global written method. This ubiquity is the product of national education programs but remains contested by those speaking for cultures where the intimidating power of the Enlightenment is resisted through oral method. Nevertheless most historians who write have pressed on unperturbed. The result is a corpus of history about education which, since the 1960s, has grown not only in volume but in the breadth of its concerns, the range of questions historians of education broach, the kinds of sources they use, and the ways these are deployed. However, this breadth of outlook has not resolved the fundamental tension between method in written and oral history.
{"title":"Method in the History of Education","authors":"W. Richardson","doi":"10.1093/oxfordhb/9780199340033.013.3","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780199340033.013.3","url":null,"abstract":"This chapter explores the development of method in the practice of history, both oral and literate, and how this has influenced the study of education. The momentum of the European Enlightenment and, since the 1920s, the professionalization of historians in universities has propelled an increasingly global written method. This ubiquity is the product of national education programs but remains contested by those speaking for cultures where the intimidating power of the Enlightenment is resisted through oral method. Nevertheless most historians who write have pressed on unperturbed. The result is a corpus of history about education which, since the 1960s, has grown not only in volume but in the breadth of its concerns, the range of questions historians of education broach, the kinds of sources they use, and the ways these are deployed. However, this breadth of outlook has not resolved the fundamental tension between method in written and oral history.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"8 4 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":"130311569","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/9780199340033.013.26
J. Fraser, D. L. Moore
This chapter describes how the historic development of different nation-states around the world, as well as the diverse understandings of the term “religion” in different places at different times, shape the understanding of the proper role of religion in the public and government schools of different countries. From indigenous practices where oral traditions and ritual observances first transmitted cultural values, to formal schooling in religious and vocational education, and to the development of education for elites and the earliest universal education up to the present day, religion has been an influential force in formal and informal decisions about education. Examining the religious, educational, and political histories of select countries in Africa, Asia, Europe, Latin America, and North America, the chapter explores the complex interaction of history, religious influences, and assumptions about schooling, all of which lead to a great diversity of practices in the schools of the twenty-first century.
{"title":"Religion and the History of Education","authors":"J. Fraser, D. L. Moore","doi":"10.1093/OXFORDHB/9780199340033.013.26","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.26","url":null,"abstract":"This chapter describes how the historic development of different nation-states around the world, as well as the diverse understandings of the term “religion” in different places at different times, shape the understanding of the proper role of religion in the public and government schools of different countries. From indigenous practices where oral traditions and ritual observances first transmitted cultural values, to formal schooling in religious and vocational education, and to the development of education for elites and the earliest universal education up to the present day, religion has been an influential force in formal and informal decisions about education. Examining the religious, educational, and political histories of select countries in Africa, Asia, Europe, Latin America, and North America, the chapter explores the complex interaction of history, religious influences, and assumptions about schooling, all of which lead to a great diversity of practices in the schools of the twenty-first century.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"610 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":"117080658","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/9780199340033.013.37
J. Rury, Eileen H. Tamura
The history of education is a venerable and multifaceted field of research and writing, dating from the nineteenth century as subject taught in many countries. Initially a central component of teacher education, it grew into a vibrant branch of social and institutional history after the 1960s. Like other fields, it was influenced by social movements of the latter twentieth century and continues to exhibit a concern for questions of inequity and discrimination. It has been influenced by social science theory and research, particularly the work of sociologists and economists, and reflects a variety of methodological and evidentiary traditions. While historians of education have focused largely on events at the national and local scale, they also have longstanding interests in comparative and international research. Historians continue to find new facets of the educational past to examine, insuring that the field will remain lively and compelling for the foreseeable future.
{"title":"Introduction a multifaceted and flourishing field","authors":"J. Rury, Eileen H. Tamura","doi":"10.1093/OXFORDHB/9780199340033.013.37","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.37","url":null,"abstract":"The history of education is a venerable and multifaceted field of research and writing, dating from the nineteenth century as subject taught in many countries. Initially a central component of teacher education, it grew into a vibrant branch of social and institutional history after the 1960s. Like other fields, it was influenced by social movements of the latter twentieth century and continues to exhibit a concern for questions of inequity and discrimination. It has been influenced by social science theory and research, particularly the work of sociologists and economists, and reflects a variety of methodological and evidentiary traditions. While historians of education have focused largely on events at the national and local scale, they also have longstanding interests in comparative and international research. Historians continue to find new facets of the educational past to examine, insuring that the field will remain lively and compelling for the foreseeable future.","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":"130316627","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/9780199340033.013.2
Ansley T. Erickson
This chapter draws on the historical literature on urban education published in English to explore how urban education has operated as an interpretive frame in the history of education. Four key themes emerge. First, cities appeared chiefly as context for the development of schooling; how schools interacted with the city or even shaped the city received much less attention. Second, unlike other settings, the U.S. historiography of urban education has overwhelmingly emphasized the industrial city. Third, despite the strong attention to urban education, scholarly attention to education in urban contexts remains incomplete. And fourth, the idea of the city as the prime site of educational innovation has been challenged by new works that emphasize the importance of educational developments in rural settings or at national rather than local scale.
{"title":"The Urban History of Education","authors":"Ansley T. Erickson","doi":"10.1093/OXFORDHB/9780199340033.013.2","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.2","url":null,"abstract":"This chapter draws on the historical literature on urban education published in English to explore how urban education has operated as an interpretive frame in the history of education. Four key themes emerge. First, cities appeared chiefly as context for the development of schooling; how schools interacted with the city or even shaped the city received much less attention. Second, unlike other settings, the U.S. historiography of urban education has overwhelmingly emphasized the industrial city. Third, despite the strong attention to urban education, scholarly attention to education in urban contexts remains incomplete. And fourth, the idea of the city as the prime site of educational innovation has been challenged by new works that emphasize the importance of educational developments in rural settings or at national rather than local scale.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"140 4 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":"133173374","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/9780199340033.013.33
Sevan G. Terzian
Technology has intersected with education throughout human history. One prominent dimension has entailed various devices and tools for learning, such as illustrated texts, film, radio, television, computers, mobile technologies, and social media. A second dimension has entailed technologies of instruction pertaining to the design and utilization of messages that influence learning. Despite unlimited possibilities for inquiry, few historians have investigated this multifaceted field. Furthermore most historical studies of educational technology have ignored how technologies in different historical moments impacted particular groups of children and adults. Explicit considerations of race, gender, sexuality, and socioeconomic status have largely been lacking. Opportunities abound for historians to identify and examine the broader societal contexts that encouraged or inhibited the development and implementation of new educational technologies and to explore how these dynamics mitigated, perpetuated, or exacerbated enduring problems in education.
{"title":"The History of Technology and Education","authors":"Sevan G. Terzian","doi":"10.1093/oxfordhb/9780199340033.013.33","DOIUrl":"https://doi.org/10.1093/oxfordhb/9780199340033.013.33","url":null,"abstract":"Technology has intersected with education throughout human history. One prominent dimension has entailed various devices and tools for learning, such as illustrated texts, film, radio, television, computers, mobile technologies, and social media. A second dimension has entailed technologies of instruction pertaining to the design and utilization of messages that influence learning. Despite unlimited possibilities for inquiry, few historians have investigated this multifaceted field. Furthermore most historical studies of educational technology have ignored how technologies in different historical moments impacted particular groups of children and adults. Explicit considerations of race, gender, sexuality, and socioeconomic status have largely been lacking. Opportunities abound for historians to identify and examine the broader societal contexts that encouraged or inhibited the development and implementation of new educational technologies and to explore how these dynamics mitigated, perpetuated, or exacerbated enduring problems in education.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"41 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113939283","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/9780199340033.013.4
I. Gottesman
How is theory used in history of education? This chapter begins by considering the relationship between theory as philosophy of history and theory as an interpretive frame. It then engages several of the many theoretical perspectives that animate and inform scholarship in history of education: Marxist political economy, human and social capital, the new institutionalism, feminist theory, critical theories of race, colonialism and empire, indigenous studies, and transnationalism. Throughout, the chapter raises methodological and political questions central to historical scholarship, engages classic and contemporary scholarship in history of education, and situates conversations about theory in history of education within broader theoretical conversations in the humanities and social sciences.
{"title":"Theory in the History of Education","authors":"I. Gottesman","doi":"10.1093/OXFORDHB/9780199340033.013.4","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.4","url":null,"abstract":"How is theory used in history of education? This chapter begins by considering the relationship between theory as philosophy of history and theory as an interpretive frame. It then engages several of the many theoretical perspectives that animate and inform scholarship in history of education: Marxist political economy, human and social capital, the new institutionalism, feminist theory, critical theories of race, colonialism and empire, indigenous studies, and transnationalism. Throughout, the chapter raises methodological and political questions central to historical scholarship, engages classic and contemporary scholarship in history of education, and situates conversations about theory in history of education within broader theoretical conversations in the humanities and social sciences.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"17 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":"125110849","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/9780199340033.013.14
V. Carpentier
This chapter explores the history of higher education in Europe by considering three intersected dimensions: the global, national, and local spaces or geography of higher education; the contours of the higher education system regarding access, participation, and institutional differentiation; and the cultural, political, social, and economic rationales driving its expansion. Four historical periods are considered: the emergence of the medieval universities and their spread in the feudal order; the demands posed to universities by nation-states and the Enlightenment during the early modern period; the impact of the political and industrial revolutions; and the crisis of mass higher education since 1918. Overall, articulation among the rationales, shapes, and spaces of higher education has changed periodically across history.
{"title":"Higher Education in Modern Europe","authors":"V. Carpentier","doi":"10.1093/OXFORDHB/9780199340033.013.14","DOIUrl":"https://doi.org/10.1093/OXFORDHB/9780199340033.013.14","url":null,"abstract":"This chapter explores the history of higher education in Europe by considering three intersected dimensions: the global, national, and local spaces or geography of higher education; the contours of the higher education system regarding access, participation, and institutional differentiation; and the cultural, political, social, and economic rationales driving its expansion. Four historical periods are considered: the emergence of the medieval universities and their spread in the feudal order; the demands posed to universities by nation-states and the Enlightenment during the early modern period; the impact of the political and industrial revolutions; and the crisis of mass higher education since 1918. Overall, articulation among the rationales, shapes, and spaces of higher education has changed periodically across history.","PeriodicalId":257427,"journal":{"name":"The [Oxford] Handbook of the History of Education","volume":"172 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":"128151051","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}
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