En los regimenes de escolarizacion de la infancia de principios del siglo XX, la educacion fisica fue afin a medios y modos disciplinares de adoctrinamiento militar. La prensa grafica de la epoca recogio imagenes que hoy nos testimonian la impronta de una militarizacion escolar susceptible de ser analizada desde la dialectica-critica y el “giro visual”. A partir de dos imagenes, publicadas en el semanario La Hormiga de Oro de Barcelona, visualizamos las formas (re)productoras de violencia que subyacen en la educacion fisica y desvelamos los dispositivos disciplinares (tecnicas de saber/poder) que actuan en el inconsciente colectivo de la epoca para construir elementos de cohesion nacional. In infant schooling at the beginning of the twentieth century, physical education was similar to the disciplinary means and methods of military indoctrination. The picture press at the time printed images which show us today the mark of school militarisation which is open to analysis from a dialectical critical view and the “visual turn”. From these two images, published in the weekly La Hormiga de Oro of Barcelona, the (re)productive forms of violence that underlie physical education become evident and the disciplinary devices (knowledge/power techniques) acting in the collective subconscious of the time for the construction of elements of national cohesion are revealed.
{"title":"La militarización de la educación física escolar. Análisis de dos imágenes publicadas en la prensa de Barcelona de principios del siglo XX.","authors":"X. T. Flix","doi":"10.17583/HSE.2017.2296","DOIUrl":"https://doi.org/10.17583/HSE.2017.2296","url":null,"abstract":"En los regimenes de escolarizacion de la infancia de principios del siglo XX, la educacion fisica fue afin a medios y modos disciplinares de adoctrinamiento militar. La prensa grafica de la epoca recogio imagenes que hoy nos testimonian la impronta de una militarizacion escolar susceptible de ser analizada desde la dialectica-critica y el “giro visual”. A partir de dos imagenes, publicadas en el semanario La Hormiga de Oro de Barcelona, visualizamos las formas (re)productoras de violencia que subyacen en la educacion fisica y desvelamos los dispositivos disciplinares (tecnicas de saber/poder) que actuan en el inconsciente colectivo de la epoca para construir elementos de cohesion nacional. In infant schooling at the beginning of the twentieth century, physical education was similar to the disciplinary means and methods of military indoctrination. The picture press at the time printed images which show us today the mark of school militarisation which is open to analysis from a dialectical critical view and the “visual turn”. From these two images, published in the weekly La Hormiga de Oro of Barcelona, the (re)productive forms of violence that underlie physical education become evident and the disciplinary devices (knowledge/power techniques) acting in the collective subconscious of the time for the construction of elements of national cohesion are revealed.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"6 1","pages":"78-108"},"PeriodicalIF":0.1,"publicationDate":"2017-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41974011","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}
Recent work on education, based on sociocultural principles, suggest an expansion of the traditional boundaries of learning research that takes into account the multiple spaces and life trajectories that make up experience across our life-worlds. This article focuses specifically on young people’s significant learning experiences in order to illustrate empirically what learning means - i.e. where, with whom and how - in the ‘new ecology of learning’ based on the informalization and informationalization of learning in XXI century. 43 significant learning experiences were identified from four young students who recorded their specific learning experiences during a week by means of a significant learning experiences journal and photographs they took themselves. The results show the presence of informal, everyday, spontaneous activities among the significant learning experiences detected and the use of digital technologies as learning resources; they also reveal the assistance of friends and family in the learning process. In conclusion, this study illustrates how young people in XXI century are involved in a whole range of different activities across different sites and over time.
{"title":"Informationalism and informalization of learnings in 21st century. A qualitative study on meaningful learning experiences","authors":"M. Esteban-Guitart, J. M. Serra, I. Vila","doi":"10.17583/HSE.2017.2111","DOIUrl":"https://doi.org/10.17583/HSE.2017.2111","url":null,"abstract":"Recent work on education, based on sociocultural principles, suggest an expansion of the traditional boundaries of learning research that takes into account the multiple spaces and life trajectories that make up experience across our life-worlds. This article focuses specifically on young people’s significant learning experiences in order to illustrate empirically what learning means - i.e. where, with whom and how - in the ‘new ecology of learning’ based on the informalization and informationalization of learning in XXI century. 43 significant learning experiences were identified from four young students who recorded their specific learning experiences during a week by means of a significant learning experiences journal and photographs they took themselves. The results show the presence of informal, everyday, spontaneous activities among the significant learning experiences detected and the use of digital technologies as learning resources; they also reveal the assistance of friends and family in the learning process. In conclusion, this study illustrates how young people in XXI century are involved in a whole range of different activities across different sites and over time.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"6 1","pages":"1-25"},"PeriodicalIF":0.1,"publicationDate":"2017-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43131599","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}
At the beginning of the 1990s, several European welfare states installed a policy on poverty that explicitly recognised the voice and life knowledge of people in poverty. The idea of talking ‘with’ the poor came to prominence instead of talking ‘about’ or ‘to’ people in poverty. Beresford and Croft (1995) proclaimed a possible paradigm shift from advocacy to self-advocacy . In Belgium, in the aftermath of the General Report on Poverty (1994), grassroots organisations such as ATD Fourth World and BMLIK (Movement of People with Low Income and Children ) gained recognition as ‘organisations where people in poverty take the floor’. BMLIK launched the photobook Courage (1998) which contains prominent black and white photographs portraying families in deep poverty combined with oral testimonies. The central question we ask is whether and how this photobook can be considered an emblematic case for the framing of poverty as a violation of human rights, and for the way the self-advocacy paradigm has been materialised in this. Through a visual-rhetorical analysis (Foss, 1994) of Courage we present our research findings wherein the ‘pedagogical aesthetic’ (Trachtenberg, 1990) of socially engaged photography comes to the fore, as well as how this contributes to social change and justice.
{"title":"The Visual Rhetoric of Self-advocacy Organisations on Poverty: All about Courage?","authors":"Heidi Degerickx, G. Roets, A. V. Gorp","doi":"10.17583/HSE.2017.2446","DOIUrl":"https://doi.org/10.17583/HSE.2017.2446","url":null,"abstract":"At the beginning of the 1990s, several European welfare states installed a policy on poverty that explicitly recognised the voice and life knowledge of people in poverty. The idea of talking ‘with’ the poor came to prominence instead of talking ‘about’ or ‘to’ people in poverty. Beresford and Croft (1995) proclaimed a possible paradigm shift from advocacy to self-advocacy . In Belgium, in the aftermath of the General Report on Poverty (1994), grassroots organisations such as ATD Fourth World and BMLIK (Movement of People with Low Income and Children ) gained recognition as ‘organisations where people in poverty take the floor’. BMLIK launched the photobook Courage (1998) which contains prominent black and white photographs portraying families in deep poverty combined with oral testimonies. The central question we ask is whether and how this photobook can be considered an emblematic case for the framing of poverty as a violation of human rights, and for the way the self-advocacy paradigm has been materialised in this. Through a visual-rhetorical analysis (Foss, 1994) of Courage we present our research findings wherein the ‘pedagogical aesthetic’ (Trachtenberg, 1990) of socially engaged photography comes to the fore, as well as how this contributes to social change and justice.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"6 1","pages":"53-77"},"PeriodicalIF":0.1,"publicationDate":"2017-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42394135","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}
{"title":"Women in Culture: an intersectional anthology for gender and women’s studies","authors":"Ginés Puente Pérez","doi":"10.17583/HSE.2017.2388","DOIUrl":"https://doi.org/10.17583/HSE.2017.2388","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"6 1","pages":"109-111"},"PeriodicalIF":0.1,"publicationDate":"2017-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42649869","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}
{"title":"Gender and Migration","authors":"Alicia Rodríguez Loredo","doi":"10.17583/HSE.2017.2448","DOIUrl":"https://doi.org/10.17583/HSE.2017.2448","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"6 1","pages":"112-114"},"PeriodicalIF":0.1,"publicationDate":"2017-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47189771","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}
This article examines the historical and social contexts of South Asian immigration and their current socioeconomic and educational outcomes in the United States. Based on an adapted model of incorporation and literature review, this historical analysis examines government policies, societal reception, co-ethnic communities, as well as other barriers and opportunities of three immigration waves before and after the Immigration Act of 1965. The study reveals the modes of incorporation differed for each immigrant wave as well as subsequent socioeconomic and educational outcomes within the South Asian community. Before 1965, the earliest migrants had several barriers to incorporation coupled with government and societal hostility. After 1965, South Asians began immigrating under more favorable or neutral modes of incorporation. They were also more wealthy, educated, fluent in English, and had professional skills. While the majority of South Asians today represent this demographic composition, a rising subgroup of immigrants arriving under differential circumstances since the 1980s are facing more unique challenges within this community.
{"title":"South Asian Immigration and Education in the U.S.: Historical and Social Contexts","authors":"Z. Rahman, Susan J Paik","doi":"10.17583/HSE.2017.2393","DOIUrl":"https://doi.org/10.17583/HSE.2017.2393","url":null,"abstract":"This article examines the historical and social contexts of South Asian immigration and their current socioeconomic and educational outcomes in the United States. Based on an adapted model of incorporation and literature review, this historical analysis examines government policies, societal reception, co-ethnic communities, as well as other barriers and opportunities of three immigration waves before and after the Immigration Act of 1965. The study reveals the modes of incorporation differed for each immigrant wave as well as subsequent socioeconomic and educational outcomes within the South Asian community. Before 1965, the earliest migrants had several barriers to incorporation coupled with government and societal hostility. After 1965, South Asians began immigrating under more favorable or neutral modes of incorporation. They were also more wealthy, educated, fluent in English, and had professional skills. While the majority of South Asians today represent this demographic composition, a rising subgroup of immigrants arriving under differential circumstances since the 1980s are facing more unique challenges within this community.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"6 1","pages":"26-52"},"PeriodicalIF":0.1,"publicationDate":"2017-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41913707","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}
{"title":"A philosophical examination of social justice and child poverty","authors":"Raquel Moreira","doi":"10.17583/HSE.2016.2295","DOIUrl":"https://doi.org/10.17583/HSE.2016.2295","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"5 1","pages":"297-299"},"PeriodicalIF":0.1,"publicationDate":"2016-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67635637","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}
As 2016 is the centennial of Dewey's most famous work, Democracy and Education (2016), it is important to consider Dewey's role in public scholarship to educate for peace. Critical to an in-depth understanding of Dewey is recognition that the early twentieth century marked a transformation period in his views about war and peace. This paper addressed Dewey's less known political and social ideas during the rise of the "modern" American peace movement. In addition, Dewey's views of the role of education in a globalizing world are discussed. The research presented directly reflects global conflicts following World War 1, while highlighting the interplay of social analysis as welll as disparity between war and peace.
由于2016年是杜威最著名的著作《民主与教育》(Democracy and Education, 2016)出版一百周年，因此考虑杜威在公共学术中为和平教育所扮演的角色是很重要的。深入了解杜威的关键是认识到20世纪初标志着他对战争与和平的看法的转变时期。本文论述了杜威在“现代”美国和平运动兴起期间鲜为人知的政治和社会思想。此外，杜威对教育在全球化世界中的作用的看法也进行了讨论。该研究直接反映了第一次世界大战后的全球冲突，同时强调了社会分析的相互作用以及战争与和平之间的差异。
{"title":"John Dewey: His Role in Public Scholarship to Educate for Peace","authors":"Charles F. Howlett, Audrey Cohan","doi":"10.17583/HSE.2016.2097","DOIUrl":"https://doi.org/10.17583/HSE.2016.2097","url":null,"abstract":"As 2016 is the centennial of Dewey's most famous work, Democracy and Education (2016), it is important to consider Dewey's role in public scholarship to educate for peace. Critical to an in-depth understanding of Dewey is recognition that the early twentieth century marked a transformation period in his views about war and peace. This paper addressed Dewey's less known political and social ideas during the rise of the \"modern\" American peace movement. In addition, Dewey's views of the role of education in a globalizing world are discussed. The research presented directly reflects global conflicts following World War 1, while highlighting the interplay of social analysis as welll as disparity between war and peace.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"5 1","pages":"203-222"},"PeriodicalIF":0.1,"publicationDate":"2016-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67635822","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}
Durante la Republica se consiguieron unos elevados niveles de ensenanza y educacion en Cataluna y, en general, en Espana. Para construir una sociedad mas democratica, justa y solidaria las autoridades republicanas invirtieron mucho en educacion. Se trataba de ayudar a los pequenos ciudadanos a pensar de manera critica y avivir los valores republicanos. Las bases de la escuela republicana eran la cientificidad y la ensenanza experimental. El salto cualitativo que se produjo de la escuela de la monarquia a la escuela republicana fue notable. Con la victoria militar de los rebeldes a la Republica y la instauracion de la dictadura franquista se produjo una radical separacion de modelos escolares. Muchos de los maestros lideres de la renovacion pedagogica marcharon al exilio, especialmente a Mexico y otros paises americanos. Alli continuaron ensenando y practicando las metodologias renovadoras que habian practicado en Cataluna. El exilio americano de tantos maestros excelentes condujo a una notable mejora escolar en los paises de acogida, al tiempo que la escuela bajo la dictadura franquista retrocedia a modelos autoritarios y tradicionales.
{"title":"1939: L’escola renovadora de Catalunya se’n va a l’exili","authors":"S. Sureda","doi":"10.17583/HSE.2016.2180","DOIUrl":"https://doi.org/10.17583/HSE.2016.2180","url":null,"abstract":"Durante la Republica se consiguieron unos elevados niveles de ensenanza y educacion en Cataluna y, en general, en Espana. Para construir una sociedad mas democratica, justa y solidaria las autoridades republicanas invirtieron mucho en educacion. Se trataba de ayudar a los pequenos ciudadanos a pensar de manera critica y avivir los valores republicanos. Las bases de la escuela republicana eran la cientificidad y la ensenanza experimental. El salto cualitativo que se produjo de la escuela de la monarquia a la escuela republicana fue notable. Con la victoria militar de los rebeldes a la Republica y la instauracion de la dictadura franquista se produjo una radical separacion de modelos escolares. Muchos de los maestros lideres de la renovacion pedagogica marcharon al exilio, especialmente a Mexico y otros paises americanos. Alli continuaron ensenando y practicando las metodologias renovadoras que habian practicado en Cataluna. El exilio americano de tantos maestros excelentes condujo a una notable mejora escolar en los paises de acogida, al tiempo que la escuela bajo la dictadura franquista retrocedia a modelos autoritarios y tradicionales.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"5 1","pages":"223-245"},"PeriodicalIF":0.1,"publicationDate":"2016-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67635950","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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