Sudan is today a country self-defined as Islamic (97% of the population) and Arab. In this context the schools of the Catholic Church have played and play a relevant role in the instruction of the elites of the country and in the provision of education to the displaced and refugee communities (3.58 million persons of concern of UNHCR in 2016). This article studies the development of these schools and their change of role along the following historical periods: the part of the Turco-Egyptian rule that corresponds with the foundation of the first Catholic Schools and the work of the great promotor of education in Sudan, Daniel Comboni (1843-1881); the Anglo-Egyptian Condominium which meant their expansion (1898-1956); and the Independent Sudan where they mainly focused on the service to displaced and refugees (1956-2017). The article describes this evolution and the current situation based upon the revision of published bibliography and unpublished materials from the archives of the Education Office of the Archdiocese of Khartoum and of the Comboni Missionaries in Sudan, especially for the most recent periods.
{"title":"The Development of Catholic Schools in the Republic of Sudan","authors":"Jorge Carlos Naranjo Alcaide","doi":"10.17583/HSE.2019.3611","DOIUrl":"https://doi.org/10.17583/HSE.2019.3611","url":null,"abstract":"Sudan is today a country self-defined as Islamic (97% of the population) and Arab. In this context the schools of the Catholic Church have played and play a relevant role in the instruction of the elites of the country and in the provision of education to the displaced and refugee communities (3.58 million persons of concern of UNHCR in 2016). This article studies the development of these schools and their change of role along the following historical periods: the part of the Turco-Egyptian rule that corresponds with the foundation of the first Catholic Schools and the work of the great promotor of education in Sudan, Daniel Comboni (1843-1881); the Anglo-Egyptian Condominium which meant their expansion (1898-1956); and the Independent Sudan where they mainly focused on the service to displaced and refugees (1956-2017). The article describes this evolution and the current situation based upon the revision of published bibliography and unpublished materials from the archives of the Education Office of the Archdiocese of Khartoum and of the Comboni Missionaries in Sudan, especially for the most recent periods.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"41 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90174003","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}
El presente trabajo aborda un corpus compuesto por 39 articulos publicados en la revista El Monitor de la Educacion Comun con el objetivo de rastrear las particularidades que asumio la nocion “Nino Debil” a principios del siglo XX. Esta nocion fue ampliamente difundida en Argentina durante ese periodo, sin embargo no existio un criterio unico acerca de su significado especifico ni de sus caracteristicas clinicas. Tomando como punto de partida el marco teorico propuesto por Michel Foucault, se intenta trazar un mapa de las estrategias de administracion de sujetos-cuerpo que integraron esta nocion. Como principal hallazgo se senala que la nocion “Nino Debil” actualiza una estrategia que, si bien no es homogenea, tiene como finalidad volver productivos los cuerpos infantiles; no sencillamente formar “futuros” obreros. Ademas, se sostiene que las relaciones de saber-poder no pueden ser leidas simplemente en funcion de una particion de la esfera social en dos espacios excluyentes (dentro de la norma - fuera de la norma). Por el contrario, lo que se desarrolla aqui pretende ilustrar como la normalizacion es una tecnologia que posee dominios diversos; y que es capaz de articular y actuar a multiples niveles.
在这篇文章中，我们讨论了一个由发表在El Monitor de la Educacion Comun杂志上的39篇文章组成的语体，目的是追踪20世纪初有害的“Nino Debil”的特殊性。在此期间，这种有害物质在阿根廷广泛传播，但对其具体意义和临床特征没有统一的标准。本文以福柯提出的理论框架为出发点，试图绘制一幅主体-身体管理策略的地图，这些策略整合了这一危害。主要发现表明，有害的“Nino Debil”更新了一种策略，这种策略虽然不是同质的，但旨在使儿童的身体有生产力;不是简单地培养“未来”工人。本文认为，知识-权力关系不能简单地从社会领域在两个排斥空间(规范内-规范外)的参与来解读。相反，这里所发展的是为了说明标准化是一种具有不同领域的技术;能够在多个层面上表达和行动。
{"title":"El “Niño Débil” en la revista argentina El Monitor de la Educación Común, 1908-1929","authors":"Lucila da Silva","doi":"10.17583/HSE.2019.3357","DOIUrl":"https://doi.org/10.17583/HSE.2019.3357","url":null,"abstract":"El presente trabajo aborda un corpus compuesto por 39 articulos publicados en la revista El Monitor de la Educacion Comun con el objetivo de rastrear las particularidades que asumio la nocion “Nino Debil” a principios del siglo XX. Esta nocion fue ampliamente difundida en Argentina durante ese periodo, sin embargo no existio un criterio unico acerca de su significado especifico ni de sus caracteristicas clinicas. Tomando como punto de partida el marco teorico propuesto por Michel Foucault, se intenta trazar un mapa de las estrategias de administracion de sujetos-cuerpo que integraron esta nocion. Como principal hallazgo se senala que la nocion “Nino Debil” actualiza una estrategia que, si bien no es homogenea, tiene como finalidad volver productivos los cuerpos infantiles; no sencillamente formar “futuros” obreros. Ademas, se sostiene que las relaciones de saber-poder no pueden ser leidas simplemente en funcion de una particion de la esfera social en dos espacios excluyentes (dentro de la norma - fuera de la norma). Por el contrario, lo que se desarrolla aqui pretende ilustrar como la normalizacion es una tecnologia que posee dominios diversos; y que es capaz de articular y actuar a multiples niveles.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"16 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2019-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83675446","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}
Eduardo López Bertomeo, Ángel Luis González Olivares
{"title":"Las pruebas de evaluación externa como ejes de la política educativa y su localización en España","authors":"Eduardo López Bertomeo, Ángel Luis González Olivares","doi":"10.17583/hse.2018.2836","DOIUrl":"https://doi.org/10.17583/hse.2018.2836","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67635808","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}
The present article discusses how Paulo Freire was ahead of his time with his theoretical contributions by reflecting on the author’s groundbreaking insights, particularly those developed in his Pedagogy of the oppressed. To do so, the paper first introduces his Theory of Dialogical Action and the premises that explain how it established the theoretical grounds for some of the most relevant theoretical works in the Social Sciences such as Habermas’ Theory of the Communicative Action developed more than a decade after Freire’s work. The second part of the paper further explores the influence of the premises of the Dialogic Education, by reviewing the theoretical foundations of other major theoretical works and practical experiences that building on Freire’s work and the centrality of dialogue in the educational process continue enabling the creation of future through transformative educational experiences. In so doing, the impact that the legacy of one of the most relevant authors in the history of education has had upon most relevant theoretical conceptualisations as well as a successful practical key experiences is further explained.
{"title":"Contributions of Freire's Theory to Dialogic Education","authors":"Maria Del Mar Ramis Salas","doi":"10.17583/hse.2018.3749","DOIUrl":"https://doi.org/10.17583/hse.2018.3749","url":null,"abstract":"The present article discusses how Paulo Freire was ahead of his time with his theoretical contributions by reflecting on the author’s groundbreaking insights, particularly those developed in his Pedagogy of the oppressed. To do so, the paper first introduces his Theory of Dialogical Action and the premises that explain how it established the theoretical grounds for some of the most relevant theoretical works in the Social Sciences such as Habermas’ Theory of the Communicative Action developed more than a decade after Freire’s work. The second part of the paper further explores the influence of the premises of the Dialogic Education, by reviewing the theoretical foundations of other major theoretical works and practical experiences that building on Freire’s work and the centrality of dialogue in the educational process continue enabling the creation of future through transformative educational experiences. In so doing, the impact that the legacy of one of the most relevant authors in the history of education has had upon most relevant theoretical conceptualisations as well as a successful practical key experiences is further explained.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"39 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73686774","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}
La presencia indigena es una de las grandes ausencias de la historiografia de la educacion. A partir del silencio y la invisibilizacion estas poblaciones quedaron en los margenes de los relatos sobre la construccion del sistema educativo. Sin embargo, al volver sobre los documentos historicos encontramos el desarrollo de politicas educativas concebidas especificamente para poblaciones originarias con la mision de “incorporarlos” a la nacion, que siguieron al genocidio perpetrado por el Estado argentino a finales del S. XIX. Este articulo tiene como objetivo analizar las formas educativas que fueron concebidas para la educacion de poblaciones indigenas en Patagonia norte durante la primera mitad del SXX, a partir de un estudio comparativo de casos. Para ello hemos analizado dos experiencias educativas: la Escuela Agraria “San Jose” y el proyecto de la Aldea Escolar. La primera a cargo de la congregacion salesiana y la segunda pensada por el Consejo Nacional de Educacion. En el proceso estudiamos tanto los puntos comunes como las disidencias en torno a las concepciones sobre los indigenas que tuvieron las agencias estatales y eclesiasticas. A su vez, surge la pregunta sobre la relacion entre esta concepcion y las practicas llevadas adelante. El particular contexto de la Patagonia y su incorporacion a la nacionalidad argentina da lugar al despliegue de diferentes estrategias vinculadas a la argentinizacion de los pueblos originarios a traves de formas simbolicas y culturales que pueden pensarse como continuidad de las campanas militares.
{"title":"Bárbaros e infieles: Proyectos educativos para indígenas en la Patagonia Norte (1890-1945)","authors":"Agustín Assaneo, María Andrea Nicoletti Navarro","doi":"10.17583/HSE.2018.3077","DOIUrl":"https://doi.org/10.17583/HSE.2018.3077","url":null,"abstract":"La presencia indigena es una de las grandes ausencias de la historiografia de la educacion. A partir del silencio y la invisibilizacion estas poblaciones quedaron en los margenes de los relatos sobre la construccion del sistema educativo. Sin embargo, al volver sobre los documentos historicos encontramos el desarrollo de politicas educativas concebidas especificamente para poblaciones originarias con la mision de “incorporarlos” a la nacion, que siguieron al genocidio perpetrado por el Estado argentino a finales del S. XIX. Este articulo tiene como objetivo analizar las formas educativas que fueron concebidas para la educacion de poblaciones indigenas en Patagonia norte durante la primera mitad del SXX, a partir de un estudio comparativo de casos. Para ello hemos analizado dos experiencias educativas: la Escuela Agraria “San Jose” y el proyecto de la Aldea Escolar. La primera a cargo de la congregacion salesiana y la segunda pensada por el Consejo Nacional de Educacion. En el proceso estudiamos tanto los puntos comunes como las disidencias en torno a las concepciones sobre los indigenas que tuvieron las agencias estatales y eclesiasticas. A su vez, surge la pregunta sobre la relacion entre esta concepcion y las practicas llevadas adelante. El particular contexto de la Patagonia y su incorporacion a la nacionalidad argentina da lugar al despliegue de diferentes estrategias vinculadas a la argentinizacion de los pueblos originarios a traves de formas simbolicas y culturales que pueden pensarse como continuidad de las campanas militares.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"28 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74628275","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 History of the Girl. Formation, Education and Identity","authors":"A. Toledo","doi":"10.17583/HSE.2018.3751","DOIUrl":"https://doi.org/10.17583/HSE.2018.3751","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"31 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81041471","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}
The Spanish Transition has left thousands of open questions and unresolved issues to history. The reform or the break with the authoritarian system that gave way to a liberal democracy opened for many, from very diverse sectors, an oasis of opportunities, with references in countries such as Portugal, which had just experienced the Carnation Revolution in 1974. The longings of democracy of many people were cut by a closed process, creating state structures with some of those who had been protagonists during the Franco regime. In this article we analyze the Transition process that Spain lived and its political and social consequent limitations
{"title":"Límites de la Transición española: análisis crítico de un proceso de transformación social y político","authors":"V. Climent, M. Joanpere","doi":"10.17583/HSE.2018.3726","DOIUrl":"https://doi.org/10.17583/HSE.2018.3726","url":null,"abstract":"The Spanish Transition has left thousands of open questions and unresolved issues to history. The reform or the break with the authoritarian system that gave way to a liberal democracy opened for many, from very diverse sectors, an oasis of opportunities, with references in countries such as Portugal, which had just experienced the Carnation Revolution in 1974. The longings of democracy of many people were cut by a closed process, creating state structures with some of those who had been protagonists during the Franco regime. In this article we analyze the Transition process that Spain lived and its political and social consequent limitations","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"20 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74341096","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":"Espiritistas y Librepensadoras","authors":"Ginés Puente Pérez","doi":"10.17583/hse.2018.3646","DOIUrl":"https://doi.org/10.17583/hse.2018.3646","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"266 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73475863","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 study compared how, over time, the centralization of Islamic Higher Education affected educational quality, probity of school management and general levels of and appreciation for knowledge. This research involved comparing characteristics of Egyptian Islamic Higher Education at three pivotal points in time: the early medieval period (623-1300s C.E.); the 15th century; and the period of British and French colonization (the 19th and 20th centuries). The logic behind choosing these particular time periods for comparison was that they represented times of significant centralization/decentralization of Egyptian Islamic Higher Education. Upon analysis of the effects of centralization and de-centralization, it has been found that the centralization of Islamic Higher Education in Egypt has had negative effects. It was found that, over time, the centralization of Islamic Higher Education played a central role in decreasing educational quality, increasing corruption, and decreasing general levels of and appreciation for Islamic knowledge.
{"title":"The Effects of Centralization of Islamic Higher Education in Egypt: From the Medieval to the Modern","authors":"Mohammed Sabrin","doi":"10.17583/HSE.2018.3347","DOIUrl":"https://doi.org/10.17583/HSE.2018.3347","url":null,"abstract":"This study compared how, over time, the centralization of Islamic Higher Education affected educational quality, probity of school management and general levels of and appreciation for knowledge. This research involved comparing characteristics of Egyptian Islamic Higher Education at three pivotal points in time: the early medieval period (623-1300s C.E.); the 15th century; and the period of British and French colonization (the 19th and 20th centuries). The logic behind choosing these particular time periods for comparison was that they represented times of significant centralization/decentralization of Egyptian Islamic Higher Education. Upon analysis of the effects of centralization and de-centralization, it has been found that the centralization of Islamic Higher Education in Egypt has had negative effects. It was found that, over time, the centralization of Islamic Higher Education played a central role in decreasing educational quality, increasing corruption, and decreasing general levels of and appreciation for Islamic knowledge.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67635918","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 history of childhood","authors":"Marta Font Palomar","doi":"10.17583/hse.2018.3301","DOIUrl":"https://doi.org/10.17583/hse.2018.3301","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67635869","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：