From the time of Irish independence in 1922 until the mid-1960s, a cohort of small, lay-run Catholic secondary schools operated in Ireland. They functioned to fill a gap that had existed in the network of Catholic clergy- and religious order-run secondary schools and catered for the minority of the population attending the majority of the secondary schools in the country. The (Catholic) Church authorities, who monopolised secondary school education and resented the intrusion of other parties into what they considered to be their sacred domain in this regard, only tolerated the establishment of lay-run schools in districts where it was not anxious to provide schools itself. This indicated the preference of the Church for educating the better-off in Irish society as the districts in question were mostly very deprived economically. The paper details the origins, growth and development of the lay-owned Catholic secondary schools. The attitude of the Church to their existence is then considered. The third part of the paper focuses on a particular set of lay schools established amongst what had been, for a long time, one of the most neglected areas in Ireland in terms of secondary school provision by the Catholic Church, namely, the Irish-speaking districts in the remote and impoverished areas in the north-west, west, south-west and south of the country, which were officially called the Gaeltacht districts.
{"title":"Quietly Contesting the Hegemony of the Catholic Clergy in Secondary Schooling in Ireland: The Case of the Catholic Lay Secondary Schools from Independence in 1922 to the early 1970s","authors":"T. O'Donoghue, Teresa O’doherty","doi":"10.14516/ETE.336","DOIUrl":"https://doi.org/10.14516/ETE.336","url":null,"abstract":"From the time of Irish independence in 1922 until the mid-1960s, a cohort of small, lay-run Catholic secondary schools operated in Ireland. They functioned to fill a gap that had existed in the network of Catholic clergy- and religious order-run secondary schools and catered for the minority of the population attending the majority of the secondary schools in the country. The (Catholic) Church authorities, who monopolised secondary school education and resented the intrusion of other parties into what they considered to be their sacred domain in this regard, only tolerated the establishment of lay-run schools in districts where it was not anxious to provide schools itself. This indicated the preference of the Church for educating the better-off in Irish society as the districts in question were mostly very deprived economically. The paper details the origins, growth and development of the lay-owned Catholic secondary schools. The attitude of the Church to their existence is then considered. The third part of the paper focuses on a particular set of lay schools established amongst what had been, for a long time, one of the most neglected areas in Ireland in terms of secondary school provision by the Catholic Church, namely, the Irish-speaking districts in the remote and impoverished areas in the north-west, west, south-west and south of the country, which were officially called the Gaeltacht districts.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43899944","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}
Numerous studies over the years have shown the beneficial effects of teaching in the native language of children. However, the right to be educated in their own language is hampered in sub-Saharan Africa due to historical, social and cultural issues. In this article we address the linguistic diversity of Mozambique and shed light on the PEBIMO Project, a pioneering experience in bilingual education that aimed to improve the academic performance of students. Analysis of its outcomes also reveal its contribution to the valorization of the local language and cultures, and to promoting greater involvement of families in schooling. Its recommendations have served to strengthen language policy in the Mozambican education system, and nowadays they are still suitable for promoting an inclusive school based on the recognition of the linguistic plurality of the country as a strength, and not as a problem.
{"title":"La enseñanza bilingüe en Mozambique: un acercamiento al proyecto PEBIMO y a su influencia sobre el modelo actual","authors":"Ramón Aguadero Miguel","doi":"10.14516/ete.254","DOIUrl":"https://doi.org/10.14516/ete.254","url":null,"abstract":"Numerous studies over the years have shown the beneficial effects of teaching in the native language of children. However, the right to be educated in their own language is hampered in sub-Saharan Africa due to historical, social and cultural issues. In this article we address the linguistic diversity of Mozambique and shed light on the PEBIMO Project, a pioneering experience in bilingual education that aimed to improve the academic performance of students. Analysis of its outcomes also reveal its contribution to the valorization of the local language and cultures, and to promoting greater involvement of families in schooling. Its recommendations have served to strengthen language policy in the Mozambican education system, and nowadays they are still suitable for promoting an inclusive school based on the recognition of the linguistic plurality of the country as a strength, and not as a problem.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"101-118"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43931183","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 teaching of history is an important way in which the older generation, who control education systems, curricula, content choice and so on, pass on to the younger generation ideas, especially the idea of nationhood, which they hope will form the basis for future national cohesion. The younger generation, however, receive these messages and interpret then through the lens of their own experiences, experiences that they do not share with the older generation. Consequently, the idea of history is re-formed and reformulated by each generation. This paper looks at the role of textbooks, principally history textbooks, in that process. The style of textbooks is to present history as uncontentious, a descriptive account of facts and events. In practice, however, textbooks can only present an arbitrary selection from history, and a crucial decision made by educators is when to start their account – the beginning of history – as this can radically affect the interpretation of events. This facsimile of neutrality stands in sharp contrast to the professional historians’ hope that the teaching of history can develop a critical sense of important and contested events in history. The discussion is illustrated with examples of how history is presented in China and Japan, and how the conflicting accounts serve the interests of the policies adopted by the older generation, but may have unanticipated consequences for the younger generation.
{"title":"The Beginning of History: Japanese and Chinese views of the World","authors":"D. Turner","doi":"10.14516/ete.324","DOIUrl":"https://doi.org/10.14516/ete.324","url":null,"abstract":"The teaching of history is an important way in which the older generation, who control education systems, curricula, content choice and so on, pass on to the younger generation ideas, especially the idea of nationhood, which they hope will form the basis for future national cohesion. The younger generation, however, receive these messages and interpret then through the lens of their own experiences, experiences that they do not share with the older generation. Consequently, the idea of history is re-formed and reformulated by each generation. This paper looks at the role of textbooks, principally history textbooks, in that process. The style of textbooks is to present history as uncontentious, a descriptive account of facts and events. In practice, however, textbooks can only present an arbitrary selection from history, and a crucial decision made by educators is when to start their account – the beginning of history – as this can radically affect the interpretation of events. This facsimile of neutrality stands in sharp contrast to the professional historians’ hope that the teaching of history can develop a critical sense of important and contested events in history. The discussion is illustrated with examples of how history is presented in China and Japan, and how the conflicting accounts serve the interests of the policies adopted by the older generation, but may have unanticipated consequences for the younger generation.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"47-60"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49431657","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 aims to analyse the study abroad and transnational experiences of Japanese women between the 1860s and the 1920s. First, this article analyses the tendencies, periods, agents (both government-funded and privately-funded), aims and subjects studied in female study abroad in the four stages during this period from school history materials of individual institutions which supported female study abroad. In its later stages, female study abroad tended to strengthen the function of raising leaders of girls’ and women’s education, while in its early stages it tended to introduce a variety of Western culture and academic knowledge. Second, the article focuses on the forms of government- and privately-funded study abroad for women by tracing the study-abroad experience of two women educators in the early 20 th century. Within government-funded study abroad, academic disciplines studied and students’ experiences were controlled by the government and focused on building a national female educational system. However, privately-funded study abroad possessed wider aims. It allowed female students to study various academic disciplines and introduced new international trends for promoting women’s social participation. Most female students who experienced study abroad became pioneers of female education and/or social activities in Japan as a result of their transnational experiences.
{"title":"Study Abroad and the Transnational Experience of Japanese Women from 1860s–1920s: Four Stages of Female Study Abroad, Sumi Miyakawa and Tano Jōdai","authors":"Keiko Sasaki, Yuri Uchiyama, S. Nakagomi","doi":"10.14516/ete.322","DOIUrl":"https://doi.org/10.14516/ete.322","url":null,"abstract":"This article aims to analyse the study abroad and transnational experiences of Japanese women between the 1860s and the 1920s. First, this article analyses the tendencies, periods, agents (both government-funded and privately-funded), aims and subjects studied in female study abroad in the four stages during this period from school history materials of individual institutions which supported female study abroad. In its later stages, female study abroad tended to strengthen the function of raising leaders of girls’ and women’s education, while in its early stages it tended to introduce a variety of Western culture and academic knowledge. Second, the article focuses on the forms of government- and privately-funded study abroad for women by tracing the study-abroad experience of two women educators in the early 20 th century. Within government-funded study abroad, academic disciplines studied and students’ experiences were controlled by the government and focused on building a national female educational system. However, privately-funded study abroad possessed wider aims. It allowed female students to study various academic disciplines and introduced new international trends for promoting women’s social participation. Most female students who experienced study abroad became pioneers of female education and/or social activities in Japan as a result of their transnational experiences.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"5-28"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43119340","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}
Since the end of the 19th century, the modernisation processes of urbanisation and industrialisation taking place in Europe and the transatlantic regions have changed not only the natural environment but also social and geographical relations. The emergence of modern states changed the traditional societies, lifestyles and private lives of individuals and social groups. It is also characteristic of this period that social reform movements appeared in large numbers – as a «counterweight» to unprecedented, rapid and profound changes. Some of these movements sought to achieve the necessary changes with the help of individual self-reform. Life reform in the narrower sense refers to this type of reform movement. New historical pedagogical research shows that in the major school concepts of reform pedagogy a relatively close connection with life reform is discernible. Reform pedagogy is linked to life reform – and vice versa. Numerous sociotopes of life reform had their own schools, because how better to contribute than through education to the ideal reproduction and continuity of one’s own group. Our work ties in with this pedagogical research direction. The background to the first part of the study is a long-term project aimed at promoting contacts in life reform and reform pedagogy in the Austro-Hungarian monarchy and later in Hungary. In the second part we analyse the process up to 1945, in which the ideas of life reform and the elements of reform pedagogy were institutionalised and integrated into the official pedagogical guidelines of the Hungarian universities.
{"title":"Life reform, educational reform and reform pedagogy from the turn of the century up until 1945 in Hungary","authors":"A. Nemeth, B. Pukánszky","doi":"10.14516/ete.284","DOIUrl":"https://doi.org/10.14516/ete.284","url":null,"abstract":"Since the end of the 19th century, the modernisation processes of urbanisation and industrialisation taking place in Europe and the transatlantic regions have changed not only the natural environment but also social and geographical relations. The emergence of modern states changed the traditional societies, lifestyles and private lives of individuals and social groups. It is also characteristic of this period that social reform movements appeared in large numbers – as a «counterweight» to unprecedented, rapid and profound changes. Some of these movements sought to achieve the necessary changes with the help of individual self-reform. Life reform in the narrower sense refers to this type of reform movement. New historical pedagogical research shows that in the major school concepts of reform pedagogy a relatively close connection with life reform is discernible. Reform pedagogy is linked to life reform – and vice versa. Numerous sociotopes of life reform had their own schools, because how better to contribute than through education to the ideal reproduction and continuity of one’s own group. Our work ties in with this pedagogical research direction. The background to the first part of the study is a long-term project aimed at promoting contacts in life reform and reform pedagogy in the Austro-Hungarian monarchy and later in Hungary. In the second part we analyse the process up to 1945, in which the ideas of life reform and the elements of reform pedagogy were institutionalised and integrated into the official pedagogical guidelines of the Hungarian universities.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"157-176"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43898106","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 aim of this paper is to discuss the changing ideals of ability to be educated in relation to information and communication technology (ICT) applied to tertiary educational spaces. It also examines whether such changes have marginalized students’ capabilities once they become accepted institutional practice. As a result of the development of higher learning since the Meiji restoration, Japan has achieved relatively high standards of «universities for all». Along with this expansion in higher education, Japan has institutionalized diverse learning opportunities. This paper discusses the changes that have been made to skills training in higher education, especially after the introduction of ICT into tertiary learning from the 1980s. First, the author examines the theoretical assumptions of problem setting in this paper, setting out the discussion of «the multitude». Second, there is a review of the historical transition of the concept of skills that university students should acquire. Third, the author describes to what extent the «new concept of ability» has been introduced into the university curriculum, especially in the relationship with the digital environment. Finally, to examine how the above historical background and discussions have been accepted as an effective and practical concept, the author conducted qualitative analysis of several universities’ syllabi data. Through this process, the author considered what aspects of «institutionalized value» (Illich, 1977) occur in the name of skills appropriate to the ICT/AI age. In addition, the author seeks out university attempts to create «commons» in which academic society endeavours to maintain critical and practical potential that forms the general intellect.
{"title":"New Ability Invigorated by ICT and Changing Hegemony in Bringing Up Educated Humans: A Historical Reflection","authors":"C. Ishida","doi":"10.14516/ete.321","DOIUrl":"https://doi.org/10.14516/ete.321","url":null,"abstract":"The aim of this paper is to discuss the changing ideals of ability to be educated in relation to information and communication technology (ICT) applied to tertiary educational spaces. It also examines whether such changes have marginalized students’ capabilities once they become accepted institutional practice. As a result of the development of higher learning since the Meiji restoration, Japan has achieved relatively high standards of «universities for all». Along with this expansion in higher education, Japan has institutionalized diverse learning opportunities. This paper discusses the changes that have been made to skills training in higher education, especially after the introduction of ICT into tertiary learning from the 1980s. First, the author examines the theoretical assumptions of problem setting in this paper, setting out the discussion of «the multitude». Second, there is a review of the historical transition of the concept of skills that university students should acquire. Third, the author describes to what extent the «new concept of ability» has been introduced into the university curriculum, especially in the relationship with the digital environment. Finally, to examine how the above historical background and discussions have been accepted as an effective and practical concept, the author conducted qualitative analysis of several universities’ syllabi data. Through this process, the author considered what aspects of «institutionalized value» (Illich, 1977) occur in the name of skills appropriate to the ICT/AI age. In addition, the author seeks out university attempts to create «commons» in which academic society endeavours to maintain critical and practical potential that forms the general intellect.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"61-81"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43985328","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}
One of the great pillars of Francoism was NO-DO (1943–1981). This was one of the national channels of information and covered all kind of topics: politics, agriculture, art and crafts, bullfighting, fashion, popular festivals, and education, among others. In this article we focus on education and, more specifically, on vocational education, in order to discern what was shown of this educational level. The videos analysed belong to the categories of news, black and white documentaries, colour documentaries and magazine images from 1943 to 1981. Each video has been described on an observation form designed to facilitate the processing of information, and the data collected has been put into context through primary and secondary written sources (legislation and the academic literature). In short, although NO-DO is an example of political propaganda manipulated for the benefit of the dictatorship, it is also, thanks to its photography and films, a source of inestimable value for historians of education.
{"title":"La formación profesional vista a través de NO-DO (1943-1981): Propaganda e ideología en un pasado reciente","authors":"María Dolores Molina Poveda, C. Blanco","doi":"10.14516/ete.251","DOIUrl":"https://doi.org/10.14516/ete.251","url":null,"abstract":"One of the great pillars of Francoism was NO-DO (1943–1981). This was one of the national channels of information and covered all kind of topics: politics, agriculture, art and crafts, bullfighting, fashion, popular festivals, and education, among others. In this article we focus on education and, more specifically, on vocational education, in order to discern what was shown of this educational level. The videos analysed belong to the categories of news, black and white documentaries, colour documentaries and magazine images from 1943 to 1981. Each video has been described on an observation form designed to facilitate the processing of information, and the data collected has been put into context through primary and secondary written sources (legislation and the academic literature). In short, although NO-DO is an example of political propaganda manipulated for the benefit of the dictatorship, it is also, thanks to its photography and films, a source of inestimable value for historians of education.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"135-156"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42687930","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}
In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19 th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19 th and 20 th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.
{"title":"Why is Medieval History Controversial in Greece? Revising the Paradigm of Teaching the Byzantine Period in the New Curriculum (2018-19)","authors":"Angelos Palikidis","doi":"10.14516/ete.314","DOIUrl":"https://doi.org/10.14516/ete.314","url":null,"abstract":"In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19 th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19 th and 20 th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"177-191"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42759797","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 aim of this work was to study state-funded primary schools in Almudevar (Huesca, Spain) that were planned or built during Miguel Primo de Rivera’s dictatorship and the Second Spanish Republic. Based on the documents consulted in the municipal archive and visits to the buildings themselves, it provides analysis of the commitment of the municipal corporation to addressing the needs of children regarding appropriate buildings for their schooling. This study has been carried out considering the regulations on primary education that were in force at that time, as well as the school models developed to construct school buildings with the best conditions for health and hygiene.
{"title":"Los edificios escolares de primera enseñanza de Almudévar (Huesca, España) (1923-1936)","authors":"Mónica Vázquez Astorga","doi":"10.14516/ete.317","DOIUrl":"https://doi.org/10.14516/ete.317","url":null,"abstract":"The aim of this work was to study state-funded primary schools in Almudevar (Huesca, Spain) that were planned or built during Miguel Primo de Rivera’s dictatorship and the Second Spanish Republic. Based on the documents consulted in the municipal archive and visits to the buildings themselves, it provides analysis of the commitment of the municipal corporation to addressing the needs of children regarding appropriate buildings for their schooling. This study has been carried out considering the regulations on primary education that were in force at that time, as well as the school models developed to construct school buildings with the best conditions for health and hygiene.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"207-233"},"PeriodicalIF":0.3,"publicationDate":"2020-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46324726","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}
Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laicite») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Amenois de Recherche en Education et en Formation, specialized in educational studies), at the University of Picardie Jules Verne. He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educacion , in spite of the difficult sanitary situation in France, in April 2020.
Bruno Poucet 1952年出生于法国亚眠皮卡第-儒勒·凡尔纳大学，是法国著名的教育历史学家。他主持并实现了对当代法国教育（及其与政治的互动）的各种研究。他致力于法国“第五共和国”（1958年由戴高乐创立）在国家层面和他生活和工作的皮卡第地区的教育政策史。他对中学和高等教育史、教育私营部门、学校世俗主义（法国称为“laicite”）以及哲学教学和课程感兴趣。他在自己感兴趣的领域兼收并蓄，也一直致力于法国教育体系的运作。他长期担任CFDT（目前是法国主要工会）的教师工会副主席。2011年，他在皮卡第-儒勒-凡尔纳大学创建了CAREF研究单位（教育与形成研究中心，专门从事教育研究）。他欣然接受了皮卡第大学儒勒·凡尔纳分校（CAREF研究单位/亚眠师范学院）副教授伊斯梅尔·费哈特的采访，尽管法国的卫生状况很困难，但他还是在2020年4月接受了Espacio，Tiempo y Educacion的评论。
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