Pub Date : 2023-07-20DOI: 10.1108/her-12-2022-0036
Julian Rawiri Kusabs
PurposeRecent trends in Western civics education have attempted to secure democratic institutions from perceived threats. This paper investigates how political securitisation historically operated within civics textbooks in Australia and Aotearoa, New Zealand. It further evaluates how Māori, Aboriginal and other Indigenous peoples were variably incorporated or marginalised in these educational discourses.Design/methodology/approachThis discourse analysis evaluates a sample of civics textbooks circulated in Australia and New Zealand between 1880 and 1920. These historical sources are interpreted through theories of decoloniality and securitisation.FindingsThe sample of textbooks asserted to students that their self-governing colonies required the military protection of the British Empire against undemocratic “threats”. They argued that self-governing colonies strengthened the empire by raising subjects who were loyal to British military interests and ideological values. The authors pedagogically encouraged a governmentality within students that was complementary to military, imperial and democratic service. The hypocritical denial of self-government for many Indigenous peoples was rationalised as a measure of “security” against “native rule” and imperial rivals.Originality/valueUnder a lens of securitisation, the discursive links between imperialism, military service and democratic diligence have not yet been examined in civics textbooks from the historical contexts of Australia and New Zealand. This investigation provides conceptual and pedagogical insights for contemporary civics education in both nations.
{"title":"Education to secure empire and self-government: civics textbooks in Australia and Aotearoa, New Zealand, from 1880 to 1920","authors":"Julian Rawiri Kusabs","doi":"10.1108/her-12-2022-0036","DOIUrl":"https://doi.org/10.1108/her-12-2022-0036","url":null,"abstract":"PurposeRecent trends in Western civics education have attempted to secure democratic institutions from perceived threats. This paper investigates how political securitisation historically operated within civics textbooks in Australia and Aotearoa, New Zealand. It further evaluates how Māori, Aboriginal and other Indigenous peoples were variably incorporated or marginalised in these educational discourses.Design/methodology/approachThis discourse analysis evaluates a sample of civics textbooks circulated in Australia and New Zealand between 1880 and 1920. These historical sources are interpreted through theories of decoloniality and securitisation.FindingsThe sample of textbooks asserted to students that their self-governing colonies required the military protection of the British Empire against undemocratic “threats”. They argued that self-governing colonies strengthened the empire by raising subjects who were loyal to British military interests and ideological values. The authors pedagogically encouraged a governmentality within students that was complementary to military, imperial and democratic service. The hypocritical denial of self-government for many Indigenous peoples was rationalised as a measure of “security” against “native rule” and imperial rivals.Originality/valueUnder a lens of securitisation, the discursive links between imperialism, military service and democratic diligence have not yet been examined in civics textbooks from the historical contexts of Australia and New Zealand. This investigation provides conceptual and pedagogical insights for contemporary civics education in both nations.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80310542","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 : 2023-04-13DOI: 10.1108/her-09-2022-0030
Joakim Landahl
PurposeThe overall aim of this article is to discuss the conditions and character of collective protest in schools. When do pupils as a collective gain the ability to express critical views on the policies of schools, and what is that criticism about? Using Sweden as an example, I discuss this question by studying the collective organisation of pupils from the 1920s to the 1980s.Design/methodology/approachThe article discusses and compares two phases of pupils' collective organisation in Sweden: one dominated by pupil councils, one by national organisations. The article discusses how pupil councils at individual schools arose in the wake of the 1928 grammar school charter, and illustrates its influence using a case study of a grammar school in Stockholm. Furthermore, the article investigates how national organisations, first formed in 1952, expressed their concerns about national school policies.FindingsThe first phase (ca. 1928–1951) was dominated by the idea of discipline, and the main task of pupil councils was to help teachers in maintaining discipline. The second phase (ca. 1952–1989) was instead characterised by a heightened focus on protests and democracy. From then on, the main idea was that pupil councils and national pupil organisations should change the school, making it more suited to the needs of the pupils.Originality/valueThere is much research on university students and student uprisings. However, much of the previous research on the student voice is related to the upheavals of the long 1968. By concentrating its efforts on a limited time period when protest was more obvious, previous research has arguably not been able to discuss transformations over time.
{"title":"Between obedience and resistance: transforming the role of pupil councils and pupil organisations in Sweden (1928–1989)","authors":"Joakim Landahl","doi":"10.1108/her-09-2022-0030","DOIUrl":"https://doi.org/10.1108/her-09-2022-0030","url":null,"abstract":"PurposeThe overall aim of this article is to discuss the conditions and character of collective protest in schools. When do pupils as a collective gain the ability to express critical views on the policies of schools, and what is that criticism about? Using Sweden as an example, I discuss this question by studying the collective organisation of pupils from the 1920s to the 1980s.Design/methodology/approachThe article discusses and compares two phases of pupils' collective organisation in Sweden: one dominated by pupil councils, one by national organisations. The article discusses how pupil councils at individual schools arose in the wake of the 1928 grammar school charter, and illustrates its influence using a case study of a grammar school in Stockholm. Furthermore, the article investigates how national organisations, first formed in 1952, expressed their concerns about national school policies.FindingsThe first phase (ca. 1928–1951) was dominated by the idea of discipline, and the main task of pupil councils was to help teachers in maintaining discipline. The second phase (ca. 1952–1989) was instead characterised by a heightened focus on protests and democracy. From then on, the main idea was that pupil councils and national pupil organisations should change the school, making it more suited to the needs of the pupils.Originality/valueThere is much research on university students and student uprisings. However, much of the previous research on the student voice is related to the upheavals of the long 1968. By concentrating its efforts on a limited time period when protest was more obvious, previous research has arguably not been able to discuss transformations over time.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"13 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89832824","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 : 2023-04-03DOI: 10.1108/her-05-2022-0017
J. May
PurposeThe purpose of this paper is to explore the clubs and club memberships of 491 elite women in three eastern Australian states in the 1930s. It is the second part of a descriptive analysis of these women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939).Design/methodology/approachUsing mixed methods within a prosopographical approach, described fully in the first paper on these data, this is mainly a quantitative analysis. After the numbers of club memberships of the women are given and compared on a state-by-state basis, a taxonomy of five main types of clubs was created and the clubs and club memberships listed for each of them. The five types are: (1) social and cultural clubs; (2) sporting clubs; (3) imperial, national and patriotic clubs; (4) professional clubs; and (5) service and educational clubs. The paper then explores the similarities and variations at the state level in the women's club memberships across the five types. It should be noted that the article does not include charities to which the women contributed because they required a separate typology and analysis to be taken up elsewhere.FindingsThe paper frames women's clubs as informal educative networks where women were able to acquire the knowledge and skills in modernity for effective participation in the public sphere. The analysis shows that three-quarters of the 491 women were members of one club or more. Overall, the women listed 340 separate clubs with 1,029 memberships across the five types. The state-by-state analysis giving lists of clubs, and numbers of memberships per club in each type, enumerated variations of women's clubs at the state level. Overall, the analysis suggests that the “club habit” for such women was a substantial historical phenomenon at this time.Originality/valueThis is the first study to encompass women's club memberships across three Australian states. Quantification of women's involvement in clubs has proved difficult, however, by using a prosopographical approach, this study creates a unique quantitative picture of the club data contained in 491 elite women's biographical sketches from the 1930s.
本论文的目的是探讨20世纪30年代澳大利亚东部三个州491名精英女性的俱乐部和俱乐部会员资格。这是对《Who’s Who’s type collections》中这些女性传记小品的描述性分析的第二部分，这些小品现已过期，于20世纪30年代在澳大利亚出版:维多利亚(1934)、新南威尔士(1936)和昆士兰(1939)。设计/方法学/方法在第一篇论文中对这些数据进行了充分的描述，这主要是一个定量分析。在给出了妇女参加俱乐部的人数并按各州进行比较之后，建立了五种主要俱乐部类型的分类，并列出了每种俱乐部的俱乐部和俱乐部成员。这五种类型是:(1)社会文化俱乐部;(二)体育俱乐部;(三)帝国、民族和爱国俱乐部;(四)职业俱乐部;(5)服务和教育俱乐部。然后，本文探讨了五种类型的妇女俱乐部会员在州一级的异同。应该指出的是，这篇文章没有包括妇女捐款的慈善机构，因为它们需要在其他地方进行单独的分类和分析。论文将妇女俱乐部定义为非正式的教育网络，妇女可以在其中获得现代的知识和技能，以便有效地参与公共领域。分析显示，491名女性中有四分之三是一个或多个俱乐部的成员。总的来说，这些女性列出了340个不同的俱乐部，共有1029名会员，分五种类型。各州的分析给出了扶轮社的名单，以及每种类型的每个扶轮社的社员人数，列举了各州妇女扶轮社的变化。总的来说，分析表明，这类女性的“俱乐部习惯”在当时是一个重大的历史现象。这是首次对澳大利亚三个州的女性俱乐部会员进行调查。量化女性在俱乐部的参与被证明是困难的，然而，通过使用人造学方法，本研究创建了一个独特的定量图像，包含了从20世纪30年代以来491名精英女性的传记小品中的俱乐部数据。
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Pub Date : 2023-03-24DOI: 10.1108/her-12-2021-0034
Josephine May
PurposeThis paper presents a descriptive analysis of elite women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). It concentrates on information given about their schooling.Design/methodology/approachThe biographical sketches of the women, defined as “elite” by their inclusion in three collections from the 1930s, were examined for information about their and their daughters' education. Using mixed methods in a prosopographical approach, this is mainly a quantitative analysis. It outlines and compares the schools they attended where given as well as providing basic demographic details of the 491 women.FindingsThe paper shows that, for those who gave educational details, the women and their daughters attended private schools almost exclusively. Three types of schools were listed – private venture, corporate, and a very few state schools. The paper demonstrates that the landscape for girls’ secondary schooling was not a settled terrain in terms of type, place, religion, or age of schools available for elite girls' education in the late 19th and early 20th century. Private schools are shown to be part of the “machinery of exclusiveness which characterised the inter-war years” (Teese, 1998, p. 402) and private venture schools survived well into the third decade of the 20th century.Originality/valueBeyond the histories of individual schools, little is known about the educational profile of Australian elite women in the past. This largely quantitative analysis helps to uncover and compare across state-based cohorts, previously unknown demographic, and schooling details for interwar women who recorded their educational details, as well as for the NSW and Victorian daughters where given.
本文对20世纪30年代在澳大利亚出版的《Who’s Who’s type collections》中的精英女性传记小品进行了描述性分析，这些小品分别来自维多利亚(1934)、新南威尔士州(1936)和昆士兰(1939)，现已过期。它集中于关于他们学校教育的信息。设计/方法/方法研究人员对这些女性的传记小品进行了研究，以了解她们及其女儿的教育情况。这些女性的传记小品被收录在20世纪30年代的三部合集中，被定义为“精英”。使用混合方法在人体学的方法，这主要是一个定量分析。它概述并比较了她们所就读的学校，并提供了491名妇女的基本人口统计细节。研究表明，对于那些提供教育细节的人来说，这些妇女和她们的女儿几乎都上过私立学校。列出了三种类型的学校——私营企业学校、公司学校和极少数公立学校。本文表明，在19世纪末和20世纪初，女子中学教育的格局在类型、地点、宗教或学校年龄方面并不是一个固定的地形。私立学校被证明是“两次世界大战期间排他性机制的一部分”(Teese, 1998, p. 402)，私立风险学校在20世纪的第三个十年中存活得很好。原创性/价值除了个别学校的历史，人们对过去澳大利亚精英女性的教育概况知之甚少。这种很大程度上的定量分析有助于揭示和比较基于州的队列，以前未知的人口统计，以及两次世界大战期间记录其教育细节的妇女的学校细节，以及新南威尔士州和维多利亚州的女儿。
{"title":"Elite women's schools across three Australian states in the 1930s: a prosopographical study","authors":"Josephine May","doi":"10.1108/her-12-2021-0034","DOIUrl":"https://doi.org/10.1108/her-12-2021-0034","url":null,"abstract":"PurposeThis paper presents a descriptive analysis of elite women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). It concentrates on information given about their schooling.Design/methodology/approachThe biographical sketches of the women, defined as “elite” by their inclusion in three collections from the 1930s, were examined for information about their and their daughters' education. Using mixed methods in a prosopographical approach, this is mainly a quantitative analysis. It outlines and compares the schools they attended where given as well as providing basic demographic details of the 491 women.FindingsThe paper shows that, for those who gave educational details, the women and their daughters attended private schools almost exclusively. Three types of schools were listed – private venture, corporate, and a very few state schools. The paper demonstrates that the landscape for girls’ secondary schooling was not a settled terrain in terms of type, place, religion, or age of schools available for elite girls' education in the late 19th and early 20th century. Private schools are shown to be part of the “machinery of exclusiveness which characterised the inter-war years” (Teese, 1998, p. 402) and private venture schools survived well into the third decade of the 20th century.Originality/valueBeyond the histories of individual schools, little is known about the educational profile of Australian elite women in the past. This largely quantitative analysis helps to uncover and compare across state-based cohorts, previously unknown demographic, and schooling details for interwar women who recorded their educational details, as well as for the NSW and Victorian daughters where given.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"1 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91347181","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 : 2023-01-23DOI: 10.1108/her-03-2022-0008
H. Forsyth
PurposeThis paper explores the economic and social effects of human capital investment in the 20th century. As well as drawing on census data and statistical yearbooks in Australia and Aoteoroa/New Zealand, the paper develops its argument by an intersection of scholarly work in sociology, economics and the history of education to consider the effects of increased human capital investment on economic growth but also on the experiences of childhood, work discipline and the present climate crisis.Design/methodology/approachThis paper considers the implications of what economic historian Claudia Goldin has described as the “human capital century” for the history of school and university education. By reconsidering education in the settler colonies, especially Australia and Aoteoroa/New Zealand, as “stimulus”, this helps explain key aspects of contemporary human capital investment, which the paper argues should be understood as constituted by children's and young people's free labour at school, university and across the economy.FindingsThis research argues that children's and young people's free labour, performed in educational institutions, constitutes a large portion of Australia and Aoteoroa/New Zealand's national investment in human capital. At key points, this investment has acted as an economic stimulus, promoting surges of profitability. The effects were not confined to young people. Systematised, educational expansion also became the foundation of environmental degradation, labour market exploitation and a relentless increase in service-sector productivity that is worn on professional bodies. Productivity increases have been associated with reduced professional autonomy as a managerial class coerced professionals into working harder, though often under the guise of working “smarter” – a fiction that encouraged or coerced even greater personal investment in collective human capital. This investment of personal time, effort and selfhood by children and the professionals they grew into can thus be seen, in Marxian terms, as a crucial vector of capitalist exploitation in the 20th century.Practical implicationsThe paper concludes by suggesting that a reduction of managerial influence in educational settings would improve learner and professional autonomy with improved labour and environmental conditions.Originality/valueThe paper makes a unique contribution to the history of education by exploring education as stimulus as a key component of education’s role in 20th and 21st century capitalism. It interrogates exploitative aspects of human capital investment, especially in the midst of environmental catastrophe and the recent COVID crisis.
{"title":"Education as economic stimulus in the human capital century","authors":"H. Forsyth","doi":"10.1108/her-03-2022-0008","DOIUrl":"https://doi.org/10.1108/her-03-2022-0008","url":null,"abstract":"PurposeThis paper explores the economic and social effects of human capital investment in the 20th century. As well as drawing on census data and statistical yearbooks in Australia and Aoteoroa/New Zealand, the paper develops its argument by an intersection of scholarly work in sociology, economics and the history of education to consider the effects of increased human capital investment on economic growth but also on the experiences of childhood, work discipline and the present climate crisis.Design/methodology/approachThis paper considers the implications of what economic historian Claudia Goldin has described as the “human capital century” for the history of school and university education. By reconsidering education in the settler colonies, especially Australia and Aoteoroa/New Zealand, as “stimulus”, this helps explain key aspects of contemporary human capital investment, which the paper argues should be understood as constituted by children's and young people's free labour at school, university and across the economy.FindingsThis research argues that children's and young people's free labour, performed in educational institutions, constitutes a large portion of Australia and Aoteoroa/New Zealand's national investment in human capital. At key points, this investment has acted as an economic stimulus, promoting surges of profitability. The effects were not confined to young people. Systematised, educational expansion also became the foundation of environmental degradation, labour market exploitation and a relentless increase in service-sector productivity that is worn on professional bodies. Productivity increases have been associated with reduced professional autonomy as a managerial class coerced professionals into working harder, though often under the guise of working “smarter” – a fiction that encouraged or coerced even greater personal investment in collective human capital. This investment of personal time, effort and selfhood by children and the professionals they grew into can thus be seen, in Marxian terms, as a crucial vector of capitalist exploitation in the 20th century.Practical implicationsThe paper concludes by suggesting that a reduction of managerial influence in educational settings would improve learner and professional autonomy with improved labour and environmental conditions.Originality/valueThe paper makes a unique contribution to the history of education by exploring education as stimulus as a key component of education’s role in 20th and 21st century capitalism. It interrogates exploitative aspects of human capital investment, especially in the midst of environmental catastrophe and the recent COVID crisis.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"9 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90156140","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 : 2022-12-13DOI: 10.1108/her-05-2022-0016
A. Payne, H. Proctor, Ilektra Spandagou
PurposeThis article examines the educational decision-making of hearing parents for their deaf children born during a period (1970–1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia.Design/methodology/approachWe present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children.FindingsWe propose that these oral histories shed light on how the concept, early intervention – a child development principle that became axiomatic from about the 1960s – significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology.Originality/valueThe paper contributes to a sociological/historical literature of “parenting for education” that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of “early intervention” as a historical phenomenon rather than a “common sense” truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.
{"title":"The hope and burden of early intervention: Parents' educational planning for their deaf children in post-1960s Australia","authors":"A. Payne, H. Proctor, Ilektra Spandagou","doi":"10.1108/her-05-2022-0016","DOIUrl":"https://doi.org/10.1108/her-05-2022-0016","url":null,"abstract":"PurposeThis article examines the educational decision-making of hearing parents for their deaf children born during a period (1970–1990s) before the introduction of new-born hearing screening in New South Wales, where the study was conducted, and prior to the now near-universal adoption of cochlear implants in Australia.Design/methodology/approachWe present findings from an oral history study in which parents were invited to recall how they planned for the education of their deaf children.FindingsWe propose that these oral histories shed light on how the concept, early intervention – a child development principle that became axiomatic from about the 1960s – significantly shaped the conduct of parents of deaf children, constituting both hope and burden, and intensifying a focus on early decision-making. They also illustrate ways in which parenting was shaped by two key structural shifts, one, being the increasing enrolment of deaf children in mainstream rather than separate classrooms and the other being the transformation of deafness itself by developments in hearing assistance technology.Originality/valueThe paper contributes to a sociological/historical literature of “parenting for education” that almost entirely lacks deaf perspectives and a specialist literature of parental decision-making for deaf children that is almost entirely focussed on the post cochlear implant generation. The paper is distinctive in its treatment of the concept of “early intervention” as a historical phenomenon rather than a “common sense” truth, and proposes that parents of deaf children were at the leading edge of late-20th and early-21st century parenting intensification.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"19 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90149666","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 : 2022-11-14DOI: 10.1108/her-05-2022-0018
Mark Cryle
PurposeThe purpose of this paper is to examine Anzac Day commemoration in schools during World War 1.Design/methodology/approachEmpirical research from newspapers and education department publications is used to illustrate key themes in these commemorations.FindingsDespite claims made at the time that school commemorations did not promote militarism, the available evidence proves the fallacy of these assertions. Moreover, schools became very significant sites for the institutionalising of Anzac Day and shaping it in quite specific ways.Originality/valueWhile other authors have examined the militarisation of schools in Australia in the early decades of the 20th century, no study has focussed on schools specifically in relation to Anzac Day.
{"title":"“A time for noble enthusiasms”: schools and Anzac commemoration, 1916–1918","authors":"Mark Cryle","doi":"10.1108/her-05-2022-0018","DOIUrl":"https://doi.org/10.1108/her-05-2022-0018","url":null,"abstract":"PurposeThe purpose of this paper is to examine Anzac Day commemoration in schools during World War 1.Design/methodology/approachEmpirical research from newspapers and education department publications is used to illustrate key themes in these commemorations.FindingsDespite claims made at the time that school commemorations did not promote militarism, the available evidence proves the fallacy of these assertions. Moreover, schools became very significant sites for the institutionalising of Anzac Day and shaping it in quite specific ways.Originality/valueWhile other authors have examined the militarisation of schools in Australia in the early decades of the 20th century, no study has focussed on schools specifically in relation to Anzac Day.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"11 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76225894","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 : 2022-10-18DOI: 10.1108/her-06-2022-0020
J. Barnes, T. Pietsch
PurposeThe purpose of this article is to introduce the themed section of History of Education Review on “The History of Knowledge and the History of Education”, comprising four empirical articles that together seek to bring the history of education into fuller dialogue with the approaches and methods of the nascent field of the history of knowledge.Design/methodology/approachThis introductory article provides a broad overview of the history of knowledge for the benefit of historians of education, introduces the four themed section articles that follow, and draws out some of their overarching themes and concepts.FindingsThe history of knowledge concept of “arenas of knowledge” emerges as generative across the themed section. Authors also engage with problems of the legitimacy of knowledges, and with pedagogy as practice. In addition, focusing on colonial and postcolonial contexts raises reflexive questions about history of knowledge approaches that have so far largely been developed in European and North American scholarship.Originality/valueThe history of education has not previously been strongly represented among the fields that have gone into the formation of the history of knowledge as a synthetic, interdisciplinary approach to historical studies. Nor have historians of education much engaged with its distinguishing concepts and methodologies. The themed section also extends the history of knowledge itself through its strong focus on colonial and postcolonial histories.
{"title":"The history of knowledge and the history of education","authors":"J. Barnes, T. Pietsch","doi":"10.1108/her-06-2022-0020","DOIUrl":"https://doi.org/10.1108/her-06-2022-0020","url":null,"abstract":"PurposeThe purpose of this article is to introduce the themed section of History of Education Review on “The History of Knowledge and the History of Education”, comprising four empirical articles that together seek to bring the history of education into fuller dialogue with the approaches and methods of the nascent field of the history of knowledge.Design/methodology/approachThis introductory article provides a broad overview of the history of knowledge for the benefit of historians of education, introduces the four themed section articles that follow, and draws out some of their overarching themes and concepts.FindingsThe history of knowledge concept of “arenas of knowledge” emerges as generative across the themed section. Authors also engage with problems of the legitimacy of knowledges, and with pedagogy as practice. In addition, focusing on colonial and postcolonial contexts raises reflexive questions about history of knowledge approaches that have so far largely been developed in European and North American scholarship.Originality/valueThe history of education has not previously been strongly represented among the fields that have gone into the formation of the history of knowledge as a synthetic, interdisciplinary approach to historical studies. Nor have historians of education much engaged with its distinguishing concepts and methodologies. The themed section also extends the history of knowledge itself through its strong focus on colonial and postcolonial histories.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"147 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88443493","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 : 2022-09-15DOI: 10.1108/her-06-2022-0021
Sharmin Khodaiji
PurposeBy the mid-19th century the British colonial state introduced liberal education to India. Amongst various disciplines, political economy illustrates the concerns of the colonial state with the education of Indians, and its anxiety with quelling political discontentment. The emerging Indian nationalist intelligentsia also utilized ideas from classical political economy, first taught in educational institutions, to critique colonial policy and proposed the development of “Indian Economics”, suited to national economic interests. This paper explores the development of political economy as a specific knowledge form in Calcutta University and Bombay University, and its connection with colonial educational policy.Design/methodology/approachThis study relies primarily on university records and the proceedings of the Education Department to bring out the politically sensitive nature of the teaching of economics in colonial India.FindingsThe study finds that political economy grew from being a minor part of the overall university syllabi to becoming part of the first university departments created in early-20th-century India. The government and nationalist forces both found the discipline to be relevant to their respective agendas. The circulation of knowledge theoretical framework is found to be relevant here.Originality/valueThe history of political economy in Indian universities, especially during the 19th century, has not been dealt with in any detail. This study tries to fill this gap. The close connection between politics and the teaching of economics has also not been studied closely, which this paper does.
{"title":"From classical political economy to “Indian Economics”: a case of contestation and adaptation in universities in colonial India","authors":"Sharmin Khodaiji","doi":"10.1108/her-06-2022-0021","DOIUrl":"https://doi.org/10.1108/her-06-2022-0021","url":null,"abstract":"PurposeBy the mid-19th century the British colonial state introduced liberal education to India. Amongst various disciplines, political economy illustrates the concerns of the colonial state with the education of Indians, and its anxiety with quelling political discontentment. The emerging Indian nationalist intelligentsia also utilized ideas from classical political economy, first taught in educational institutions, to critique colonial policy and proposed the development of “Indian Economics”, suited to national economic interests. This paper explores the development of political economy as a specific knowledge form in Calcutta University and Bombay University, and its connection with colonial educational policy.Design/methodology/approachThis study relies primarily on university records and the proceedings of the Education Department to bring out the politically sensitive nature of the teaching of economics in colonial India.FindingsThe study finds that political economy grew from being a minor part of the overall university syllabi to becoming part of the first university departments created in early-20th-century India. The government and nationalist forces both found the discipline to be relevant to their respective agendas. The circulation of knowledge theoretical framework is found to be relevant here.Originality/valueThe history of political economy in Indian universities, especially during the 19th century, has not been dealt with in any detail. This study tries to fill this gap. The close connection between politics and the teaching of economics has also not been studied closely, which this paper does.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"52 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84963850","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 : 2022-09-08DOI: 10.1108/her-05-2021-0018
Christine Trimingham Jack
PurposeCharlotte Brontë integrated her own and her sisters' traumatic boarding school experiences into her novel, Jane Eyre (1847) as a way of expressing her anger through autobiographical fiction. The aim is to link contemporary research into boarding school trauma to the relevant events, thereby identifying what she wrote as a testimony contributing to the long history of the problematic nature of boarding schools.Design/methodology/approachAutobiographical fiction is discussed as a form of testimony, placing Jane Eyre in that category. Recent research into the traumatic experiences of those whose parents chose to send them to boarding school is presented, leading to an argument that educational historians need to analyse experience rather than limiting their work to structure and planning. The traumatic events the Brontë sisters experienced at the Clergy Daughters' School are outlined as the basis for what is included in Jane Eyre at the fictional Lowood School. Specific traumatic events in the novel are then identified and contemporary research into boarding school trauma applied.FindingsThe findings reveal Charlotte's remarkable insight into the psychological impact on children being sent away to board at a time when understandings about trauma and boarding school trauma did not exist. An outcome of the analysis is that it places the novel within the field of the history of education as a testimony of boarding school life.Originality/valueThis is the first application of boarding school trauma research to the novel.
{"title":"The boarding school testimony of Charlotte Brontë","authors":"Christine Trimingham Jack","doi":"10.1108/her-05-2021-0018","DOIUrl":"https://doi.org/10.1108/her-05-2021-0018","url":null,"abstract":"PurposeCharlotte Brontë integrated her own and her sisters' traumatic boarding school experiences into her novel, Jane Eyre (1847) as a way of expressing her anger through autobiographical fiction. The aim is to link contemporary research into boarding school trauma to the relevant events, thereby identifying what she wrote as a testimony contributing to the long history of the problematic nature of boarding schools.Design/methodology/approachAutobiographical fiction is discussed as a form of testimony, placing Jane Eyre in that category. Recent research into the traumatic experiences of those whose parents chose to send them to boarding school is presented, leading to an argument that educational historians need to analyse experience rather than limiting their work to structure and planning. The traumatic events the Brontë sisters experienced at the Clergy Daughters' School are outlined as the basis for what is included in Jane Eyre at the fictional Lowood School. Specific traumatic events in the novel are then identified and contemporary research into boarding school trauma applied.FindingsThe findings reveal Charlotte's remarkable insight into the psychological impact on children being sent away to board at a time when understandings about trauma and boarding school trauma did not exist. An outcome of the analysis is that it places the novel within the field of the history of education as a testimony of boarding school life.Originality/valueThis is the first application of boarding school trauma research to the novel.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"9 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82154984","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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