Pub Date : 2020-12-15DOI: 10.1108/her-11-2019-0044
Liu Qing
PurposeThis essay focuses on the Chinese-Japanese Library of the Harvard-Yenching Institute and examines how the Library collected and transported Chinese rare books to the United States during the 1930 and 1940s. It considers Harvard's rationale for its collection of Chinese books and tensions between Chinese scholars and the Harvard-Yenching Institute leaders and librarians over the purchase and “export” of Chinese books.Design/methodology/approachThis research is a historical study based on archival research at Harvard-Yenching Institute and the Harvard-Yenching Library, as well as careful readings of published primary and secondary sources.FindingsBy examining the debates that surrounded the ownership of Chinese books, and the historical circumstances that enabled or hindered the cross-national movement of books, this essay uncovers a complex and interwoven historical discourse of academic nationalism, internationalism and imperialism.Originality/valueDrawing upon the unexamined primary sources and published second sources, this essay uncovers a complex and interwoven historical discourse of academic nationalism, internationalism and imperialism.
{"title":"Whose books? The Harvard-Yenching Institute's library and the question of academic imperialism","authors":"Liu Qing","doi":"10.1108/her-11-2019-0044","DOIUrl":"https://doi.org/10.1108/her-11-2019-0044","url":null,"abstract":"PurposeThis essay focuses on the Chinese-Japanese Library of the Harvard-Yenching Institute and examines how the Library collected and transported Chinese rare books to the United States during the 1930 and 1940s. It considers Harvard's rationale for its collection of Chinese books and tensions between Chinese scholars and the Harvard-Yenching Institute leaders and librarians over the purchase and “export” of Chinese books.Design/methodology/approachThis research is a historical study based on archival research at Harvard-Yenching Institute and the Harvard-Yenching Library, as well as careful readings of published primary and secondary sources.FindingsBy examining the debates that surrounded the ownership of Chinese books, and the historical circumstances that enabled or hindered the cross-national movement of books, this essay uncovers a complex and interwoven historical discourse of academic nationalism, internationalism and imperialism.Originality/valueDrawing upon the unexamined primary sources and published second sources, this essay uncovers a complex and interwoven historical discourse of academic nationalism, internationalism and imperialism.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"11 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76630061","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 : 2020-12-08DOI: 10.1108/her-07-2020-0044
A. Sarwal, D. Lowe
PurposeAcademic scholarship on the White Australia Policy (WAP) has highlighted the history of Asian migration, early perceptions and policy-making initiatives. Prominent scholars have also pointed out the impact of the British Empire and WAP on Australia–India relations and early Indian migrants in Australia. Drawing on the debate concerning international students in Australia, our purpose in this article is to recover the role of Indian students in the story of Australian–Indian connections.Design/methodology/approachThe article aims to highlight the reasons behind the involvement of the Australian government in the provision of scholarships and fellowships to Indian students and researchers at Australian universities during the period of WAP. To achieve this, it uses contemporary Australian newspaper reports to explore the popular representations of sponsored Indian students and researchers in Australia from 1901 to 1950.FindingsThe article concludes that the prevalence of this racially discriminatory immigration policy created a dissatisfaction among Indians, and some Australian sources of agitation, that helped chip away at the Australian government’s admission policies and the gradual demise of WAP.Originality/valueThis article contributes to the historiography and the effects of colonialism on Australian–Indian relations and debates on policy formation based on ideas of whiteness.
{"title":"“Behind the white curtain”: Indian students and researchers in Australia, 1901–1950","authors":"A. Sarwal, D. Lowe","doi":"10.1108/her-07-2020-0044","DOIUrl":"https://doi.org/10.1108/her-07-2020-0044","url":null,"abstract":"PurposeAcademic scholarship on the White Australia Policy (WAP) has highlighted the history of Asian migration, early perceptions and policy-making initiatives. Prominent scholars have also pointed out the impact of the British Empire and WAP on Australia–India relations and early Indian migrants in Australia. Drawing on the debate concerning international students in Australia, our purpose in this article is to recover the role of Indian students in the story of Australian–Indian connections.Design/methodology/approachThe article aims to highlight the reasons behind the involvement of the Australian government in the provision of scholarships and fellowships to Indian students and researchers at Australian universities during the period of WAP. To achieve this, it uses contemporary Australian newspaper reports to explore the popular representations of sponsored Indian students and researchers in Australia from 1901 to 1950.FindingsThe article concludes that the prevalence of this racially discriminatory immigration policy created a dissatisfaction among Indians, and some Australian sources of agitation, that helped chip away at the Australian government’s admission policies and the gradual demise of WAP.Originality/valueThis article contributes to the historiography and the effects of colonialism on Australian–Indian relations and debates on policy formation based on ideas of whiteness.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"159 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85823352","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 : 2020-04-18DOI: 10.1108/HER-07-2019-0024
Jayson O. Seaman, Robert Macarthur, Sean Harrington
PurposeThe article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.Design/methodology/approachThe article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.FindingsBuilding on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.Research limitations/implicationsThe Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.Originality/valueThe article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.
{"title":"Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976","authors":"Jayson O. Seaman, Robert Macarthur, Sean Harrington","doi":"10.1108/HER-07-2019-0024","DOIUrl":"https://doi.org/10.1108/HER-07-2019-0024","url":null,"abstract":"PurposeThe article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.Design/methodology/approachThe article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.FindingsBuilding on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.Research limitations/implicationsThe Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.Originality/valueThe article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"97 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2020-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79473644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-26DOI: 10.1108/HER-02-2019-0003
D. Kass
Purpose The paper is a study of Clarice McNamara, née Irwin (1901–1990), an educator who advocated for reform in the interwar period in Australia. Clarice is known for her role within the New Education Fellowship in Australia, 1940s–1960s; however, the purpose of this paper is to investigate her activism in an earlier period, including contributions made to the journal Education from 1925 to 1938 to ask how she addressed conditions of schooling, curriculum reform, and a range of other educational, social, political and economic issues, and to what effect. Design/methodology/approach Primary source material includes the previously ignored contributions to Education and a substantial unpublished autobiography. Used in conjunction, the sources allow a biographical, rhetorical and contextual study to stress a dynamic relationship between writing, attitudes, and the formation and activity of organisations. Findings McNamara was an unconventional thinker whose writing urged the case for radical change. She kept visions of reformed education alive for educators and brought transnational progressive literature to the attention of Australian educators in an overall reactionary period. Her writing was part of a wider activism that embraced schooling, leftist ideologies, and feminist issues. Originality/value There has been little scholarly attention to the life and work of McNamara, particularly in the 1920s–1930s. The paper indicates her relevance for histories of progressive education in Australia and its transnational networks, the Teachers Federation and feminist activism between the wars.
本文对两次世界大战之间倡导改革的澳大利亚教育家Clarice McNamara, n Irwin(1901-1990)进行研究。Clarice因其在20世纪40年代至60年代在澳大利亚新教育奖学金中的作用而闻名;然而，本文的目的是调查她早期的行动主义，包括1925年至1938年在《教育》杂志上的贡献，以询问她如何解决学校条件，课程改革以及一系列其他教育，社会，政治和经济问题，以及产生了什么影响。设计/方法/方法主要来源材料包括以前被忽视的对教育的贡献和大量未发表的自传。结合使用，这些资料可以进行传记、修辞和语境研究，以强调写作、态度和组织的形成和活动之间的动态关系。纳马拉是一位不走寻常路的思想家，他的作品呼吁进行彻底的变革。她为教育工作者带来了改革教育的愿景，并在整个反动时期将跨国进步文学引起了澳大利亚教育工作者的注意。她的作品是更广泛的激进主义的一部分，包括学校教育、左翼意识形态和女权主义问题。独创性/价值学术界很少关注麦克纳马拉的生活和工作，特别是在20世纪20年代至30年代。这篇论文指出了她与澳大利亚进步教育史及其跨国网络、教师联合会和两次世界大战之间的女权主义运动的相关性。
{"title":"Clarice Irwin’s visions for education in Australia in the 1920s and 1930s: “what might be”","authors":"D. Kass","doi":"10.1108/HER-02-2019-0003","DOIUrl":"https://doi.org/10.1108/HER-02-2019-0003","url":null,"abstract":"\u0000Purpose\u0000The paper is a study of Clarice McNamara, née Irwin (1901–1990), an educator who advocated for reform in the interwar period in Australia. Clarice is known for her role within the New Education Fellowship in Australia, 1940s–1960s; however, the purpose of this paper is to investigate her activism in an earlier period, including contributions made to the journal Education from 1925 to 1938 to ask how she addressed conditions of schooling, curriculum reform, and a range of other educational, social, political and economic issues, and to what effect.\u0000\u0000\u0000Design/methodology/approach\u0000Primary source material includes the previously ignored contributions to Education and a substantial unpublished autobiography. Used in conjunction, the sources allow a biographical, rhetorical and contextual study to stress a dynamic relationship between writing, attitudes, and the formation and activity of organisations.\u0000\u0000\u0000Findings\u0000McNamara was an unconventional thinker whose writing urged the case for radical change. She kept visions of reformed education alive for educators and brought transnational progressive literature to the attention of Australian educators in an overall reactionary period. Her writing was part of a wider activism that embraced schooling, leftist ideologies, and feminist issues.\u0000\u0000\u0000Originality/value\u0000There has been little scholarly attention to the life and work of McNamara, particularly in the 1920s–1930s. The paper indicates her relevance for histories of progressive education in Australia and its transnational networks, the Teachers Federation and feminist activism between the wars.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"21 2 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76057622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-26DOI: 10.1108/HER-01-2019-0001
C. Jack, L. Devereux
Purpose The purpose of this paper is to provide language and meaning to open up silence around traumatic boarding school memories through the symbolic aura (Nora 1989) surrounding key memory objects. The secondary aim is to illustrate to historians the importance of paying attention to interviewees’ discussion of material objects as clues to uncovering deeper, unexplored memories. Design/methodology/approach The approach draws on Vamik Volkan’s (2006) understanding of “linking objects” – significant objects preserved or created by traumatised people. Traumatic emotions become linked with loss and grief associated with the object, turning it into a tightly packed symbol whose significance is “bound up in the conscious and unconscious nuances of the relationship that preceded the loss” (Volkan, 2006, p. 255). The experiences of the two authors are examined as exemplars in this process. Findings The exemplars illustrate how complicated and long term the process of remembering and understanding is for those who experience boarding school trauma and the power of “linking objects” to open up memory surrounding it. The case studies also alert educational historians to how emotionally fraught revealing what happened can be and how long it may take to confront the events. Originality/value Linking objects have not previously been used in relationship to surfacing boarding school trauma. The paper is also unique in offering deep analysis of boarding school trauma undertaken by skilled educational researchers who incorporate reflections from their own experience informed by broad theory and pertinent psychological research.
本文的目的是通过围绕关键记忆对象的符号光环(Nora 1989)，提供语言和意义来打开创伤寄宿学校记忆周围的沉默。第二个目的是向历史学家说明，关注受访者对实物的讨论是揭示更深层次、未被探索的记忆的线索的重要性。设计/方法/方法该方法借鉴了Vamik Volkan(2006)对“连接对象”的理解——受创伤的人保存或创造的重要对象。创伤性情绪与失去和悲伤联系在一起，把它变成一个紧密包装的符号，其意义“与失去之前有意识和无意识的关系的细微差别联系在一起”(Volkan, 2006, p. 255)。在这一过程中，两位作者的经历被作为范例加以考察。这些例子说明，对于那些经历过寄宿学校创伤的人来说，记忆和理解的过程是多么复杂和长期，以及“连接物体”打开记忆的力量。这些案例研究还提醒教育历史学家，揭示发生的事情可能会让人多么情绪化，以及面对这些事件可能需要多长时间。独创性/价值链接对象以前从未被用于与寄宿学校创伤的关系。这篇论文的独特之处在于，它对寄宿学校的创伤进行了深入的分析，这些分析是由熟练的教育研究人员进行的，他们在广泛的理论和相关的心理学研究的指导下，结合了自己的经验。
{"title":"Memory objects and boarding school trauma","authors":"C. Jack, L. Devereux","doi":"10.1108/HER-01-2019-0001","DOIUrl":"https://doi.org/10.1108/HER-01-2019-0001","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide language and meaning to open up silence around traumatic boarding school memories through the symbolic aura (Nora 1989) surrounding key memory objects. The secondary aim is to illustrate to historians the importance of paying attention to interviewees’ discussion of material objects as clues to uncovering deeper, unexplored memories.\u0000\u0000\u0000Design/methodology/approach\u0000The approach draws on Vamik Volkan’s (2006) understanding of “linking objects” – significant objects preserved or created by traumatised people. Traumatic emotions become linked with loss and grief associated with the object, turning it into a tightly packed symbol whose significance is “bound up in the conscious and unconscious nuances of the relationship that preceded the loss” (Volkan, 2006, p. 255). The experiences of the two authors are examined as exemplars in this process.\u0000\u0000\u0000Findings\u0000The exemplars illustrate how complicated and long term the process of remembering and understanding is for those who experience boarding school trauma and the power of “linking objects” to open up memory surrounding it. The case studies also alert educational historians to how emotionally fraught revealing what happened can be and how long it may take to confront the events.\u0000\u0000\u0000Originality/value\u0000Linking objects have not previously been used in relationship to surfacing boarding school trauma. The paper is also unique in offering deep analysis of boarding school trauma undertaken by skilled educational researchers who incorporate reflections from their own experience informed by broad theory and pertinent psychological research.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"23 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85512503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-26DOI: 10.1108/her-08-2019-0032
H. Proctor
PurposeDespite Australia’s history as an exemplary migrant nation, there are gaps in the literature and a lack of explicit conceptualisation of either “migrants” or “migration” in the Australian historiography of schooling. The purpose of this paper is to seek out traces of migration history that nevertheless exist in the historiography, despite the apparent silences.Design/methodology/approachTwo foundational yet semi-forgotten twentieth-century historical monographs are re-interpreted to support a rethinking of the relationship between migration and settler colonialism in the history and historiography of Australian schooling.FindingsThese texts, from their different school system (state/Catholic) orientations, are, it is argued, replete with accounts of migration despite their apparent gaps, if read closely. Within them, nineteenth-century British migrants are represented as essentially entitled constituents of the protonation. This is a very different framing from twentieth century histories of migrants as minority or “other”.Originality/valueInstead of an academic reading practice that dismisses and simply supersedes old work, this paper proposes that fresh engagements with texts from the past can yield new insights into the connections between migration, schooling and colonialism. It argues that the historiography of Australian schooling should not simply be expanded to include or encompass the stories of “migrants” within a “minority studies” framework, although there is plenty of useful work yet to be accomplished in that area, but should be re-examined as having been about migration all along.
{"title":"The hidden historiography of migration and Australian schooling","authors":"H. Proctor","doi":"10.1108/her-08-2019-0032","DOIUrl":"https://doi.org/10.1108/her-08-2019-0032","url":null,"abstract":"PurposeDespite Australia’s history as an exemplary migrant nation, there are gaps in the literature and a lack of explicit conceptualisation of either “migrants” or “migration” in the Australian historiography of schooling. The purpose of this paper is to seek out traces of migration history that nevertheless exist in the historiography, despite the apparent silences.Design/methodology/approachTwo foundational yet semi-forgotten twentieth-century historical monographs are re-interpreted to support a rethinking of the relationship between migration and settler colonialism in the history and historiography of Australian schooling.FindingsThese texts, from their different school system (state/Catholic) orientations, are, it is argued, replete with accounts of migration despite their apparent gaps, if read closely. Within them, nineteenth-century British migrants are represented as essentially entitled constituents of the protonation. This is a very different framing from twentieth century histories of migrants as minority or “other”.Originality/valueInstead of an academic reading practice that dismisses and simply supersedes old work, this paper proposes that fresh engagements with texts from the past can yield new insights into the connections between migration, schooling and colonialism. It argues that the historiography of Australian schooling should not simply be expanded to include or encompass the stories of “migrants” within a “minority studies” framework, although there is plenty of useful work yet to be accomplished in that area, but should be re-examined as having been about migration all along.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"32 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81976860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-26DOI: 10.1108/her-09-2019-0035
R. Low, E. Mayes, H. Proctor
Purpose The purpose of this paper is to introduce a broad theoretical orientation for the themed section of History of Education Review, “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”. Through the conceptual frame of “contrapuntal historiography”, it commends the practice of re-looking at taken-for-granted concepts and re-readings of the cultural archive of Australian schooling, with especial attention to silences, discontinuities and the movements of concepts. Design/methodology/approach Drawing on Edward Said’s approach of “contrapuntal reading”, this paper refers to the recent work of Bruce Pascoe as an exemplar of this practice in the field of Australian history. It then relates this approach to the study of the history of Australian schooling as demonstrated in the three papers that make up the themed section “Unstable concepts in the history of Australian schooling: radicalism, religion, migration”. Findings Following in the style of Said’s contrapuntal reading and the example of Pascoe’s work, this paper argues that there are inerasable traces of historical politics – that is, the records of constitutive exclusions and silences – which “haunt” taken-for-granted concepts like the migrant, the secular and the radical in the history of Australian schooling. Originality/value Taken alongside the three papers in the themed section, this paper urges the proliferation of different theoretical and disciplinary approaches in order to think anew about silences, discontinuities and movements of concepts as a counterpoint to dominant narrative lines in the history of Australian education.
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Pub Date : 2019-09-26DOI: 10.1108/her-05-2019-0014
I. B. Meyering
Purpose In March 1969, Brisbane student and political activist Margaret Bailey was suspended from Inala High School – ostensibly for “undermining the authority” of her teacher – prompting claims of political suppression. Through a case study of the subsequent campaign for Bailey’s reinstatement, the purpose of this paper is to explain the emergence of the high school activist as a new political actor in the late 1960s. Design/methodology/approach The paper draws on newsletters and pamphlets produced by Brisbane activists, alongside articles from the left-wing and mainstream press, to reconstruct the key events of the campaign and trace the major arguments advanced by Bailey and her supporters. Findings Initiated by the high school activist group, Students in Dissent (SID), the campaign in support of Bailey lasted over two months, culminating in a “chain-in” staged by Bailey at the Queensland Treasury Building on 8 May. Linking together arguments about students’ rights, civil liberties and democratic government, the campaign reveals how high school activism was enabled not only by the broader climate of political dissent in the late 1960s, but by the increasing emphasis on secondary education as a right of modern citizenship in the preceding decades. Originality/value This is the first study of the campaign for Bailey’s reinstatement at Inala High School and one of the only analyses to date of the political mobilisation of high school students in Australia during the late 1960s. The case study of the Bailey campaign underlines that secondary school students were important players in the political contests of the late 1960s and, if only for brief periods, were able to command the attention of education officials, the media and leading politicians. It represents an important historical precedent for contemporary high school activism, including the global School Strike 4 Climate movement.
1969年3月，布里斯班的学生和政治活动家玛格丽特·贝利(Margaret Bailey)被伊纳拉高中(Inala High School)停学，表面上是因为“破坏了老师的权威”，这引发了政治镇压的主张。通过对贝利复职运动的个案研究，本文的目的是解释高中活动家作为一种新的政治行动者在20世纪60年代末的出现。设计/方法/方法本文借鉴了布里斯班活动人士制作的时事通讯和小册子，以及左翼和主流媒体的文章，重建了这场运动的关键事件，并追溯了贝利及其支持者提出的主要论点。调查结果由高中活动组织“持不同意见的学生”(SID)发起，支持贝利的运动持续了两个多月，最终于5月8日贝利在昆士兰州财政大楼举行了一次“连锁禁闭”。这场运动将有关学生权利、公民自由和民主政府的争论联系在一起，揭示了高中行动主义是如何不仅受到20世纪60年代末广泛的政治异见氛围的推动，而且还受到此前几十年对中等教育作为现代公民权利的日益重视的推动。原创性/价值这是对贝利在Inala高中复职运动的第一项研究，也是迄今为止对20世纪60年代末澳大利亚高中生政治动员的唯一分析之一。贝利竞选活动的案例研究强调，中学生在20世纪60年代末的政治竞赛中是重要的参与者，即使只是在很短的时间内，也能够引起教育官员、媒体和主要政治家的注意。它代表了当代高中行动主义的重要历史先例，包括全球学校罢工气候运动。
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Pub Date : 2019-09-26DOI: 10.1108/her-06-2019-0020
Kay Whitehead
Purpose Commencing with publications in the 1970s, the purpose of this paper is to review the historical writing about Australian and New Zealand teachers over the past 50 years. Design/methodology/approach The paper incorporates men and women who led and taught in domestic spaces, per-school, primary, secondary and higher education. It is structured around publications in the ANZHES Journal and History of Education Review, and includes research published in other forums as appropriate. The literature review is selective rather than comprehensive. Findings Since the 1980s, the history of New Zealand and Australian teachers has mostly focussed on women educators in an increasing array of contexts, and incorporated various theoretical perspectives over time. Originality/value The paper highlights key themes and identifies potential directions for research into Australian and New Zealand teachers.
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Pub Date : 2019-09-26DOI: 10.1108/HER-07-2018-0016
John Howlett
Purpose The purpose of this paper is to re-examine the life and work of a forgotten progressive educator – (Henry) Caldwell Cook who was an English and drama teacher at the Perse School in Cambridge, UK. By looking at his key work The Play Way (1917) as well as the small number of his other writings it further seeks to explain the distinctiveness of his thinking in comparison to his contemporaries with a particular focus upon educational democracy. Design/methodology/approach The work was constructed primarily through a reading of Cook’s published output but also archival study, specifically by examining the archives held within the Perse School itself. These consisted of rare copies of Cook’s written works – unused by previous scholars – and materials relating to Cook’s work in the school such as his theatre designs and a full collection of contemporary newspaper reviews. Findings The paper contends that Cook’s understanding of democracy and democratic education was different to that of other early twentieth century progressives such as Edmond Holmes and Harriet Finlay-Johnson. By so doing it links him to the ideas of progressivism emergent in America from John Dewey et al. who were more concerned with democratic ways of thinking. It therefore not only serves to resurrect Cook as a figure of importance but also offers new insights into early twentieth century progressivism. Originality/value The value of the paper is that it expands what little previous writing there has been on Cook as well as using unused materials. It also seeks to use a biographical approach to start to better delineate progressive educators of the past thereby moving away from seeing them as a homogenous grouping.
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