Pub Date : 2019-06-03DOI: 10.1108/HER-11-2018-0027
Mary Tomsic, C. Deery
Purpose The purpose of this paper is to examine how the contemporary “refugee crisis” is being presented to children through picture books and teaching materials. It uses the concept of refugeedom as an approach that takes into account the multiple facets involved in the forced movement of people in the past and present and seeks to show the value of historical understandings in educational contexts when framing resources for teachers and students. Design/methodology/approach The paper examines a sample of high-profile English language picture books about children’s stories of forced displacement and the most prominent freely available teaching materials connected to the books. A critical discursive analysis of the books and educative guides considers the ways in which ideas and information about forced displacement is framed for child readers and children in primary school classrooms. The context for the authors’ interest in exploring these books and educational resources is that in response to the numbers of children who are part of the current “refugee crisis” alongside a public call for the “crisis” to be explained to children. Findings The paper argues that picture books open up spaces for children to explore refugeedom through experiences of forced movement and various factors involved in the contemporary “refugee crisis”. In contrast, in the teaching resources and some peritextual materials, the child in the classroom is addressed as entirely disconnected from children who are forcibly displaced, students in classrooms are positioned to learn from the refugee “other”. When links are made between students in classroom and children who have been forcibly displaced it is through activities that position students in classrooms to imagine themselves as forcibly displaced, or to suggest they act within a humanitarian framework of welcoming or helping refugees. The authors believe that if teaching resources were more directly informed by discipline specific tools of historical concepts, more nuanced approaches to past and present histories of forced movement could be considered and from that more fruitful learning opportunities created for all students. Practical implications This research provides ideas about how materials to support the use of picture books in educational settings could be developed to promote historical thinking and contextualisation around key social and political issues in the world today. It also makes the case for historians to be involved in the creation of teaching materials in a collaborative way so that academic insights can be brought to teachers and students at all levels of education. Originality/value The value of this research is to understand how children are positioned in reading and learning about forced displacement and query the impact of decontextualised approaches to learning. It argues for the critical interpretative value that historical understanding can bring to present day issues which are his
{"title":"Creating “them” and “us”","authors":"Mary Tomsic, C. Deery","doi":"10.1108/HER-11-2018-0027","DOIUrl":"https://doi.org/10.1108/HER-11-2018-0027","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine how the contemporary “refugee crisis” is being presented to children through picture books and teaching materials. It uses the concept of refugeedom as an approach that takes into account the multiple facets involved in the forced movement of people in the past and present and seeks to show the value of historical understandings in educational contexts when framing resources for teachers and students.\u0000\u0000\u0000Design/methodology/approach\u0000The paper examines a sample of high-profile English language picture books about children’s stories of forced displacement and the most prominent freely available teaching materials connected to the books. A critical discursive analysis of the books and educative guides considers the ways in which ideas and information about forced displacement is framed for child readers and children in primary school classrooms. The context for the authors’ interest in exploring these books and educational resources is that in response to the numbers of children who are part of the current “refugee crisis” alongside a public call for the “crisis” to be explained to children.\u0000\u0000\u0000Findings\u0000The paper argues that picture books open up spaces for children to explore refugeedom through experiences of forced movement and various factors involved in the contemporary “refugee crisis”. In contrast, in the teaching resources and some peritextual materials, the child in the classroom is addressed as entirely disconnected from children who are forcibly displaced, students in classrooms are positioned to learn from the refugee “other”. When links are made between students in classroom and children who have been forcibly displaced it is through activities that position students in classrooms to imagine themselves as forcibly displaced, or to suggest they act within a humanitarian framework of welcoming or helping refugees. The authors believe that if teaching resources were more directly informed by discipline specific tools of historical concepts, more nuanced approaches to past and present histories of forced movement could be considered and from that more fruitful learning opportunities created for all students.\u0000\u0000\u0000Practical implications\u0000This research provides ideas about how materials to support the use of picture books in educational settings could be developed to promote historical thinking and contextualisation around key social and political issues in the world today. It also makes the case for historians to be involved in the creation of teaching materials in a collaborative way so that academic insights can be brought to teachers and students at all levels of education.\u0000\u0000\u0000Originality/value\u0000The value of this research is to understand how children are positioned in reading and learning about forced displacement and query the impact of decontextualised approaches to learning. It argues for the critical interpretative value that historical understanding can bring to present day issues which are his","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"56 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76763767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Good University: what Universities Actually do and why it’s Time for Radical Change","authors":"H. Forsyth","doi":"10.1108/HER-06-2019-070","DOIUrl":"https://doi.org/10.1108/HER-06-2019-070","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"16 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79786559","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 : 2019-06-03DOI: 10.1108/HER-04-2019-0012
B. Green
Purpose The purpose of this paper is to outline a reconceptualised view of public education, with specific reference to early twentieth-century Australia, and to revisit the significance of the Carnegie Corporation of New York in this period. Further, in this regard, the paper proposes a neo-Foucaultian notion of philanthropic power, as an explanatory and analytical principle, with possible implications for thinking anew about the role and influence of American philanthropic organisations in the twentieth century. Design/methodology/approach The paper draws on mainly secondary sources but also works with primary sources gathered from relevant archives, including that of the Australian Council for Educational Research (ACER). Findings The paper concludes that the larger possibilities associated with the particular view of public education outlined here, referring to both public school and public libraries, were constrained by the emergence and consolidation of an increasingly professionalised view of education and schooling. Research limitations/implications The influence of the Carnegie Corporation of New York on early twentieth-century Australian education has been increasingly acknowledged and documented in recent historical research. More recently, Carnegie has been drawn into an interdisciplinary perspective on philanthropy and public culture in Australia. This paper seeks to add to such work by looking at schools and libraries as interconnected yet loosely coupled aspects of what can be understood as, in effect, a re-conceived public education, to a significant degree sponsored by the Corporation. Originality/value The paper draws upon but seeks to extend and to some extent re-orient existing historical research on the relationship between Australian education and the Carnegie Corporation of New York. Its originality lies in its exploration of a somewhat different view of public education and the linkage it suggests in this regard with a predominantly print-centric public culture in Australia, in the first half of the twentieth century.
{"title":"Carnegie in Australia: philanthropic power and public education in the early twentieth century","authors":"B. Green","doi":"10.1108/HER-04-2019-0012","DOIUrl":"https://doi.org/10.1108/HER-04-2019-0012","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to outline a reconceptualised view of public education, with specific reference to early twentieth-century Australia, and to revisit the significance of the Carnegie Corporation of New York in this period. Further, in this regard, the paper proposes a neo-Foucaultian notion of philanthropic power, as an explanatory and analytical principle, with possible implications for thinking anew about the role and influence of American philanthropic organisations in the twentieth century.\u0000\u0000\u0000Design/methodology/approach\u0000The paper draws on mainly secondary sources but also works with primary sources gathered from relevant archives, including that of the Australian Council for Educational Research (ACER).\u0000\u0000\u0000Findings\u0000The paper concludes that the larger possibilities associated with the particular view of public education outlined here, referring to both public school and public libraries, were constrained by the emergence and consolidation of an increasingly professionalised view of education and schooling.\u0000\u0000\u0000Research limitations/implications\u0000The influence of the Carnegie Corporation of New York on early twentieth-century Australian education has been increasingly acknowledged and documented in recent historical research. More recently, Carnegie has been drawn into an interdisciplinary perspective on philanthropy and public culture in Australia. This paper seeks to add to such work by looking at schools and libraries as interconnected yet loosely coupled aspects of what can be understood as, in effect, a re-conceived public education, to a significant degree sponsored by the Corporation.\u0000\u0000\u0000Originality/value\u0000The paper draws upon but seeks to extend and to some extent re-orient existing historical research on the relationship between Australian education and the Carnegie Corporation of New York. Its originality lies in its exploration of a somewhat different view of public education and the linkage it suggests in this regard with a predominantly print-centric public culture in Australia, in the first half of the twentieth century.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"59 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73923865","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 : 2019-06-03DOI: 10.1108/HER-05-2018-0012
K. Matthews, Kay Whitehead
Purpose The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918. Design/methodology/approach Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad. Findings Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service. Originality/value This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.
{"title":"Australian and New Zealand women teachers in the First World War","authors":"K. Matthews, Kay Whitehead","doi":"10.1108/HER-05-2018-0012","DOIUrl":"https://doi.org/10.1108/HER-05-2018-0012","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918.\u0000\u0000\u0000Design/methodology/approach\u0000Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad.\u0000\u0000\u0000Findings\u0000Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service.\u0000\u0000\u0000Originality/value\u0000This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"32 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72908639","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 : 2019-06-03DOI: 10.1108/HER-09-2018-0023
Lottie Hoare
Purpose The purpose of this paper is to juxtapose different sources concerning educational experiments embarked on by an English primary school teacher, Muriel Pyrah. Pyrah taught at Airedale School, Castleford, Yorkshire, UK, from the 1950s until 1972. Her approach was celebrated in the fields of oracy and arts education in the final years of her working life. Airedale was a Local Education Authority (LEA) school within the West Riding of Yorkshire, an LEA led by Alec Clegg, from 1945 to 1974. Design/methodology/approach Using film footage, sound recordings, artwork and topic books produced by her pupils, the paper entangles these archival sources with recent interviews from Pyrah’s former pupils and a former school inspector (HMI). Pyrah’s actual name has been used, as has that of the HMI. The names of pupils who contributed insights are anonymised. Findings The former pupils provide accounts that encourage a move away from a revisiting of progressivism that is predominantly anchored in studying the intentions and hopes of high profile educationalists postwar. Research limitations/implications The number of former pupils willing to discuss their memories was small, so no claims are made that their perspectives represent the dominant views of former pupils. However, these interviews reveal details that are absent in the other surviving archival sources. Originality/value The paper lays the foundation for further research on the voices of former pupils, inviting a focus on the way those participants reflect on the long-term impact of being involved in an educational experiment. Thus far, the representation of Pyrah’s pedagogy has been choreographed in print to build the legacy of the LEA. The pupils’ stories resonate differently.
{"title":"Muriel Pyrah: sources and myths from a West Riding of Yorkshire school, 1967–1972","authors":"Lottie Hoare","doi":"10.1108/HER-09-2018-0023","DOIUrl":"https://doi.org/10.1108/HER-09-2018-0023","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to juxtapose different sources concerning educational experiments embarked on by an English primary school teacher, Muriel Pyrah. Pyrah taught at Airedale School, Castleford, Yorkshire, UK, from the 1950s until 1972. Her approach was celebrated in the fields of oracy and arts education in the final years of her working life. Airedale was a Local Education Authority (LEA) school within the West Riding of Yorkshire, an LEA led by Alec Clegg, from 1945 to 1974.\u0000\u0000\u0000Design/methodology/approach\u0000Using film footage, sound recordings, artwork and topic books produced by her pupils, the paper entangles these archival sources with recent interviews from Pyrah’s former pupils and a former school inspector (HMI). Pyrah’s actual name has been used, as has that of the HMI. The names of pupils who contributed insights are anonymised.\u0000\u0000\u0000Findings\u0000The former pupils provide accounts that encourage a move away from a revisiting of progressivism that is predominantly anchored in studying the intentions and hopes of high profile educationalists postwar.\u0000\u0000\u0000Research limitations/implications\u0000The number of former pupils willing to discuss their memories was small, so no claims are made that their perspectives represent the dominant views of former pupils. However, these interviews reveal details that are absent in the other surviving archival sources.\u0000\u0000\u0000Originality/value\u0000The paper lays the foundation for further research on the voices of former pupils, inviting a focus on the way those participants reflect on the long-term impact of being involved in an educational experiment. Thus far, the representation of Pyrah’s pedagogy has been choreographed in print to build the legacy of the LEA. The pupils’ stories resonate differently.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"12 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74272563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"History of Bilingual Education in the Northern Territory: People, Programs, Policies","authors":"Amy Thomas","doi":"10.1108/HER-06-2019-068","DOIUrl":"https://doi.org/10.1108/HER-06-2019-068","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"72 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84346422","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}
H. Forsyth, Christina Burjan, Patrick Flood, Cooper Forsyth, Ruby Newman
{"title":"Review of Malcolm Harris’ Kids These Days by young people encountering education in Australia","authors":"H. Forsyth, Christina Burjan, Patrick Flood, Cooper Forsyth, Ruby Newman","doi":"10.1108/HER-06-2019-069","DOIUrl":"https://doi.org/10.1108/HER-06-2019-069","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"59 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79147928","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 : 2019-06-03DOI: 10.1108/HER-12-2017-0027
A. Freeman
Purpose The purpose of this paper is to examine how rural outlaws, known in the Australian context as bushrangers, impacted on the introduction of itinerant teaching in sparsely settled areas under the Council of Education in the colony of New South Wales. In July 1867 the evolving process for establishing half-time schools was suddenly disrupted when itinerant teaching diverged down an unexpected and uncharted path. As a result the first two itinerant teachers were appointed and taught in an irregular manner that differed significantly from regulation and convention. The catalyst was a series of events arising from bushranging that was prevalent in the Braidwood area in the mid-1860s. Design/methodology/approach The paper draws on archival sources, particularly sources within State Archives and Records NSW, further contemporary sources such as reports and newspapers; and on secondary sources. Findings The paper reveals the circumstances which led to the implementation of an unanticipated form of itinerant teaching in the “Jingeras”; the impact of rural banditry or bushranging, on the nature and conduct of these early half-time schools; and the processes of policy formation involved. Originality/value This study is the first to explore the causes behind the marked deviation from the intended form and conduct of half-time schools that occurred in the Braidwood area of 1860s New South Wales. It provides a detailed account of how schooling was employed to counter rural banditry, or bushranging, in the Jingeras and provided significant insight into the education policy formation processes of the time.
{"title":"Bushrangers, itinerant teachers and constructing educational policy in 1860s New South Wales","authors":"A. Freeman","doi":"10.1108/HER-12-2017-0027","DOIUrl":"https://doi.org/10.1108/HER-12-2017-0027","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine how rural outlaws, known in the Australian context as bushrangers, impacted on the introduction of itinerant teaching in sparsely settled areas under the Council of Education in the colony of New South Wales. In July 1867 the evolving process for establishing half-time schools was suddenly disrupted when itinerant teaching diverged down an unexpected and uncharted path. As a result the first two itinerant teachers were appointed and taught in an irregular manner that differed significantly from regulation and convention. The catalyst was a series of events arising from bushranging that was prevalent in the Braidwood area in the mid-1860s.\u0000\u0000\u0000Design/methodology/approach\u0000The paper draws on archival sources, particularly sources within State Archives and Records NSW, further contemporary sources such as reports and newspapers; and on secondary sources.\u0000\u0000\u0000Findings\u0000The paper reveals the circumstances which led to the implementation of an unanticipated form of itinerant teaching in the “Jingeras”; the impact of rural banditry or bushranging, on the nature and conduct of these early half-time schools; and the processes of policy formation involved.\u0000\u0000\u0000Originality/value\u0000This study is the first to explore the causes behind the marked deviation from the intended form and conduct of half-time schools that occurred in the Braidwood area of 1860s New South Wales. It provides a detailed account of how schooling was employed to counter rural banditry, or bushranging, in the Jingeras and provided significant insight into the education policy formation processes of the time.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"67 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90306714","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 : 2019-06-03DOI: 10.1108/HER-12-2018-0030
R. Low
Purpose For the interested teacher, teacher educator and educational researcher seeking an entry point into how mindfulness relates to teachers’ work, the burgeoning and divergent appeals for the relevance of mindfulness to teachers can be bewildering. The purpose of this paper is to offer teachers, teacher educators and educational researchers a conceptual framework for understanding the different orientations and sources of mindfulness as it has been recommended to teachers. Design/methodology/approach Using Foucault’s (1972) concept of “discursive formations” as a heuristic device, this paper argues that mindfulness as pitched to teachers can be helpfully understood as arising from three distinct orientations. Findings Statements about mindfulness and its relevance to teachers emerge from three distinct discursive formations – traditional, psychological and engaged – that each constitute the “problem” faced by teachers respectively as suffering, stress or alienation. Specific conceptions of mindfulness are then advanced as a solution to these problems by certain authoritative subjects and institutions in ways that are taken as legitimate within each discursive formation. Originality/value Apart from offering a historical and discursive mapping of the different discursive formations from which mindfulness is pitched to teachers, this paper also highlights how each of these orientations impies a normative view of what a teacher should be. Suggestions for further historical research are also offered along the lines of genealogy, epistemology and ontology.
{"title":"Mindfulness for teachers: notes toward a discursive cartography","authors":"R. Low","doi":"10.1108/HER-12-2018-0030","DOIUrl":"https://doi.org/10.1108/HER-12-2018-0030","url":null,"abstract":"\u0000Purpose\u0000For the interested teacher, teacher educator and educational researcher seeking an entry point into how mindfulness relates to teachers’ work, the burgeoning and divergent appeals for the relevance of mindfulness to teachers can be bewildering. The purpose of this paper is to offer teachers, teacher educators and educational researchers a conceptual framework for understanding the different orientations and sources of mindfulness as it has been recommended to teachers.\u0000\u0000\u0000Design/methodology/approach\u0000Using Foucault’s (1972) concept of “discursive formations” as a heuristic device, this paper argues that mindfulness as pitched to teachers can be helpfully understood as arising from three distinct orientations.\u0000\u0000\u0000Findings\u0000Statements about mindfulness and its relevance to teachers emerge from three distinct discursive formations – traditional, psychological and engaged – that each constitute the “problem” faced by teachers respectively as suffering, stress or alienation. Specific conceptions of mindfulness are then advanced as a solution to these problems by certain authoritative subjects and institutions in ways that are taken as legitimate within each discursive formation.\u0000\u0000\u0000Originality/value\u0000Apart from offering a historical and discursive mapping of the different discursive formations from which mindfulness is pitched to teachers, this paper also highlights how each of these orientations impies a normative view of what a teacher should be. Suggestions for further historical research are also offered along the lines of genealogy, epistemology and ontology.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"82 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89926008","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 : 2019-06-03DOI: 10.1108/HER-10-2018-0024
R. Povey, M. Trudgett
Purpose The focus of this paper is to centre the lived experiences and perceptions of western education held by Aboriginal people who lived at Moola Bulla Native Cattle Station (Moola Bulla) in Western Australia, between 1910 and 1955. Of interest is an investigation into how government legislations and policies influenced these experiences and perceptions. The purpose of this paper is to promote the powerful narrative that simultaneously acknowledges injustice and honours Aboriginal agency. Design/methodology/approach The research from which this paper is drawn moves away from colonial, paternalistic and racist interpretations of history; it is designed to decolonise the narrative of Aboriginal education in remote Western Australia. The research uses the wide and deep angle lens of qualitative historical research, filtered by decolonising methodologies and standpoint theory. Simultaneously, the paper valorises the contributions Indigenous academics are making to the decolonisation of historical research. Findings Preliminary findings suggest the narrative told by the residents who were educated at Moola Bulla support a reframing of previous deficit misrepresentations of indigeneity into strength-based narratives. These narratives, or “counter stories”, articulate resistance to colonial master narratives. Social implications This paper argues that listening to Aboriginal lived experiences and perceptions of western education from the past will better inform our engagement with the delivery of equitable educational opportunities for Aboriginal students in remote contexts in the future. Originality/value This paper will contribute to the wider academic community by addressing accountability in Aboriginal education. Most important to the study is the honouring of the participants and families of those who once lived on Moola Bulla, many who are speaking back through the telling of their story.
本文的重点是集中在1910年至1955年间居住在西澳大利亚州Moola Bulla Native Cattle Station (Moola Bulla)的土著人的生活经历和对西方教育的看法。感兴趣的是对政府立法和政策如何影响这些经验和看法的调查。本文的目的是促进强有力的叙事，同时承认不公正和尊重土著代理。设计/方法/方法:本文的研究摆脱了对历史的殖民主义、家长式和种族主义解释;它旨在使西澳大利亚偏远地区土著教育的叙述非殖民化。该研究使用了定性历史研究的广角和深角镜头，并通过非殖民化方法和立场理论进行过滤。同时，这篇论文赞扬了土著学者对历史研究的非殖民化所做的贡献。初步调查结果表明，在Moola Bulla接受教育的居民讲述的故事支持将以前对土著的缺陷错误陈述重新定义为基于力量的叙述。这些叙事，或“反故事”，表达了对殖民主叙事的抵制。社会意义本文认为，倾听原住民的生活经验和过去对西方教育的看法，将更好地告知我们未来为偏远地区的原住民学生提供公平的教育机会。原创性/价值本文将通过解决土著教育中的问责制，为更广泛的学术界做出贡献。对这项研究来说，最重要的是向曾经生活在莫拉布拉岛上的参与者和家庭致敬，许多人通过讲述他们的故事来讲述他们的故事。
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