Pub Date : 2019-06-03DOI: 10.1108/HER-05-2017-0010
Jingkun Qi, C. Manathunga, Michael Singh, Tracey Bunda
Purpose The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China. Design/methodology/approach This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies. Findings Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others. Originality/value This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.
{"title":"Micro histories of intercultural knowledge exchange: Tao Xingzhi’s educational poetry","authors":"Jingkun Qi, C. Manathunga, Michael Singh, Tracey Bunda","doi":"10.1108/HER-05-2017-0010","DOIUrl":"https://doi.org/10.1108/HER-05-2017-0010","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China.\u0000\u0000\u0000Design/methodology/approach\u0000This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies.\u0000\u0000\u0000Findings\u0000Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others.\u0000\u0000\u0000Originality/value\u0000This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"31 2 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90618419","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 : 2019-03-29DOI: 10.1108/HER-07-2018-0017
E. Mayes
Purpose The purpose of this paper is to consider historical shifts in the mobilisation of the concept of radical in relation to Australian schooling. Design/methodology/approach Two texts composed at two distinct points in a 40-year period in Australia relating to radicalism and education are strategically juxtaposed. These texts are: the first issue of the Radical Education Dossier (RED, 1976), and the Attorney General Department’s publication Preventing Violent Extremism and Radicalisation in Australia (PVERA, 2015). The analysis of the term radical in these texts is influenced by Raymond Williams’s examination of particular keywords in their historical and contemporary contexts. Findings Across these two texts, radical is deployed as adjective for a process of interrogating structured inequalities of the economy and employment, and as individualised noun attached to the “vulnerable” young person. Social implications Reading the first issue of RED alongside the PVERA text suggests the consequences of the reconstitution of the role of schools, teachers and the re-positioning of certain young people as “vulnerable”. The juxtaposition of these two texts surfaces contemporary patterns of the therapeutisation of political concerns. Originality/value A methodological contribution is offered to historical sociological analyses of shifts and continuities of the role of the school in relation to society.
{"title":"Radical reform and reforming radicals in Australian schooling","authors":"E. Mayes","doi":"10.1108/HER-07-2018-0017","DOIUrl":"https://doi.org/10.1108/HER-07-2018-0017","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to consider historical shifts in the mobilisation of the concept of radical in relation to Australian schooling.\u0000\u0000\u0000Design/methodology/approach\u0000Two texts composed at two distinct points in a 40-year period in Australia relating to radicalism and education are strategically juxtaposed. These texts are: the first issue of the Radical Education Dossier (RED, 1976), and the Attorney General Department’s publication Preventing Violent Extremism and Radicalisation in Australia (PVERA, 2015). The analysis of the term radical in these texts is influenced by Raymond Williams’s examination of particular keywords in their historical and contemporary contexts.\u0000\u0000\u0000Findings\u0000Across these two texts, radical is deployed as adjective for a process of interrogating structured inequalities of the economy and employment, and as individualised noun attached to the “vulnerable” young person.\u0000\u0000\u0000Social implications\u0000Reading the first issue of RED alongside the PVERA text suggests the consequences of the reconstitution of the role of schools, teachers and the re-positioning of certain young people as “vulnerable”. The juxtaposition of these two texts surfaces contemporary patterns of the therapeutisation of political concerns.\u0000\u0000\u0000Originality/value\u0000A methodological contribution is offered to historical sociological analyses of shifts and continuities of the role of the school in relation to society.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"5 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85299106","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 : 2019-03-11DOI: 10.1108/HER-07-2018-0019
R. Low
PurposeThrough a political genealogy, the purpose of this paper is to demonstrate how the institutionalisation of the so-called “secular principle” in NSW state schools in the late-nineteenth century, which is commonly assumed to be a historical moment when religious neutrality was enshrined in public education, was overdetermined by the politics of racialisation and ethno-nationalism.Design/methodology/approachThe historiographical method used here is labelled “political genealogy”. This approach foregrounds how every social order and norm is contingent on political struggles that have shaped its form over time. This includes foregrounding the acts of exclusion that constitute any social order and norm.FindingsThe secular principle institutionalised in the NSW Public Instruction Act of 1880, far from being the “neutral” solution to sectarian conflict, was in fact a product of anti-Catholic sentiment fuelled by the racialisation of Irish Catholicism and ethno-nationalist anxieties about its presence in the colony.Originality/valueThis paper makes clear that “the secular” in secular schooling is neither a product of historical and moral “progress” from a more “primitive” state to a more progressive one, nor a principle of neutrality that stands outside of particular historical and political relations of power. Thus, it encourages a more pragmatic and supple understanding of “the secular” in education. It also invites both advocates and critics of secular education to adapt their arguments based on changing historical circumstances, and to justify the exclusions that such arguments imply without recourse to transcendent principles.
通过政治谱系，本文的目的是展示19世纪后期新南威尔士州州立学校所谓的“世俗原则”的制度化，这通常被认为是宗教中立被庄严地置于公共教育中的历史时刻，是如何被种族化和民族主义政治过度决定的。设计/方法/途径这里使用的史学方法被称为“政治谱系学”。这种方法强调了每一种社会秩序和规范是如何取决于政治斗争的，政治斗争随着时间的推移塑造了它的形式。这包括突出构成任何社会秩序和规范的排斥行为。1880年《新南威尔士州公共教育法案》(NSW Public Instruction Act)中确立的世俗原则，远非宗派冲突的“中立”解决方案，实际上是反天主教情绪的产物，这种情绪是由爱尔兰天主教的种族化和对其在殖民地存在的民族主义焦虑所推动的。原创性/价值本文明确指出，世俗教育中的“世俗”既不是历史和道德“进步”的产物，从一个更“原始”的国家到一个更进步的国家，也不是站在特定的历史和政治权力关系之外的中立原则。因此，它鼓励对教育中的“世俗”有更务实和灵活的理解。它还邀请世俗教育的倡导者和批评者根据不断变化的历史环境调整他们的论点，并证明这些论点所隐含的排除，而不诉诸于超越的原则。
{"title":"Secularism, race, religion and the Public Instruction Act of 1880 in NSW","authors":"R. Low","doi":"10.1108/HER-07-2018-0019","DOIUrl":"https://doi.org/10.1108/HER-07-2018-0019","url":null,"abstract":"PurposeThrough a political genealogy, the purpose of this paper is to demonstrate how the institutionalisation of the so-called “secular principle” in NSW state schools in the late-nineteenth century, which is commonly assumed to be a historical moment when religious neutrality was enshrined in public education, was overdetermined by the politics of racialisation and ethno-nationalism.Design/methodology/approachThe historiographical method used here is labelled “political genealogy”. This approach foregrounds how every social order and norm is contingent on political struggles that have shaped its form over time. This includes foregrounding the acts of exclusion that constitute any social order and norm.FindingsThe secular principle institutionalised in the NSW Public Instruction Act of 1880, far from being the “neutral” solution to sectarian conflict, was in fact a product of anti-Catholic sentiment fuelled by the racialisation of Irish Catholicism and ethno-nationalist anxieties about its presence in the colony.Originality/valueThis paper makes clear that “the secular” in secular schooling is neither a product of historical and moral “progress” from a more “primitive” state to a more progressive one, nor a principle of neutrality that stands outside of particular historical and political relations of power. Thus, it encourages a more pragmatic and supple understanding of “the secular” in education. It also invites both advocates and critics of secular education to adapt their arguments based on changing historical circumstances, and to justify the exclusions that such arguments imply without recourse to transcendent principles.","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"5 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88824333","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 : 2018-10-07DOI: 10.1108/HER-10-2017-0019
C. Hooper
Purpose Mary Mackillop, the only Australian to have been declared a “saint” by the Roman Catholic Church, co-founded the Institute of the Sisters of St Joseph, a religious congregation established primarily to educate the poor. Prior to this, she taught at a Common School in Portland. While she was there, the headmaster was dismissed. The purpose of this paper is to examine the extent to which the narrative accounts of the dismissal, as provided in the biographies of Mary, are supported by the documentary evidence. Contemporary records of the Board of Education indicate that Mary played a more active role in the dismissal than that suggested by her biographers. Design/methodology/approach Documentary evidence, particularly the records of the Board of Education, has been used to challenge the biographical accounts of Mary Mackillop’s involvement in an incident that occurred while she was a teacher at the Portland Common School. Findings It appears that the biographers, by omitting to consider the evidence available in the records of the Board of Education, have down-played Mary Mackillop’s involvement in the events that led to the dismissal of the head teacher at Portland. Originality/value This paper uses documentary evidence to challenge the account of the Portand incident, as provided in the biographies of Mary Mackillop.
{"title":"The unsaintly behaviour of Mary Mackillop: her early teaching career at Portland","authors":"C. Hooper","doi":"10.1108/HER-10-2017-0019","DOIUrl":"https://doi.org/10.1108/HER-10-2017-0019","url":null,"abstract":"\u0000Purpose\u0000Mary Mackillop, the only Australian to have been declared a “saint” by the Roman Catholic Church, co-founded the Institute of the Sisters of St Joseph, a religious congregation established primarily to educate the poor. Prior to this, she taught at a Common School in Portland. While she was there, the headmaster was dismissed. The purpose of this paper is to examine the extent to which the narrative accounts of the dismissal, as provided in the biographies of Mary, are supported by the documentary evidence. Contemporary records of the Board of Education indicate that Mary played a more active role in the dismissal than that suggested by her biographers.\u0000\u0000\u0000Design/methodology/approach\u0000Documentary evidence, particularly the records of the Board of Education, has been used to challenge the biographical accounts of Mary Mackillop’s involvement in an incident that occurred while she was a teacher at the Portland Common School.\u0000\u0000\u0000Findings\u0000It appears that the biographers, by omitting to consider the evidence available in the records of the Board of Education, have down-played Mary Mackillop’s involvement in the events that led to the dismissal of the head teacher at Portland.\u0000\u0000\u0000Originality/value\u0000This paper uses documentary evidence to challenge the account of the Portand incident, as provided in the biographies of Mary Mackillop.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"11 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82256344","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 : 2018-10-01DOI: 10.1108/HER-11-2017-0023
Amy McKernan
Purpose The purpose of this paper is to consider the ways Port Arthur Historic Site and the Cascades Female Factory educate visitors using the often contentious and confronting histories of convictism in Australia. Design/methodology/approach The research was conducted between 2012 and 2015, and included analysis of exhibitions and education programs at the two sites, as well as interviews with core staff, and archival research. Analysis employed a methodological framework drawing on Margaret Wetherell’s (2012) notion of “affective practice”, as well as understandings of historical thinking in education developed by theorists and educators. Findings The two sites take differing approaches to educating visitors about the “uncomfortable” histories related to their heritage. Ultimately, this paper argues that the Cascades presents a greater ease with communicating the confronting aspects of the site’s history, while Port Arthur’s interpretive strategies are often focussed on countering widespread assumptions about the “darkness” and cruelty characteristic of the penal system in Australia. Overall, the analysis finds considerable potential in the “use” of confronting and contested history in teaching aimed at developing historical thought and empathy. Originality/value The research addresses an issue that is of central concern in heritage education at present – interpretations of confronting and contentious histories – and employs an innovative set of conceptual strategies and tools to gather insights of use to practitioners in heritage and education.
{"title":"Affective practices and the prison visit: learning at Port Arthur and the Cascades Female Factory","authors":"Amy McKernan","doi":"10.1108/HER-11-2017-0023","DOIUrl":"https://doi.org/10.1108/HER-11-2017-0023","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to consider the ways Port Arthur Historic Site and the Cascades Female Factory educate visitors using the often contentious and confronting histories of convictism in Australia.\u0000\u0000\u0000Design/methodology/approach\u0000The research was conducted between 2012 and 2015, and included analysis of exhibitions and education programs at the two sites, as well as interviews with core staff, and archival research. Analysis employed a methodological framework drawing on Margaret Wetherell’s (2012) notion of “affective practice”, as well as understandings of historical thinking in education developed by theorists and educators.\u0000\u0000\u0000Findings\u0000The two sites take differing approaches to educating visitors about the “uncomfortable” histories related to their heritage. Ultimately, this paper argues that the Cascades presents a greater ease with communicating the confronting aspects of the site’s history, while Port Arthur’s interpretive strategies are often focussed on countering widespread assumptions about the “darkness” and cruelty characteristic of the penal system in Australia. Overall, the analysis finds considerable potential in the “use” of confronting and contested history in teaching aimed at developing historical thought and empathy.\u0000\u0000\u0000Originality/value\u0000The research addresses an issue that is of central concern in heritage education at present – interpretations of confronting and contentious histories – and employs an innovative set of conceptual strategies and tools to gather insights of use to practitioners in heritage and education.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"26 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80208047","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":"University Jubilees and University History Writing: A Challenging Relationship","authors":"J. Waghorne","doi":"10.1108/HER-10-2018-059","DOIUrl":"https://doi.org/10.1108/HER-10-2018-059","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"27 4 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89700941","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 : 2018-10-01DOI: 10.1108/HER-03-2018-0010
Annemarie Augschöll
Purpose The research is rooted in the interest in educational biographies of ethnic and linguistic minorities in Europe during the twentieth century. The purpose of this paper is to give an answer to the question of how the nationalistic educational norms during the period of totalitarian regimes manifested themselves in the educational biographies of minorities, and how much individuals and collectives transferred their scholastic denationalisation experiences (e.g. prohibition of alphabetisation in their mother tongue) to the following generations. In other words, if and how traces of the previously named experiences, for example the attitude towards education, can be found in insecurities and attitudes of the first or even the second follow-up generation. Design/methodology/approach The theoretical foundation used for this research is the conception of school as “institutional actor” theorised by Helmut Fend (2006). Fend used a widened concept based upon Weber’s (1922/1988) action-theoretical, Luhmann’s (2002) system-theoretical and Scharpf’s (2000) and Schaefers’ (2002) institution-centred approaches. This scientific background designs a theoretical concept of school fitted for the social and pedagogical research field. Specifically, in Fend’s analysis of design- and action-oriented potentials, Fend (2006) “turns his special attention to the processes in the educational field, which are implemented by actors, who themselves act in the context of institutional framework conditions” (p. 17). Findings The experience of school in totalitarian contexts manifests itself in individual and collective memories, later found in the following generations with particular emphasis on the approaches towards education. Originality/value This paper analyses the transgenerational impact of the experiences ethnical minorities had with schools.
{"title":"Totalitarian school politics during fascism in Italy and their transgenerational effects","authors":"Annemarie Augschöll","doi":"10.1108/HER-03-2018-0010","DOIUrl":"https://doi.org/10.1108/HER-03-2018-0010","url":null,"abstract":"\u0000Purpose\u0000The research is rooted in the interest in educational biographies of ethnic and linguistic minorities in Europe during the twentieth century. The purpose of this paper is to give an answer to the question of how the nationalistic educational norms during the period of totalitarian regimes manifested themselves in the educational biographies of minorities, and how much individuals and collectives transferred their scholastic denationalisation experiences (e.g. prohibition of alphabetisation in their mother tongue) to the following generations. In other words, if and how traces of the previously named experiences, for example the attitude towards education, can be found in insecurities and attitudes of the first or even the second follow-up generation.\u0000\u0000\u0000Design/methodology/approach\u0000The theoretical foundation used for this research is the conception of school as “institutional actor” theorised by Helmut Fend (2006). Fend used a widened concept based upon Weber’s (1922/1988) action-theoretical, Luhmann’s (2002) system-theoretical and Scharpf’s (2000) and Schaefers’ (2002) institution-centred approaches. This scientific background designs a theoretical concept of school fitted for the social and pedagogical research field. Specifically, in Fend’s analysis of design- and action-oriented potentials, Fend (2006) “turns his special attention to the processes in the educational field, which are implemented by actors, who themselves act in the context of institutional framework conditions” (p. 17).\u0000\u0000\u0000Findings\u0000The experience of school in totalitarian contexts manifests itself in individual and collective memories, later found in the following generations with particular emphasis on the approaches towards education.\u0000\u0000\u0000Originality/value\u0000This paper analyses the transgenerational impact of the experiences ethnical minorities had with schools.\u0000","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"45 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90963246","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 Color of Mind: Why the Origins of the Achievement Gap Matter for Justice","authors":"ArCasia D. James‐Gallaway","doi":"10.1108/HER-10-2018-062","DOIUrl":"https://doi.org/10.1108/HER-10-2018-062","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"13 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74466743","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":"Powerful narratives and compelling explanations: educational historians and museums at work","authors":"C. Campbell, D. Kass","doi":"10.1108/HER-10-2018-065","DOIUrl":"https://doi.org/10.1108/HER-10-2018-065","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"15 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79043388","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":"Empathy and History: Historical Understanding in Re-enactment, Hermeneutics and Education","authors":"Matilda Keynes","doi":"10.1108/HER-10-2018-063","DOIUrl":"https://doi.org/10.1108/HER-10-2018-063","url":null,"abstract":"","PeriodicalId":43049,"journal":{"name":"History of Education Review","volume":"36 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87257477","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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