India, a country with more than 1.3 billion people living in an area of 1,269,219 square miles has only three teaching positions dedicated to the history of education. This denotes little importance given to the discipline. India produced no historian of education during the first twenty-six years after attaining independence. Bhagaban Prasad Majumdar, the first historian of education in independent India, published his First Fruit of English Education in 1973, through a local publisher that no longer exists. The book analyzed the answers written in annual examinations during the first half of the nineteenth century to evaluate the growth of modern education in India. It is indispensable for anyone seeking to understand curriculum history in India, particularly a teacher education student. However, the book is seldom quoted and difficult to find. In all of Delhi, only one library holds a single copy. This is representative of the fate that has befallen even scholars who have worked in the field at the international level and published books and papers in recognized journals. This year, India is celebrating seventy-five years of independence, and so far, it has produced six sets of major historical works and five micro studies that are limited in scope, again, are seldom quoted and recognized in the public debates on education in India.
{"title":"Miseducation in India: Historiographical Reflections","authors":"P. Rao","doi":"10.1017/heq.2022.28","DOIUrl":"https://doi.org/10.1017/heq.2022.28","url":null,"abstract":"India, a country with more than 1.3 billion people living in an area of 1,269,219 square miles has only three teaching positions dedicated to the history of education. This denotes little importance given to the discipline. India produced no historian of education during the first twenty-six years after attaining independence. Bhagaban Prasad Majumdar, the first historian of education in independent India, published his First Fruit of English Education in 1973, through a local publisher that no longer exists. The book analyzed the answers written in annual examinations during the first half of the nineteenth century to evaluate the growth of modern education in India. It is indispensable for anyone seeking to understand curriculum history in India, particularly a teacher education student. However, the book is seldom quoted and difficult to find. In all of Delhi, only one library holds a single copy. This is representative of the fate that has befallen even scholars who have worked in the field at the international level and published books and papers in recognized journals. This year, India is celebrating seventy-five years of independence, and so far, it has produced six sets of major historical works and five micro studies that are limited in scope, again, are seldom quoted and recognized in the public debates on education in India.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"373 - 386"},"PeriodicalIF":0.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46534200","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":"Rubén Donato and Jarrod Hanson. The Other American Dilemma: Schools, Mexicans, and the Nature of Jim Crow, 1912–1953 Albany: SUNY Press, 2021. 192 pp.","authors":"Philis M. Barragán Goetz","doi":"10.1017/heq.2022.33","DOIUrl":"https://doi.org/10.1017/heq.2022.33","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"503 - 505"},"PeriodicalIF":0.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45054195","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}
Abstract This article examines the complex drivers of change in language education that have resulted in Australia having the highest number of students learning Italian in the world. An analysis of academic and non-academic literature, policy documents, and quantitative data helps trace the trajectory of the Italian language in the Australian education system, from the 1960s to the 1990s, illustrating the interaction of different variables that facilitated the shift in Italian's status from a largely immigrant language to one of the most widely studied languages in Australia. This research documents the factors behind the successful mainstreaming of Italian into schools, which, in addition to the active support it received from the Italian community and the Italian government, also included, notably, the ability of different Australian governments to address societal transformation and to respond to the emerging practical challenges in scaling up new language education initiatives in a detailed and comprehensive manner.
{"title":"From the Periphery to Center Stage: The Mainstreaming of Italian in the Australian Education System (1960s to 1990s)","authors":"J. Hajek, R. Aliani, Y. Slaughter","doi":"10.1017/heq.2022.30","DOIUrl":"https://doi.org/10.1017/heq.2022.30","url":null,"abstract":"Abstract This article examines the complex drivers of change in language education that have resulted in Australia having the highest number of students learning Italian in the world. An analysis of academic and non-academic literature, policy documents, and quantitative data helps trace the trajectory of the Italian language in the Australian education system, from the 1960s to the 1990s, illustrating the interaction of different variables that facilitated the shift in Italian's status from a largely immigrant language to one of the most widely studied languages in Australia. This research documents the factors behind the successful mainstreaming of Italian into schools, which, in addition to the active support it received from the Italian community and the Italian government, also included, notably, the ability of different Australian governments to address societal transformation and to respond to the emerging practical challenges in scaling up new language education initiatives in a detailed and comprehensive manner.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"475 - 497"},"PeriodicalIF":0.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48139582","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}
Abstract Syed Ross Masood (1889-1937), grandson of the Muslim modernist Syed Ahmad Khan and former principal of Osmania University, traveled in 1922 from India to Japan as Director of Public Instruction for Hyderabad to assess Japan's educational system. In Japan and Its Educational System, a report published in 1923, Masood concluded that education had been key to Japan's rapid modernization and recommended that Hyderabad follow the country's model of modernization and educational reform: transmit Western knowledge through widespread vernacular education, and focus on the imperial tradition, freedom from foreign control, and patriotic nationalism. Masood sought to use mass vernacular education to create in Hyderabad a nationalist subject, loyal to the ruling Muslim dynasty, who absorbed modern scientific knowledge with its Western epistemic foundations but who remained untainted by Western norms. This study contextualizes and historicizes Masood's attempt to create in Hyderabad a new nationalist subject, focusing on his 1923 report about Japan.
摘要Syed Ross Masood（1889-1937），穆斯林现代主义者Syed Ahmad Khan的孙子，奥斯曼尼亚大学前校长，1922年作为海得拉巴公共教育主任从印度前往日本，评估日本的教育体系。在1923年发表的一份报告《日本及其教育体系》中，马苏德得出结论，教育是日本快速现代化的关键，并建议海得拉巴效仿该国的现代化和教育改革模式：通过广泛的本土教育传播西方知识，关注帝国传统、免受外国控制、，以及爱国民族主义。马苏德试图利用大众白话教育在海得拉巴创造一个民族主义主体，忠于统治的穆斯林王朝，后者吸收了具有西方认识基础的现代科学知识，但仍然不受西方规范的玷污。本研究将马苏德在海得拉巴创造一个新的民族主义主题的尝试置于背景和历史中，重点关注他1923年关于日本的报告。
{"title":"Syed Ross Masood and a Japanese Model for Education, Nationalism, and Modernity in Hyderabad","authors":"Mimi Hanaoka","doi":"10.1017/heq.2022.29","DOIUrl":"https://doi.org/10.1017/heq.2022.29","url":null,"abstract":"Abstract Syed Ross Masood (1889-1937), grandson of the Muslim modernist Syed Ahmad Khan and former principal of Osmania University, traveled in 1922 from India to Japan as Director of Public Instruction for Hyderabad to assess Japan's educational system. In Japan and Its Educational System, a report published in 1923, Masood concluded that education had been key to Japan's rapid modernization and recommended that Hyderabad follow the country's model of modernization and educational reform: transmit Western knowledge through widespread vernacular education, and focus on the imperial tradition, freedom from foreign control, and patriotic nationalism. Masood sought to use mass vernacular education to create in Hyderabad a nationalist subject, loyal to the ruling Muslim dynasty, who absorbed modern scientific knowledge with its Western epistemic foundations but who remained untainted by Western norms. This study contextualizes and historicizes Masood's attempt to create in Hyderabad a new nationalist subject, focusing on his 1923 report about Japan.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"418 - 446"},"PeriodicalIF":0.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46645638","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}
researched, Burkholder seems to have left few stones unturned. Sources include newspapers, research studies, court cases, the NAACP papers, school board records, and a plethora of secondary sources. She manages the varying viewpoints of white conservatives, moderates, and liberals as well as Black nationalists, integrationists, moderates, civil rights leaders, and Black power advocates. Burkholder also simplifies a complex history with excellent writing, representative vignettes, and amplified voices of scholars, leaders, teachers, parents, and students. Inevitably, even the most comprehensive studies may fail to feature every example or city. Burkholder deftly chooses representative samples to demonstrate both support for and opposition to integration. Such an approach can also lead to some viewpoints receiving minimal coverage. It would have been useful to see more coverage of Black nationalism in the earlier eras as well as more Black views of community control. Finally, perhaps the study should have ended prior to the contemporary period, because the examples beyond 2007 are limited. These are all minor points of preference rather than critiques. So much of the history of northern Black education is only found in case studies or limited to certain eras. This study is timely, extensive, and a major contribution to the history of African American education. More significantly, it reminds us that both strategies of integration and separation were thoughtful responses in the various historical contexts. Certainly, Black people should be integrated into the larger society to fulfill their roles as citizens, claim the luxuries of freedom, and avoid underfunded and inequitable education. They should also be free to value an education in Black-controlled spaces where students can be nurtured and cultivated to their highest potential, as Vanessa Siddle Walker has argued. Throughout the back-and-forth between these strategies, white supremacy has truncated both responses. The value of these continued debates is evidence that Black people are unwilling to sit back and allow white supremacy to continue unabated.
{"title":"Sharon Lee. An Unseen Unheard Minority: Asian American Students at the University of Illinois New Brunswick: Rutgers University Press, 2021. 172 pp.","authors":"Christopher Getowicz","doi":"10.1017/heq.2022.32","DOIUrl":"https://doi.org/10.1017/heq.2022.32","url":null,"abstract":"researched, Burkholder seems to have left few stones unturned. Sources include newspapers, research studies, court cases, the NAACP papers, school board records, and a plethora of secondary sources. She manages the varying viewpoints of white conservatives, moderates, and liberals as well as Black nationalists, integrationists, moderates, civil rights leaders, and Black power advocates. Burkholder also simplifies a complex history with excellent writing, representative vignettes, and amplified voices of scholars, leaders, teachers, parents, and students. Inevitably, even the most comprehensive studies may fail to feature every example or city. Burkholder deftly chooses representative samples to demonstrate both support for and opposition to integration. Such an approach can also lead to some viewpoints receiving minimal coverage. It would have been useful to see more coverage of Black nationalism in the earlier eras as well as more Black views of community control. Finally, perhaps the study should have ended prior to the contemporary period, because the examples beyond 2007 are limited. These are all minor points of preference rather than critiques. So much of the history of northern Black education is only found in case studies or limited to certain eras. This study is timely, extensive, and a major contribution to the history of African American education. More significantly, it reminds us that both strategies of integration and separation were thoughtful responses in the various historical contexts. Certainly, Black people should be integrated into the larger society to fulfill their roles as citizens, claim the luxuries of freedom, and avoid underfunded and inequitable education. They should also be free to value an education in Black-controlled spaces where students can be nurtured and cultivated to their highest potential, as Vanessa Siddle Walker has argued. Throughout the back-and-forth between these strategies, white supremacy has truncated both responses. The value of these continued debates is evidence that Black people are unwilling to sit back and allow white supremacy to continue unabated.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"500 - 503"},"PeriodicalIF":0.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139791","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}
Abstract Through the lens of the school board, this essay examines school governance dynamics as a southern, historically white public school district struggled to implement school desegregation. In 1976, the city of Waco simultaneously elected its school district's first trustees of Color, Dr. Emma Louise Harrison and Rev. Robert Lewis Gilbert. Harrison and Gilbert used distinctly different political strategies to navigate the racially hostile school board environment, but ultimately, as this article demonstrates, neither strategy enabled them to overcome white supremacy in Waco. This seemingly obvious point reveals a notable yet underemphasized drawback of school desegregation: that it failed to upend structural racial injustice. The case of Harrison and Gilbert illustrates that this limitation was reflected in the token number of Black trustees on the boards of desegregated schools and the concerted white resistance they met in working to spur meaningful racial change.
{"title":"Waco's First Black School Board Trustees: Navigating Institutional White Supremacy in 1970s Texas","authors":"ArCasia D. James‐Gallaway","doi":"10.1017/heq.2022.26","DOIUrl":"https://doi.org/10.1017/heq.2022.26","url":null,"abstract":"Abstract Through the lens of the school board, this essay examines school governance dynamics as a southern, historically white public school district struggled to implement school desegregation. In 1976, the city of Waco simultaneously elected its school district's first trustees of Color, Dr. Emma Louise Harrison and Rev. Robert Lewis Gilbert. Harrison and Gilbert used distinctly different political strategies to navigate the racially hostile school board environment, but ultimately, as this article demonstrates, neither strategy enabled them to overcome white supremacy in Waco. This seemingly obvious point reveals a notable yet underemphasized drawback of school desegregation: that it failed to upend structural racial injustice. The case of Harrison and Gilbert illustrates that this limitation was reflected in the token number of Black trustees on the boards of desegregated schools and the concerted white resistance they met in working to spur meaningful racial change.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"59 - 83"},"PeriodicalIF":0.8,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45405095","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}
Abstract The long history of Montessori education in India dates to 1915, and it was expanded through Maria and Mario Montessori's work in India between 1939 to 1946 and 1947 to 1949. The article characterizes a century of Montessori education in India as a series of adapted, competing, and contested framings with key disputes over Montessori education's intended purpose, audience, and how much it could be adapted. First, from 1915 to 1939, Montessori education was connected to the Indian independence movement as nation-building education, but it was eclipsed by a parallel rise of elite, private Montessori schools, a framing reinforced by Maria Montessori's insistence on fidelity to her method. Starting in the 1950s, other Indian educators adapted Montessori for poor children, an emphasis that continues today with government and foundation-funded schools. Finally, in the last thirty years, India's new middle class has driven demand for early childhood education, leading to branded Montessori franchises, some bearing little resemblance to Montessori's original pedagogy.
{"title":"Montessori in India: Adapted, Competing, and Contested Framings, 1915–2021","authors":"Mira Debs","doi":"10.1017/heq.2022.25","DOIUrl":"https://doi.org/10.1017/heq.2022.25","url":null,"abstract":"Abstract The long history of Montessori education in India dates to 1915, and it was expanded through Maria and Mario Montessori's work in India between 1939 to 1946 and 1947 to 1949. The article characterizes a century of Montessori education in India as a series of adapted, competing, and contested framings with key disputes over Montessori education's intended purpose, audience, and how much it could be adapted. First, from 1915 to 1939, Montessori education was connected to the Indian independence movement as nation-building education, but it was eclipsed by a parallel rise of elite, private Montessori schools, a framing reinforced by Maria Montessori's insistence on fidelity to her method. Starting in the 1950s, other Indian educators adapted Montessori for poor children, an emphasis that continues today with government and foundation-funded schools. Finally, in the last thirty years, India's new middle class has driven demand for early childhood education, leading to branded Montessori franchises, some bearing little resemblance to Montessori's original pedagogy.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"387 - 417"},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46984881","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}
Abstract Andrew Monroe [pseud.] (b. 1894) was a Colorado street kid whose acts of truancy and theft landed him before the state's early juvenile courts, and his youth was marked by attempts at escape from reform school. His childhood and youth provide insights into the mechanics of how systems of juvenile corrections operated in the early twentieth century. To enforce new truancy laws, Progressive Era child-savers relied on report cards for the surveillance of probationers, categorizing children like Andrew as “stubborn,” “unyielding,” and “disobedient.” Ultimately, Andrew's refusal to comply with these new forms of institutional control serves as a case study for the challenges that children faced in escaping an apparatus that reduced them to the label of “delinquent.”
{"title":"“The Eye of the Juvenile Court”: Report Cards, Juvenile Corrections, and a Colorado Street Kid, 1900-1920","authors":"Wade H. Morris","doi":"10.1017/heq.2022.22","DOIUrl":"https://doi.org/10.1017/heq.2022.22","url":null,"abstract":"Abstract Andrew Monroe [pseud.] (b. 1894) was a Colorado street kid whose acts of truancy and theft landed him before the state's early juvenile courts, and his youth was marked by attempts at escape from reform school. His childhood and youth provide insights into the mechanics of how systems of juvenile corrections operated in the early twentieth century. To enforce new truancy laws, Progressive Era child-savers relied on report cards for the surveillance of probationers, categorizing children like Andrew as “stubborn,” “unyielding,” and “disobedient.” Ultimately, Andrew's refusal to comply with these new forms of institutional control serves as a case study for the challenges that children faced in escaping an apparatus that reduced them to the label of “delinquent.”","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"312 - 336"},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49447329","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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