Pub Date : 2023-07-04DOI: 10.1080/0046760X.2022.2098391
Klaus Dittrich, D. Neuhaus
Walking down the streets of Seoul’s upscale Taech’i or Apkujǒng wards in the Gangnam district, one immediately spots young people rushing to ‘cram schools’ (hagwǒn) under the glistening advertisements for private tutoring. Even as late as 11 p.m., Seoul’s subways are crowded with children and adolescents who return home after having spent the first half of the day in public school and the latter in a private institute. These observations offer a first impression of the pressurised environment surrounding education in today’s South Korea. ‘Education fever’ (kyoyuk yŏlgi), or a ‘passion for education’, so it seems, has for long been ingrained into Korean society and appears as an age-old excitement for study. As early as 1909, when the Patriotic Enlightenment Movement (aeguk kyemŏng undong) was exciting the country, the German-language newspaper of Shanghai, Ostasiatischer Lloyd, observed a ‘feverous excitement’ among Koreans and an ‘extraordinarily lively urge to get educated’. This was not restricted to the male population, as the Presbyterian missionary Annie Baird testified when she wrote in 1909:
走在首尔江南区Taech ' i (Apkujǒng)的高档街道上，你会立即看到年轻人在闪闪发光的私人辅导广告下涌向“补习班”(hagwǒn)。晚上11点，首尔的地铁上也挤满了在公立学校上了半天、在补习班上了半天后回家的孩子和青少年。这些观察提供了当今韩国教育压力环境的第一印象。“教育热”(kyoyuk yŏlgi)，即“对教育的热情”，似乎在韩国社会根深蒂固，表现为一种古老的学习热情。早在1909年，当爱国启蒙运动(aeguk kyemŏng undong)在全国掀起热潮时，上海的德语报纸《Ostasiatischer Lloyd》就观察到韩国人“狂热的兴奋”和“接受教育的强烈愿望”。这并不局限于男性，正如长老会传教士安妮·贝尔德(Annie Baird)在1909年写道的那样:
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Pub Date : 2023-06-28DOI: 10.1080/0046760x.2023.2204504
Anell Stacey Daries
{"title":"Black students in imperial Britain: the African Institute, Colwyn Bay, 1889–1911","authors":"Anell Stacey Daries","doi":"10.1080/0046760x.2023.2204504","DOIUrl":"https://doi.org/10.1080/0046760x.2023.2204504","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"28 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81568918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.1080/0046760x.2023.2218315
J. Harford, Á. Hyland
{"title":"Becoming women teachers: gender and primary teacher training in Ireland, 1922–1974","authors":"J. Harford, Á. Hyland","doi":"10.1080/0046760x.2023.2218315","DOIUrl":"https://doi.org/10.1080/0046760x.2023.2218315","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"12 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80930815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-22DOI: 10.1080/0046760x.2023.2193812
P. Kallaway
ABSTRACT Recent debates relating to the #Rhodes-Must-Fall and related movements invite a careful reappraisal of the complex field of colonial education in the late colonial era, given the lack of attention to the field by historians and the significance of this legacy for the development of educational policy in the post-colonial world. The British, French and German colonial offices, along with missionary societies and American philanthropic organisations, had attempted to shape such policies in the first half of the twentieth century, broadly influenced by notions of Indirect Rule and Progressive Education, but there were also significant critics of formal policy initiatives who have only had intermittent scholarly attention. Bryant Mumford’s career in the field (especially in Tanganyika – 1923–1932) and in his role as lecturer in the newly established Colonial Department at the London Institute of Education (1934–1942), provides valuable insights into the world of colonial education.
{"title":"William Bryant Mumford, 1900–1951: entrepreneur in colonial education","authors":"P. Kallaway","doi":"10.1080/0046760x.2023.2193812","DOIUrl":"https://doi.org/10.1080/0046760x.2023.2193812","url":null,"abstract":"ABSTRACT Recent debates relating to the #Rhodes-Must-Fall and related movements invite a careful reappraisal of the complex field of colonial education in the late colonial era, given the lack of attention to the field by historians and the significance of this legacy for the development of educational policy in the post-colonial world. The British, French and German colonial offices, along with missionary societies and American philanthropic organisations, had attempted to shape such policies in the first half of the twentieth century, broadly influenced by notions of Indirect Rule and Progressive Education, but there were also significant critics of formal policy initiatives who have only had intermittent scholarly attention. Bryant Mumford’s career in the field (especially in Tanganyika – 1923–1932) and in his role as lecturer in the newly established Colonial Department at the London Institute of Education (1934–1942), provides valuable insights into the world of colonial education.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72521973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.1080/0046760x.2023.2192188
Begoña Torres, Raúl Velasco Morgado
{"title":"Enlarging the image in the lecture theatre: giant oil paintings and anatomy teaching in Spain, 1870–1930","authors":"Begoña Torres, Raúl Velasco Morgado","doi":"10.1080/0046760x.2023.2192188","DOIUrl":"https://doi.org/10.1080/0046760x.2023.2192188","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"97 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79216323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1080/0046760x.2023.2192185
Willy Hugedet
{"title":"Meeting over beating: Pierre Parlebas’ alter-education of sport (1950–2022)","authors":"Willy Hugedet","doi":"10.1080/0046760x.2023.2192185","DOIUrl":"https://doi.org/10.1080/0046760x.2023.2192185","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"29 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76092159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.1080/0046760X.2023.2166594
Kirstie Close
ABSTRACT While Fiji was a British colony, in the early twentieth century, education to Indigenous Fijians was delivered by missions including the Methodist Overseas Mission of Australasia. As argued here, education delivery was influenced by policies for African Americans. Policies from Tuskegee Institute in the American South were transposed to Nausori, where i taukei (people of the land) and Indo-Fijians were encouraged into industrial mission schemes, away from traditional communal lifestyles. This article illustrates how contemporary educational philosophies for and by Black men and women were part of a broader education network that acted as a locus of colonial reform. While some in the colonial hierarchy considered his emphasis on agricultural training appropriate to their vision of Native Fijian advancement, concurrently, Fijians themselves – passing through the mission system promoted competing forms of modernisation. They used missionary education, including influences of Washington’s approach, to speak back to British power and authority.
20世纪初，当斐济还是英国殖民地的时候，澳大利亚卫理公会海外传教会(Methodist Overseas Mission of Australasia)等机构向斐济原住民提供教育。如本文所述，教育的提供受到非裔美国人政策的影响。美国南部塔斯基吉研究所的政策被转移到Nausori，在那里i taukei(土地上的人)和印度-斐济人被鼓励进入工业传教计划，远离传统的社区生活方式。这篇文章说明了黑人男女的当代教育哲学是如何成为更广泛的教育网络的一部分的，而这个教育网络是殖民地改革的中心。虽然殖民统治阶层中的一些人认为他对农业培训的强调符合他们对斐济土著进步的看法，但同时，斐济人自己通过传教系统促进了相互竞争的现代化形式。他们利用传教士的教育，包括华盛顿方法的影响，来反击英国的权力和权威。
{"title":"African American education in the Global South: tracing the influences of industrial training in early twentieth-century Fiji","authors":"Kirstie Close","doi":"10.1080/0046760X.2023.2166594","DOIUrl":"https://doi.org/10.1080/0046760X.2023.2166594","url":null,"abstract":"ABSTRACT While Fiji was a British colony, in the early twentieth century, education to Indigenous Fijians was delivered by missions including the Methodist Overseas Mission of Australasia. As argued here, education delivery was influenced by policies for African Americans. Policies from Tuskegee Institute in the American South were transposed to Nausori, where i taukei (people of the land) and Indo-Fijians were encouraged into industrial mission schemes, away from traditional communal lifestyles. This article illustrates how contemporary educational philosophies for and by Black men and women were part of a broader education network that acted as a locus of colonial reform. While some in the colonial hierarchy considered his emphasis on agricultural training appropriate to their vision of Native Fijian advancement, concurrently, Fijians themselves – passing through the mission system promoted competing forms of modernisation. They used missionary education, including influences of Washington’s approach, to speak back to British power and authority.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"32 1","pages":"717 - 734"},"PeriodicalIF":0.5,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74183936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/0046760X.2023.2166598
Funké Aladejebi, C. Fraser
ABSTRACT This article offers a sampling and critique of the history of education in North America, including Canada, the United States and Mexico. Being Black and Indigenous academics, respectively, the authors’ scholarship centres on community relationships, considering activism around #BlackLivesMatter and Indigenous Peoples, especially with the news of thousands of unmarked graves at former Indian Residential Schools in Canada. Amidst increasing global calls for decolonisation, social justice and accountability, we ask: how should one consider the history of education in North America amidst social unrest, climate change, the SARS-CoV-2 pandemic, ongoing colonialisms, gender inequities, police violence against Black bodies and unmarked graves of Indigenous children? This paper traces histories of Indian Residential Schools, explores schooling structures and emerging settler states, and examines the growing focus on local histories to offer new directions in the history of education that challenge antiquated national narratives.
{"title":"Lessons in relationality: reconsidering the history of education in North America","authors":"Funké Aladejebi, C. Fraser","doi":"10.1080/0046760X.2023.2166598","DOIUrl":"https://doi.org/10.1080/0046760X.2023.2166598","url":null,"abstract":"ABSTRACT This article offers a sampling and critique of the history of education in North America, including Canada, the United States and Mexico. Being Black and Indigenous academics, respectively, the authors’ scholarship centres on community relationships, considering activism around #BlackLivesMatter and Indigenous Peoples, especially with the news of thousands of unmarked graves at former Indian Residential Schools in Canada. Amidst increasing global calls for decolonisation, social justice and accountability, we ask: how should one consider the history of education in North America amidst social unrest, climate change, the SARS-CoV-2 pandemic, ongoing colonialisms, gender inequities, police violence against Black bodies and unmarked graves of Indigenous children? This paper traces histories of Indian Residential Schools, explores schooling structures and emerging settler states, and examines the growing focus on local histories to offer new directions in the history of education that challenge antiquated national narratives.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"6 1","pages":"154 - 181"},"PeriodicalIF":0.5,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82030030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/0046760X.2023.2182914
Desmond Odugu
ABSTRACT Examining developments in the history of education in Africa as a whole raises far-reaching philosophical, anthropological and historical questions about what Africa is and whether such a history is even possible as such. The course of that history and its tributaries wend around social theories; its dominant issues, tensions and gaps represent ideological interventions that highlight competing narratives in attempts to theorise social progress along a set of converging historiographic projects through which the conflicts between positivist, Marxist and poststructuralist (and other critical theory) perspectives – and the Eurocentricity of their objects – become visible. Anticipating broadened inquiries that centre Africans in historical narratives concerning education in Africa, this review (a) critiques historians’ obsession with and dissensions on colonial education, (b) clarifies epistemic ruptures in the well-worn quest for ‘truth’ in history evident in that obsession, and (c) proposes some prospects for decolonial futures in the history of education in Africa.
{"title":"Education in Africa: a critical historiographic review","authors":"Desmond Odugu","doi":"10.1080/0046760X.2023.2182914","DOIUrl":"https://doi.org/10.1080/0046760X.2023.2182914","url":null,"abstract":"ABSTRACT Examining developments in the history of education in Africa as a whole raises far-reaching philosophical, anthropological and historical questions about what Africa is and whether such a history is even possible as such. The course of that history and its tributaries wend around social theories; its dominant issues, tensions and gaps represent ideological interventions that highlight competing narratives in attempts to theorise social progress along a set of converging historiographic projects through which the conflicts between positivist, Marxist and poststructuralist (and other critical theory) perspectives – and the Eurocentricity of their objects – become visible. Anticipating broadened inquiries that centre Africans in historical narratives concerning education in Africa, this review (a) critiques historians’ obsession with and dissensions on colonial education, (b) clarifies epistemic ruptures in the well-worn quest for ‘truth’ in history evident in that obsession, and (c) proposes some prospects for decolonial futures in the history of education in Africa.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"21 1","pages":"220 - 245"},"PeriodicalIF":0.5,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82619856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/0046760X.2023.2196512
R. Low, H. Proctor
ABSTRACT In this article, we offer a survey of histories of education in the region commonly known as ‘Oceania’, which broadly encompasses the subregions today known as Australia, New Zealand/Aotearoa, Melanesia, Micronesia and Polynesia. The first part of this article addresses ‘the history of education in Oceania’ as a topic of both interest and omission. In the second part of this article, we attend to the question of how Oceania was crucial to the formation of northern and western European systems of scientific knowledge. Overall, we propose that working with ‘Oceania’ as a frame of vision in the history of education has the potential not only to address some big gaps in the literature, but also to productively challenge some of our field’s foundational narratives about progress, land, nations, system-building, and colonialism.
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