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Descriptors:
Evidence; Voluntary Agencies; Foreign Countries; Rewards; Social Control; Government Role; Punishment; Compulsory Education; Educational History; Historiography; Religious Education; Case Studies; Attendance; Discipline; Churches

Abstract:
The historiographical tradition which developed within the history of education from the 1970s regarded religious organisations as distractions from the "real" task of developing state-funded universal compulsory education. Despite more positive evaluations of voluntary agencies within the history of social policy, since the 1980s, the schools affiliated to the national co-ordinating religious societies are still regarded as potential agents of social control, inadequate in numerical terms, with poor standards, dull curricula and brutal discipline. This article seeks to redress the balance of this historiography by means of a case-study of part of the London hinterland. It will show how voluntary schools attached to national and international "modern" co-ordinating bodies might provide sufficient school places, a curriculum which was structured, with results evaluated positively by inspectors, and could operate systems of rewards rather than corporal punishment. Comparisons with the period after school boards were founded indicates that attendance rates stayed about the same, that the curriculum initially narrowed in one area, and that corporal punishment increased. While these factors were due partly to population increase, the evidence nevertheless demonstrates how voluntary schools could provide adequately, even well, for local populations, and that rate-aided school provision might have negative consequences. (Contains 115 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational History; Latin American History; Historiography; Government School Relationship; Public Education; Elementary Education; Public Schools; Privatization; Citizenship Education; Culture; Sex Role; War; Violence; Educational Research

Abstract:
ISCHE 33 was convened in San Luis Potosi to re-examine a relationship--that between society, education and the state--that had been largely taken for granted in official histories of education of modern nations. This theme was inspired by the bicentenary celebrations of the relatively early nineteenth-century movements (from 1804 to 1824) that instated independent nations in most of Latin America. National educational systems, there and elsewhere, were created largely with the aspiration of building uniform, modern nations of equal, illustrated citizens, yet research has shown that they also organised diversity and reproduced inequalities, creating and separating categories of class, gender, religion, ethnicity, race, generation, status and ability. ISCHE 33 brought historical research to bear upon the very categories used to talk about education. In this article, the authors first present discussions on this theme that have emerged in the historiography of Mexico, the venue of the conference. They then examine alternative conceptual tools, with reference to the papers in this special issue, used to study the actual configurations that have joined or opposed actors identified with the "state" or "society". By historicising these concepts, rather than assuming them as constants, one may gain insight into the particular import and alignment of the social and political collectivities involved in education. (Contains 49 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Educational Policy; Environmental Education; Foreign Countries; War; Educational History; Historiography; Catholics; Religious Education; Clergy; Questionnaires; Teacher Attitudes

Abstract:
Power over education and the upcoming generations has always been an important instrument in shaping religious and secular values. As a consequence, control over schools, pupils and teachers was, particularly in periods of war, an important means for bringing about acceptance of the new regime. The aim of this paper is to discuss priest-teachers' wartime memories of German interference in Belgian education during Second World War, on the basis of a survey conducted in the 1970s. By looking at teachers' memories, this paper contributes to a neglected field of study in the history of education and the historiography of Second World War. The analysis of the questionnaires illuminate how certain aspects of German educational policy were remembered by teachers and how they positioned themselves in the landscape of Second World War memory. As a result, this paper demonstrates that the survey not only offers an interesting source for investigating the war itself, but also sheds light on the changing post-war relationship between education, society and the state. (Contains 38 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Jews; Foreign Countries; Ideology; Historiography; Tourism; Educational History; Oral History; Organizations (Groups); Identification (Psychology); Judaism; Experiential Learning

Abstract:
Homeland tourism is a powerful medium of diasporic education. Yet, efforts to understand the enterprise are hampered by neglect of the field's history. This article contributes to the historiography of diaspora homeland tourism by examining the emergence of American Jewish educational tours of Israel in the 1950s and 1960s. Archival research and oral histories reveal that the early programs were not merely homeland oriented, but also organizationally oriented, seeking to establish sponsors' institutional footholds in Israel and to foster travelers' identification not just with Israel, but also with the sponsoring organizations and their ideologies. In their divergence from present-day Jewish educational tours of Israel, the early programs suggest new lines of inquiry about contemporary homeland tourism. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Historiography; Curriculum Development; Educational History; Intellectual History; Educational Change; Educational Theories; Progressive Education; Curriculum Design; Educational Attitudes; Role of Education; Direct Instruction

Abstract:
In the historiography on curriculum reform during the progressive era, one interpretive lens has dominated the study of 20th-century reform for more than 40 years: the idea of the "social efficiency" doctrine. In this historiographical essay, the authors briefly trace the rise of social efficiency as an idea in curriculum history, identify the four common assertions on which it is based, review the recent studies that challenge these assertions, and finally, suggest some ways to rescue the term from overuse and abuse. The authors argue that, historically speaking, "social efficiency" was a widely used, poorly defined, highly problematic term that had multiple uses for multiple scholars between the 1890s and the 1930s. Historiographically speaking, the authors argue the idea of the social efficiency doctrine has been an inconsistent, heterogeneous, and imprecise lens through which to explain long-term curriculum change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Social Sciences; Foreign Countries; Beginning Teachers; Elementary Secondary Education; Global Approach; Industrialization; World History; Historiography; Preservice Teachers; Grade 10; Faculty Development; Instructional Materials; Learning Activities; College Faculty; History Instruction

Abstract:
Given California's role in the Pacific economy, its historic Asian heritage, and the strong and growing presence of Asian communities and businesses in the state, it is imperative that students statewide understand the history of Asia. Unfortunately, the California state curricular framework and standards in history and social science limit the coverage of Asia. Most K-12 students' learning of Asia comes through middle and high school world history courses aligned to state standards that not only are Eurocentric, but also present Asia through an Orientalist lens. With funding from the Freeman Foundation, the History-Social Science Credential Program at California State University, Long Beach developed a professional development program for university faculty involved in the preparation of pre-service history teachers. "Raising the Visibility of Asia in World History Teacher Preparation" seeks to develop curricular materials and instructional activities for the university pre-service classroom that engage novice teachers with the recent scholarship and historiography of the "New World History." This scholarship presents a global and integrated conceptualization of world historical development that both resituates Europe away from the center of investigation and raises the visibility and significance of Asia. Providing pre-service teachers with this historiographic and scholarly understanding imparts them with the tools to teach world history from a global perspective that deepens and expands student learning about Asia in a fashion that is current with contemporary scholarship, yet mindful of the curricular mandates of the state standards. This article presents three lessons created by Miguel Escobar and Manoj Choudhary that are part of a larger unit of study in world history within the California tenth-grade curriculum. The goal of this unit is to provide students with information and knowledge concerning the Industrial Revolution and its global historical significance. At the completion of the unit, students understand the Industrial Revolution and the importance of industrialization in a global context. Students demonstrate knowledge of key terms and vocabulary and are able to provide and evaluate alternative theories of industrialization. Additionally, as is part of a goal in the classroom throughout the year, students are able to synthesize how the Industrial Revolution fits within a broader concept of modernity and diffusion. The unit places specific emphasis upon the study of Asia with relation to the Industrial Revolution. This unit provides alternative ideas for the long-term process of industrialization in Asia. This unit includes topics and concepts associated with the New World History that include Southernization, hybridity, cultural and technological diffusion, and the notion of a Pacific Rim. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Preservice Teacher Education; Methods Courses; Preservice Teachers; Historiography; History Instruction; Teacher Educators; Field Trips; Local History

Abstract:
Despite more than a decade of groundbreaking research on the advantages and need for more historical thinking and historiography in middle and high school history classrooms, many students continue to receive only modest exposure to these teaching concepts and related strategies. Research indicates that middle and high school students who are not regularly engaged in historical thinking, including the practice of historiographic analysis, often lack skills to process, analyze, or evaluate the past. Perhaps it is not surprising that studies also show students commonly respond to history content and concepts with a general apathetic detachment, and may fail to develop critical understandings of the human condition, past and present. Evidence suggests this apathetic response among students may be traced to testing schedules and the manner in which massive amounts of seemingly disjointed history content is presented. However, it may also be traced to preservice teacher preparation. Although it is likely most secondary social studies methods instructors now introduce concepts and strategies related to historical thinking and historiography, many preservice teachers continue to encounter barriers that dissuade and distract them from honing these skills when they enter the classroom. There are two overarching problems that continue to obstruct a broad implementation of these new ways of perceiving and studying history: (1) many preservice teachers do not have deep backgrounds in historical thinking and historiography; and (2) many middle and high schools do not present preservice teachers with an environment conducive to new or nontraditional--and often time-consuming--strategies. This paper is intended to discuss these and other challenges the author has encountered as a methods course instructor when training preservice teachers in the use of historical thinking and historiography, and to share a project developed to encourage preservice teachers to think historically and engage in historiographic analysis on their own, so to better enable them to engage their students with these dynamic strategies. (Contains 1 figure and 15 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Sciences; Observation; Feedback (Response); Teacher Educators; Historiography; History Instruction; History; Preservice Teachers; Historians

Abstract:
While the field of history education elucidates a clear and ambitious vision of high-quality history instruction, a current challenge for history educators (including teacher educators, curriculum specialists, and school-based history and social science supervisors) becomes how to illuminate and capture this when observing classrooms to research history instruction or to provide useful discipline-specific feedback to preservice (and inservice) history teachers. This paper introduces the structure of the "Protocol for Assessing the Teaching of History" (PATH), an instrument that provides one lens through which to observe secondary history teaching in order to provide a means for structured and focused observation of history teaching and learning with the goal of improving instruction. The authors make no claims that PATH is "the" way of teaching and learning history; rather, PATH initiates the conversation about how to capture and explore the specific teaching behaviors that the research and practitioner literature has shown to contribute to high-quality history instruction. PATH is an attempt to, as Grossman terms it, engage in the difficult work of ""decomposition" of practice--breaking down complex practice into its constituent parts for the purposes of teaching and learning." (Contains 1 figure and 23 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Curriculum Development; Ethnography; Foreign Countries; Educational Change; Creative Development; Historiography; Rural Areas; Change Strategies; Educational Quality; Ethnic Groups; Cultural Context; Politics of Education; Intellectual History; Educational Practices; Educational Development; Educational Policy

Abstract:
This article examines the uptake of "suzhi"--roughly glossed as "quality"--in China's recent curriculum reform called "suzhi jiaoyu" (Education for Quality) in the rural ethnic context of Qiandongnan. It engages with three layers of analysis. First is a brief etymological overview of "suzhi" to map out its cultural politics in contemporary China. Agamben's theorization of People/people is invoked to elucidate how the keyword embeds the differentiation of bodies and the fabrication of the "others" through a civilizing mission. Second, the article surveys the genealogy of "suzhi" ideas-practices as the historical project of making the ideal personhood. It examines how "suzhi's" entanglement in Chinese historiography constitutes the moving target for the formation of educational subjects. Third, the article draws from my ethnographic research in southwest China to investigate "suzhi's" enactment in compulsory schooling and current curriculum reform. It provides nuanced empirical accounts to illuminate how "suzhi"/quality is understood, contested, and reappropriated in everyday pedagogical practices; how the bifurcated front- and backstage maneuvering in two village schools trouble the salvationary overtone of the "suzhi"-oriented curriculum reform. The lens of performativity is harnessed to move beyond the "loose coupling" theory and suggest undecidable interstices in the production of pedagogical subjectivity. Furthermore, this section explores how "suzhi jiaoyu" sits in a jarring relationship with indigenous cosmology to produce epistemic dissonance and disenchantment towards schooling. The article concludes with a call for provincializing the "universal" notion of quality and for a productive in thinking about the limit-points of schooling. (Contains 30 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational History; Historiography; Historians; Educational Policy; Generational Differences; Political Attitudes; Christianity; Home Schooling; Rhetoric

Abstract:
When the author first began attending History of Education Society annual meetings as a graduate student in the 1990s, he would often listen wide-eyed to war stories of the good old days when sessions would break down into shouting matches between "radical revisionists" and their opponents. He thinks older generation of historians missed both the drama within the field and the press garnered from those outside during the 1970s and early 1980s. In this paper, the author argues that the spirit of the "70s" radicals lives on in the writings of libertarian historians of education whose work, much of it coming from scholars and presses outside of the university matrix, is largely unknown by card-carrying educational historians. Furthermore, this libertarian historiography is doing precisely what so many educators wish their own work would do--it is having an impact on educational policy and finding a public readership. The author begins by offering a chronological orientation to libertarian educational historiography, in the process summarizing some of its major concerns. He concludes by reflecting on the significance of this historiographical tradition for the rest of the field. (Contains 37 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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