Showing papers in "Paedagogica Historica in 2006"
TL;DR: The year 1863 is usually considered as crucial in the history of mathematics teaching and modern secondary education in general in the Netherlands as mentioned in this paper. But in earlier years too, mathematics teaching also showed interesting development and was by no means as backwards as is usually thought.
Abstract: The year 1863 is usually considered as crucial in the history of mathematics teaching and modern secondary education in general in the Netherlands. In that year, a Dutch version of the German Realschule was founded. But in earlier years too, mathematics teaching also showed interesting development and was by no means as backwards as is usually thought. The central government played only a partial and hesitant role in that development. Local authorities, pushed by the educational market, took the initiative in another crucial year, 1838. Without a proper legal basis, local government modernized its Latin schools and combined these schools with a kind of ?Realschule?, where mathematics was the most important subject. In 1863, the new school, usually called the HBS, was able to build on foundations laid in the decades before.
30 citations
TL;DR: In this paper, the different phases of the relationship of the New School movement with the so-called new Spanish pedagogic body for the new Francoist legislation are discussed. But they do not discuss the relationship between the two movements.
Abstract: During the Second Spanish Republic (1931–1939) the Government identified many of its educational goals with those of the international movement of the New School. While not subscribing to any particular trends, the legal documents are filled with appeals to activism, vitality, work school and collaboration. Many teachers identified with and enthusiastically supported these ideas. However, other educators, those generally belonging to Catholic Associations, saw the New School as a movement that served as an international referendum for such ideas as religious neutrality or coeducation, introduced by the Republican government in primary schools and that was perceived by these groups as an important step in the ‘de‐Christianization’ of Catholic Spain. Once the Civil War (1936–1939) was over, these same educators were commissioned to create a pedagogic body for the new Francoist legislation. In this article the different phases of the relationship of the New School movement with the so called ‘new Spanish ped...
24 citations
TL;DR: The authors explored the process by which different elements of the material culture of educational settings, including learning tools, classroom design and other aspects of the physical environment that embody a particular educational philosophy, become transmuted when taken over by those with very different pedagogical aims.
Abstract: This article explores the process by which different elements of the material culture of educational settings, including learning tools, classroom design and other aspects of the physical environment that embody a particular educational philosophy, become transmuted when taken over by those with very different pedagogical aims. The article focuses on the adaptation of Froebel’s kindergarten pedagogy for the Babies’ Classes and Infant Schools established by the London School Board from 1870 to 1904 and opens with a brief historiography of infant education in London in this period. The development of infant education in the UK was underpinned by a very different approach to the education of young children from that evident in the Froebelian kindergarten and the article identifies the role played by Samuel Wilderspin in shaping practice in London’s Infant Schools and the control exerted by the Education Department through Her Majesty’s Inspectorate. Key aspects of Froebel’s educational philosophy are describ...
20 citations
TL;DR: The first Belgian creches for children from birth to three years of age date from the nineteenth century and from 1919, formal legislation on child care was developed as mentioned in this paper, and the origins of Belgian childcare and in its initial legislation some core aspects of present-day child care policy and practice can be found.
Abstract: The first Belgian creches for children from birth to three years of age date from the nineteenth century. From 1919, formal legislation on child care was developed. In the early twentieth century, the origins of Belgian childcare and in its initial legislation some core aspects of present‐day child care policy and practice can be found. This article will focus on two of these historical aspects of Belgian child care. Both features have far‐reaching consequences for the organization of present child care provision, for professional qualifications and for policy matters. The first is an aspect that is very common in Western Europe, and a source of current pedagogical debate: the persistent gap between care for the infant and the education of the preschool child. The second is a typical Belgian feature of childcare: subsidized liberty as a specific form of public–private partnership. This article wishes to contribute to the debates on viewing childcare policy and practice by historicizing these issues. A clo...
19 citations
TL;DR: The authors examines the feminist history of progressive education in the United States using the Foucauldian conception of genealogy and the theoretical approach of critical feminism, concluding that gender has largely been ignored as a significant category of historical analysis.
Abstract: This article examines the feminist historiography of the progressive education movement over the past 25 years using the Foucauldian conception of genealogy and the theoretical approach of critical feminism. Gender has largely been ignored as a significant category of historical analysis in the historiography of progressive education in the United States. The defining history of progressive education in the United States is still Lawrence Cremin’s 1961 work, The Transformation of the School. For Cremin, gender is not a significant question. Later historians of the progressive education movement have tended to follow Cremin’s approach and have failed to address the gendered nature of progressive ideas of citizenship and democratic education. Early responses to this historiographic tradition by feminist historians of education influenced by the women’s movement sought to rescue and celebrate the women of the progressive education movement. They followed what might be called the ‘women’s recovery project’. T...
19 citations
TL;DR: In this article, the authors explore the historical dimensions of two key features of the new information age: education policy and knowledge creation, and present evidence that helps illuminate the ambiguities in the educational records that innovators were both responsible for and dependent on.
Abstract: Through an analysis of both education policy and knowledge creation, this article explores the historical dimensions of two key features of the ‘new information age’. In the field of education, it documents the development of a progressive education policy in late nineteenth‐ and early twentieth‐century Birmingham, UK. This policy extended access to schooling, attempted to ameliorate the effects of poverty and ill health and made important innovations in school curricula, architecture and administration. These were real and important achievements, but they were also in many respects ambiguous ones. These ambiguities can be read in the vast set of educational records that the innovators were both responsible for and dependent on. For the knowledge created and stored as a result of educational progressivism was also used as a means of surveillance and as a method for monitoring and disciplining urban populations. Based on a critical reading of Foucault, the article presents evidence that helps illuminate pr...
18 citations
TL;DR: In this article, the authors provide a brief historical review of the complex process of convergence between hygiene and education, the influences and repercussions that the reception of international hygienist trends had on the school setting, its impulses and resistances, its signs and the breadth of its applications.
Abstract: Since the origins of mankind, hygiene and education have been linked. However, the emergence of the hygienist movement in the mid-nineteenth century, the social transformations and educational changes related to the schooling process that took place in that century and in the first decades of the twentieth century, and the scientific study of infancy all encouraged the rise of associations, the creation of new professions, the holding of congresses, the proliferation of publications and the enactment of legal provisions. Covering the last decades of the nineteenth century until the beginning of the Spanish Civil War, this paper provides a brief historical review of the complex process of convergence between hygiene and education, the influences and repercussions that the reception of international hygienist trends had on the school setting, its impulses and resistances, its signs and the breadth of its applications. Attention is focused mainly on some of its most noteworthy repercussions, such as the buildings and spaces dedicated to schools, the distribution of school time, the teaching of hygiene in teacher training and primary education, and the creation and encouragement of certain initiatives in non-formal education. The extent to which the intensification of the link between hygiene and education influenced the modernization process of the Spanish educational system is shown.
15 citations
TL;DR: The Swedish physical education method has had a singular destiny in France as mentioned in this paper, originally created by the Swedish Per Henrik Ling (1776-1839), it first spread in France thanks to German doctors.
Abstract: The Swedish physical education method has had a singular destiny in France. Originally created by the Swedish Per Henrik Ling (1776–1839), it first spread in France thanks to German doctors. From 1...
15 citations
TL;DR: In this article, the authors traced the process by which self-satisfaction was contested, and eventually turned to the reform of public education, and the tendencies that led to the adoption of the comprehensive secondary school in New South Wales in the mid-twentieth century.
Abstract: In New South Wales as for other Australian colonies, the achievement of mainly free, compulsory and secular public education systems in the 1870s was a cause of self‐satisfaction and a belief that late nineteenth‐century Australian public schools were among the best in the world. In this paper, the process by which this self‐satisfaction was contested, and eventually turned to the reform of public education, is traced. The tendencies that led to the adoption of the comprehensive secondary school in New South Wales in the mid‐twentieth century form the focus of the paper. Issues and events of importance include the critique of public education in New South Wales in 1901 by a professor at the University of Sydney followed by a Royal Commission (Knibbs and Turner) and the progressivism of Peter Board, the Director of Public Education in early twentieth‐century New South Wales. His responsiveness to the New Education and the experience of his travels in Europe and North America combined in his efforts to open...
14 citations
TL;DR: In this paper, the authors investigated the prevalent attitudes toward foreign influences and methodologies in Russian mathematics education at different periods in Russian history and found that universal responsiveness was typical of Russians in general.
Abstract: This article investigates the prevalent attitudes toward foreign influences and methodologies in Russian mathematics education at different periods in Russian history. The words ‘universal responsiveness’ belong to Dostoevsky, who, in his famous speech on Pushkin, used them to characterize Pushkin’s openness to the genius of all other nations. Moreover, Dostoevsky considered universal responsiveness to be typical of Russians in general. However, the isolationist tradition in Russia has been no less influential. At times this tradition has prevailed, at times it has retreated. It has expressed itself openly in political life – Stalin’s campaign against ‘cosmopolites’ was an especially striking example – and its impact on the development of literature and science has been the object of extensive research. Mathematics education, however, has rarely been looked at from this perspective. This paper will focus on a few select episodes from the history of mathematics education in Russia. These episodes, however,...
13 citations
TL;DR: This paper showed that while a similar relationship exists in the USA, US policies were particularly committed to the educational expenditure required to produce citizens, while a common framework exists to explain the relationship between public expenditure on education and economic growth in the nineteenth and twentieth centuries.
Abstract: Earlier studies of France, Germany and the UK suggest that a common framework exists to explain the relationship between public expenditure on education and economic growth in the nineteenth and twentieth centuries. This article shows that while a similar relationship exists in the USA, US policies were particularly committed to the educational expenditure required to produce citizens.
TL;DR: In this paper, the authors consider the opposition traditionally drawn between the state school institution and the new currents in education, which are said to be more concerned with the overall personality of the learner rather than with the intellectual value of the contents of the curriculum.
Abstract: This article reconsiders the opposition traditionally drawn between the state school institution and the new currents in education, which are said to be more concerned with the overall personality of the learner rather than with the intellectual value of the contents of the curriculum. In spite of some references to other countries, the article concentrates mainly on France during the twentieth century, with an emphasis on the democratic accessibility to the different types of knowledge available. Interest in particular is placed on the grey areas, the possible points of overlap where the two cultures could meet, even graft onto one another. Another point of interest is the case of certain personalities quoted as upholders of the new currents but nevertheless occupying official positions in state education (for example, R. Gal, G. Monod, P. Meirieu). Consequently, through a study of one of two significant events and these mediators, it is possible to assess the extent to which the new ideas in education are capable of criticizing and helping the state school institution to progress. At the same time we can query the extent to which these new ideas risk losing their own identity on contact with the institution, and whether in the long run they are being used simply as an alibi by the institution.
TL;DR: The way the child guidance clinics succeeded in promoting their own approach at the expense of the status and competence of other educational professions and institutions was both enabled by medicalization and neurotization and was itself another step in these processes.
Abstract: In the Netherlands, as in the United States, the introduction of the concept of ‘mental health’ in education is closely related to the development of a network of child guidance clinics. The first of these was established in Amsterdam in 1928. However, a substantial movement to actively promote mental health did not come into existence until after the Second World War. Unlike in the USA, at the time in the Netherlands the school was considered of only little importance in the crusade for the prevention of mental illness. Teachers and school physicians alike were at the same time recognized as helping forces in the promotion of mental strength and conceived of as inadequately equipped to diagnose problem children. The tradition of labelling the school as a sick‐making institution appears to have been an important asset for the child guidance clinics’ lobby to successfully discredit the institution. Parents’ educational competence was likewise undermined by the infiltration of child‐psychiatric theory, conc...
TL;DR: In the USA, authority over teacher education and certification rests with individual states rather than the federal government Nonetheless, US mathematics teacher education programs bear a strong resemblance in their fundamental structure to one another and to the earliest such programs established in the 1890s as mentioned in this paper.
Abstract: In the USA, authority over teacher education and certification rests with the individual states rather than the federal government Nonetheless, US mathematics teacher‐education programs bear a strong resemblance in their fundamental structure to one another and to the earliest such programs established in the 1890s This paper examines an influential early program developed by David Eugene Smith, a pioneer in mathematics education Smith’s program required preparation in mathematics, specialized training in mathematics pedagogy, exposure to social science perspectives and supervised practice teaching Three characteristics distinguished Smith’s program: the importance of a historical perspective, the dynamic aspect of the teacher’s role, and the need for an international viewpoint Smith sought to extend the domain of teacher education into school classrooms through his innovative handbooks for teachers An examination of Smith’s 1904 arithmetic series and the accompanying handbook reveals how he incorpo
TL;DR: The status of teaching mathematics in the Arab/Islamic Middle Ages was not as clearcut as in this quote and requires more elaborate and specific studies as discussed by the authors, and many issues must be closely examined, some of which will be discussed by highlighting similarities, developments and contrasts, and by attempting to provide answers to a number of questions.
Abstract: George Makdisi’s The Rise of Colleges: Institutions of Learning in Islam and the West (Edinburgh: Edinburgh University Press, 1981: 10) says: ‘with the advent of the madrasa, the institution inclusive of the foreign sciences began to fade away, becoming extinct by the XIIthcentury’. In fact, the status of teaching rational sciences in the Arab/Islamic Middle Ages was not as clear‐cut as in this quote and requires more elaborate and specific studies. When considering the history of teaching mathematics in Arab/Islamic countries, many issues must be closely examined, some of which will be discussed by highlighting similarities, developments and contrasts, and by attempting to provide answers to a number of questions: Did mathematics have the same status in the organization of knowledge before the twelfth century and after? In which type of institutions was mathematics taught? Who were the teachers of mathematics, what status did they have in academe? Which mathematics subjects figured in the curricula? What...
TL;DR: The contribution of noted Bauhaus master Josef Albers who introduced a new concept of art education in a school environment, theoretically dominated by John Dewey's paradigm of philosophical pragmatism and converted into practice by his fervent admirer John A. Rice as mentioned in this paper.
Abstract: This article deals with German academic emigres who fled Hitler after 1933 and established their refuge at the American‐based Black Mountain College in North Carolina, founded as an alternative to traditional institutions of higher education in that very year. Of particular consideration are the contributions of noted Bauhaus master Josef Albers who introduced a new concept of art education in a school environment, theoretically dominated by John Dewey’s paradigm of philosophical pragmatism and converted into practice by his fervent admirer John A. Rice. In the course of the study, the essay focuses on fertilizing elements regarding the interaction between European and American avant‐garde representatives in the arts. In its concluding remarks, the article traces the roots of Josef Albers’s art education and pedagogical creed. The essay finally discusses the question of whether Albers was a close follower of the late Pestalozzi’s educational convictions or rather was linked to John Dewey’s philosophical s...
TL;DR: The authors examines the grammar of schooling and educational innovations that were being promulgated transnationally in the 1920s and 1930s in Newfoundland and argues that transient teachers and students were the chief impediments to the institutionalization of both the grammar and progressivism.
Abstract: This paper examines the grammar of schooling and educational innovations that were being promulgated transnationally in the 1920s and 1930s. First, the paper explores how some elements of the grammar of schooling such as age grading, year-long courses of study and annual employment contracts for teachers were mediated by local circumstances in Newfoundland. Then it identifies progressive ideas that were being promoted by the Department of Education and discusses ways in which they were negotiated at the local level. The main argument is that, local conditions notwithstanding, Newfoundland administrators portrayed transient teachers and students as the chief impediments to the institutionalization of both the grammar of schooling and progressivism in the interwar years.
TL;DR: A comprehensive view of the history of the teaching of mathematics in secondary schools in Italy over this 60-year period is given in this paper, with a general overview of the period, while describing in detail certain decisive moments.
Abstract: The earliest legislation aimed to give comprehensive organization to the Italian education system was the Casati law, from the name of the then Minister for Education Gabrio Casati who drafted it. Promulgated by King Vittorio Emanuele II on 13 November 1859, the new law was designed to reorganize the school system in Piedmont and Lombardy, and was gradually and with difficulty extended to the other Italian regions. All legislation regarding education in Italy had been based on this law until 1923, when Giovanni Gentile, a prominent figure among Italian Idealist philosophers, introduced the reform that brought important changes to the school system, while maintaining various key features. To give a comprehensive view of the history of the teaching of mathematics in secondary schools in Italy over this 60-year period, we must look beyond the legislative, political and social factors, however important these undoubtedly are, to examine other factors not comprehensively studied as yet. On the one hand, we need to consider the role of mathematicians involved in advanced research; on the other hand, the role played by many different factors: secondary school teachers and their associations; the textbooks; journals concerning the teaching of mathematics; publishers? initiatives; conferences on teaching methods and practices; debates on methodology; international influences; teacher training. The purpose of this article is to give a general overview of the period, while describing in detail certain decisive moments, in order to show clearly the effects some decisions had, the debates they gave rise to, as well as the work carried out and the methodological approaches adopted by the mathematicians involved.
TL;DR: In this article, a comparative study of two Swiss cantons, one Protestant and progressive, the other Catholic and conservative, between 1860 and 1930, was conducted, and the results provided a striking evidence of the greater discrimination against girls in Catholic culture.
Abstract: Switzerland provides an interesting case study for the development of educational policies. As a result of federalism, each state ? called a canton ? worked out its own school system in relative independence. How can various political and religious environments generate different educational systems according to gender? Which factors promote or hamper gender equality in school policy and equal parental investment in girls? and boys? education? This paper proposes a comparative study of two Swiss cantons, one Protestant and progressive, the other Catholic and conservative, between 1860 and 1930. Drawing on both qualitative and quantitative methods, a multilevel analysis is conducted. Cantonal ideologies and visions regarding gender and education emerge from the content analysis of educational periodicals and school manuals; administrative and legislative sources allow us to follow the school policy and its implementation down to the local level; and the impact of these discourses and policies on parental investment in boys? and girls? education is measured through a multivariate statistical analysis of the educational career of about 2300 children, living in four villages that experienced the same economic conditions. The results provide a striking evidence of the greater discrimination against girls in Catholic culture.
TL;DR: In this paper, the authors address the question: Why study the history of mathematics instruction? Evidently, such research is not undertaken for pure curiosity, since the present situation is the pro...
Abstract: First of all, we should address the question: Why study the history of mathematics instruction? Evidently, such research is not undertaken for pure curiosity. Since the present situation is the pro...
TL;DR: The notion of education nouvelle has been used to describe a continuous reflexion engagee that constantly challenged the "old" through the "new education" without any clearly discernible demarcation of 'before' and 'after' as discussed by the authors.
Abstract: If the term ‘New Education’ (education nouvelle, Reformpadagogik) were to mean simply that certain actors or organizations have striven for changes in education, education would have always been ‘New Education’. ‘New Education’ would have existed since antiquity – as a continuous reflexion engagee that constantly challenged the ‘old’ through the ‘new education’ without any clearly discernible demarcation of ‘before’ and ‘after’. But that ignores transformation, without transformation being explainable alone in terms of the self‐understanding of the actors. There was indeed an education nouvelle as theory and as practice, but it did not begin at a particular point in time, and there was no simple event at its founding. Instead, we have to imagine that there was closely linked reflection that increasingly crystallized around certain themes and motives. As a historiographical category, ‘New Education’, or education nouvelle, can be conceived of in various ways: as the history of its founding and charismatic ...
TL;DR: In this article, the authors reviewed school practice in Spain through the long historic period of the dictatorship of Gen Francisco Franco between the 1936 Civil War and Franco's death in 1975, and made use of the most relevant documents (school materials, reports, direct testimonies by practising teachers, scientific papers on education and education legislation) of each period of Franco's Regime.
Abstract: The paper reviews school practice in Spain through the long historic period of the dictatorship of Gen Francisco Franco between the 1936 Civil War and Franco’s death in 1975 For this purpose, an analysis is made of the most relevant documents (school materials, reports, direct testimonies by practising teachers, scientific papers on education and education legislation) of each period of Franco’s Regime Those different types of documents objectify, in accordance with Agustin Escolano’s terminology, three distinct modalities of school culture: the practical, experience‐based culture which is shaped and transmitted by teachers while practising their profession; the scientific culture, which is organized around the knowledge acquired from teaching speculation and research; and the political culture, which comprises political‐institutional discourses and practices that are translated into regulatory provisions supporting the formal organization of education These three different cultures were supported by
TL;DR: In the early nineteenth century, a number of Greek communities developed a remarkable education in mathematics as mentioned in this paper, and the subject matter for this instruction was drawn mainly from French textbooks, although some teachers displayed a preference for Prussian mathematical sources.
Abstract: In the early nineteenth century, a number of Greek communities developed a remarkable education in mathematics. The subject matter for this instruction was drawn mainly from French textbooks, although some teachers displayed a preference for Prussian mathematical sources. These efforts, however, were thwarted by the religious conservatism of the Greek establishment of the time, which did not favor the emergence of a Greek mathematical discourse. As a consequence, the reception of mathematical knowledge was a fragmented, random process lacking cohesion, collectivity and transitivity. The situation changed radically during the second and third decades of the nineteenth century. The Ionian Academy in Corfu, and the Military School in Nafplio, founded in 1824 and 1828 respectively, created the first institutional frame for a Greek education in which post‐revolutionary French mathematics was established as the basis of Greek mathematical discourse. The French background of Greek mathematical education was furt...
TL;DR: In this article, the authors present some interpretations on the development of the new school movement in Argentina, with special focus on its relationship with the cultural modernization processes and with the political currents of the 1920s and 1930s, on its elements of continuity and differentiation with regard to the pedagogic tradition of normal schools typical of the last few decades of the nineteenth century, and on its impact on the renewal of the intellectual field of pedagogy.
Abstract: This article aims to present some interpretations on the development of the new school movement in Argentina, with special focus on its relationship with the cultural modernization processes and with the political currents of the 1920s and 1930s, on its elements of continuity and differentiation with regard to the pedagogic tradition of normal schools typical of the last few decades of the nineteenth century, and on its impact on the renewal of the intellectual field of pedagogy. In the second part of this article, a topography will be outlined throwing light on how this movement specifically developed in Argentina, trying to identify the most salient features of an educational experience that combined the internationalization of pedagogic thinking with the creation of educational projects with local traits. The author’s hypothesis is that this movement deserves to be reread from the point of view of its cultural importance, its experimental nature and its controversial position in the history of pedagogy...
TL;DR: The Ecole des Roches is the prototype of the New School in France as discussed by the authors and has been a co-educational French boarding school since 1899, with nearly 360 students divided into eight houses over a large park of 60 ha including sports grounds, tennis courts, a swimming pool, a stadium, a gymnasium and a community centre.
Abstract: L'Ecole des Roches is the prototype of the New School in France. It opened its doors in October 1899 with 50 boys who were put up in a house within a large park of 24 ha. It still exists: a coeducational school since 1969, it now has nearly 360 students divided into eight houses spread over a large park of 60 ha including sports grounds, tennis courts, a swimming pool, a stadium, a gymnasium and a community centre. It is located in the middle of the countryside in Normandy, near the small town of Verneuil-sur-Avre in the Eure department. Since 1990, it has been an international boarding school plus a language school, but it has broken with the New Education movement, this partition dating back to the end of the Second World War. Nevertheless l'Ecole des Roches remains a vivid place of memory of the New Education Movement thanks to Georges Bertier, the headmaster in charge from 1903 to 1944. How could l'Ecole des Roches appear as a French beacon among the nebulous international new schools, especially in the period between the two world wars? First because the links between l'Ecole des Roches and Geneva are numerous, thanks to the educationist Adolphe Ferriere as well as his assistant Elisabeth Huguenin. Then because Georges Bertier was not only the bright headmaster of a well-known school but was also the instigator of new methods of education in France and abroad thanks to his keen action within the international movement for the New Education. Under his rule l'Ecole des Roches became a French new school halfway through innovative advances in a new style of education and the concurrent demands for a traditional culture and the learning of classical subjects. He had his ideas spread through the magazine l'Education founded in 1909 and the scout movement, named Les Eclaireurs de France, over which he presided from 1921 to 1937. Being appointed a member of the Conseil Superieur de l'Instruction Publique in the early 1930s his action had a very real and lasting influence in the creation of new classes in 1945 by the top Director of Secondary Schools, Gustave Monod, who knew very well l'Ecole des Roches having himself been a former head of house in the 1910s. In 1921 Bertier became a distinguished member of the French group for a New Education (GFEN), a French branch of Le LIEN, alongside university men such as Paul Langevin, Henri Wallon and Henri Pieron. Thus Bertier was at the heart of the renovation led by the GFEN. Most of his lectures were based on setting the example of l'Ecole des Roches as a model easy to implement in state secondary sclools.
TL;DR: This paper analyzed the acceptance of testing by two southern governors and found that the testing component reversed the access that minority and impoverished students were given through the intended educational reforms, and was the testing a necessary political trade-off for passage of the equalization legislation.
Abstract: Educational reform has been an important area for debate in the southern states since the end of the Second World War. From desegregation to equity in funding, southern governors have pushed their states in the direction of their parties, their promises and their personal political beliefs. Some of these changes have been progressive in that the reforms increased the ability of marginalized groups to participate in the economic, political and social power of each state. The same legislation contained consequences like state-wide testing that maintained the racial, political, social and economic status quo. Two governors who served in the 1970s, Reubin O'Donovan Askew of Florida and Jimmy Carter of Georgia, sought to equalize educational opportunity in their states. Both wished to address the needs of children who had been denied educational opportunities in the past and both wished to increase spending on education in their states. While their purposes were progressive, both reform packages contained accountability based on state-wide testing. In this article the author addresses two questions: did the testing component reverse the access that minority and impoverished students were given through the intended educational reforms, and was the testing a necessary political trade-off for passage of the equalization legislation? In analysing the acceptance of testing by two southern governors, we may be able to understand the current trend in the United States and to develop educational policies that are more progressive in their results as well as their intentions and that answer the needs of our diverse student population.
TL;DR: In this article, the authors studied the history of five originally Catholic and Protestant publishers of Dutch-language educational literature: Averbode and Davidsfonds of Flanders and Zwijsen, Malmberg and Callenbach of the Netherlands, all still active today.
Abstract: This article goes into the history of five originally Catholic and Protestant publishers of Dutch-language educational literature: Averbode and Davidsfonds of Flanders and Zwijsen, Malmberg and Callenbach of the Netherlands, all still active today. Their original mission was to make a contribution to religion, education and literature. In order to achieve success in this threefold mission, they had to gain recognition from three different types of institutions, namely religious and clerical, pedagogic and literary. The history of the publishing houses is studied by means of a comparative study of three periods, namely the interwar years, the years 1960-1975, and the years 1985-2000. The changing composition of their publishing lists during these three periods was shaped by internal as well as by external factors. The external factors relate to the national dimension, the religious dimension and changing pedagogic practices, for example new education policies involving the introduction of new teaching methods and learning goals. Internal factors relate to the policy and strategy of the publishing houses themselves. The threefold religious, educational and literary mission evolved in different directions. During the periods studied, acquisitions and reorganizations led to expansion, forcing the publishing houses to reposition themselves in relation to other partners in the publishing market. The merger of the Flemish publishing houses Davidsfonds and Infodok in 1991 not only resulted in a larger company but also clearly influenced the ideological position of the new company. Something similar happened in the Netherlands. In 1964, Malmberg acquired the list of the former Haarlem publishing house De Spaarnestad, and became part of Verenigde Nederlandse Uitgeversbedrijven (United Dutch Publishers, VNU). The Zwijsen list was extended in 1991 when Elzenga became an imprint, and in 1992 Zwijsen became part of the Weekbladpers Groep. Callenbach also lost its independence in 1998 when it became part of J. H. Kok. Each of the five publishing houses was involved in different processes of change between 1900 and 2000, due to the internal and external factors mentioned above. The successions of strategic decisions that had to be taken meant that each house evolved in a different direction. This study traces the development of their profiles during the course of the twentieth century, using several sources including the publishers' lists. Changes in the structure of the lists can be closely monitored through the catalogues and other information issued every year. Announcements of new titles and advertisements in the daily and weekly press were a further source of information. Publications available in archives or libraries were also used to reconstruct the lists. The theoretical framework of the study consists of the polysystem and field theories on the development of publishing houses, and theories of pillarization and depillarization in order to explain the religious factor.
TL;DR: The influence of the New Education Movement in Spain throughout the twentieth century is examined in this paper, where the reception of the educational ideas and the teaching practices of an avantgarde international movement are of inherent interest in the history of education.
Abstract: The influence of the New Education Movement in Spain throughout the twentieth century is examined here because the reception of the educational ideas and the teaching practices of an avant‐garde international movement are of inherent interest in the history of education. Among the many routes such an introduction might take, the authors will look in detail at the specific case of manuals on the history of education for teacher training colleges: given the lack of media and travel facilities of the time, such manuals were the principal – and at times the only – means of knowing of the existence and the importance of the New Education Movement for primary‐school teachers, particularly during the first half of the twentieth century. Between 1898 and 1976, one can distinguish two significant periods, 1898–1939 and 1939–1976, and two different programmes in each of them. Two different types of history of education manuals within these periods were studied: principally, the textbooks written specifically on the...
TL;DR: In this paper, the authors describe a little private school, called Ferrer's Alternative School, which operated in Lausanne for about 10 years (1910-1919).
Abstract: A little private school, libertarian and alternative, existed in Lausanne for about 10 years (1910–1919). It was named after Francisco Ferrer, the Catalan educationist, free‐thinker and freemason, who was executed after the ‘deadly week’ in Barcelona in 1909. One of the school’s main organizers was the libertarian physician Jean Wintsch. The enterprise was undertaken within a more general movement of libertarian schools, and was related broadly to the New Education movement. However, it was distinguished by its emphasis on its working character. Investment by militants in educational matters enabled them to keep alive their effective hopes for social changes. It also enabled them to expose how l’Etat bourgeois took over educational affairs. An educational report was published at the time to expose the progressive experience and to defend it against attacks from official circles. In these texts, one can find more talk about projects and intentions than effective implementations. The main actors’ state of m...