Representations of the boy in Dutch educational literature shift considerably during the twentieth century while educational goals remain importantly unchanged. Optimism in education seen before the Second World War diminishes after the war as a result of social changes. While representations of boys take on increasingly negative tones, boys themselves may be changing little. This is suggested by the goals of education that remain constant during the entire century, goals which aim to free the boy as much as possible from troublesome behavior as mischief. Pedagogical aims to have boys adopt desired behavior, like courteousness, change during the 1970s and stress those of care and emotional strength. However, boys’ adoption of caring behaviors progresses so slowly the boy, often embraced as the hope of the fatherland in the first half of the twentieth century, is increasingly seen as a problem at the end of it.
Images and Goals of Education in Dutch Educational Literature about Boys (1882-2005)
Angela J.M. Crott and Fabian Schurgers
This paper presents an overview of British Columbia's (B.C.) educational history, interwoven with descriptions of textbooks. Focusing on social studies textbooks, this article explores change and continuity in the history of public schooling, paying attention to whether citizens were conceptualized as active, passive, or patriotic citizens. It identifies four key periods: the establishment of public schools in B.C., the rise of the Progressivist movement in the 1930s and reaction to it, advocacy of Bruner's structure of disciplines in the 1960s, and pendulum swings in philosophic orientations in the latter part of the twentieth century. The article illustrates connections between contemporary philosophies and textbooks, and identifies continuity and change in the content and aims of the textbooks.
The War after the Victory
Vitaly Bezrogov and Dorena Caroli
What changes did the content, structure, and production of Russian primers published in the Soviet Union undergo between 1941 and 1948—that is, during the Second World War and its aftermath? This article answers this question by analyzing language, content, iconography, and the printing process. The first section addresses key characteristics of primers printed between 1941 and 1944, while the second section focuses on the content of postwar primers printed between 1945 and 1948. The final section addresses challenges facing the textbook approval and circulation process experienced by the State Pedagogical Publishing House of the Russian Soviet Federal Socialist Republic (RSFSR) from 1945 to 1948.
Public Schooling and Political Changes in Early Nineteenth Century Switzerland
Schooling: An Analysis of the Preconditions Common to Schooling and the School Building Process in Sweden, 1840–1900,” History of Education: Journal of the History of Education Society 44, no. 4 (2015): 415–436, doi: 10.1080/0046760X.2015.1015625; Rebekka
Foreign Governesses in Wallachia in the First Half of the Nineteenth Century
(London: printed for W. Richardson, 1812), 190–191. 6 Susan N. Bayley, “The English Miss, German Fräulein and French Mademoiselle: Foreign Governesses and National Stereotyping in Nineteenth- and Early Twentieth-Century Europe,” History of Education
Textbooks in Periods of Political Transition after the Second World War
Kira Mahamud Angulo and Anna Ascenzi
perspective of the knowledge officially transmitted in the schools via textbooks. Beyond merely offering one more contribution to the history of education, these studies provide unique data for sociopolitical analysis culled from an analysis of the school
Interviews and Other Writings 1972–1977 , ed. Colin Gordon (London: Harvester Wheatsheaf, 1980), 109–133; and Jonathan Rose, “The History of Education as the History of Reading,” History of Education 36, no. 4–5 (2007): 595–606. 22 Peter Smith, Michael
Judaism and Political Theology
Alana M. Vincent
Native Children in Three Colonial Settings – India, Canada and New Zealand 1820s -1840s’, Paedagogica Historica: International Journal of the History of Education 45, no. 1–2, 2009, 83–102. 25 I am indebted to Fred Clark for spelling out this assumption
Austro-German Filmmaker, Bestselling Author, and Journalist Colin Ross Discovers Australia
Studies , 44 , no. 1 : 117 – 133 . 10.1080/1031461X.2012.760631 Glotzer , Richard . 2009 . “ A Long Shadow: Frederick P. Keppel, the Carnegie Corporation and the Dominions and Colonies Fund Area Experts, 1923–1943 .” History of Education 38 , no
Types of Knowledge in Swedish and Australian History Textbook Activities
Niklas Ammert and Heather Sharp
., 167. 12 Ibid., 168. 13 John Issitt, “Reflection on the Study of Textbooks,” History of Education 33, no. 6 (2004): 683–696. 14 See, for example, David Malouf, interview with Jill Kitson, “David Malouf: First Encounters with Wolves [interview