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Author: John L. Rury Publisher: Oxford University Press ISBN: 0199340048 Category : History Languages : en Pages : 640
Book Description
This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.
Author: John L. Rury Publisher: Oxford University Press ISBN: 0199340048 Category : History Languages : en Pages : 640
Book Description
This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.
Author: Karel Van Nieuwenhuyse Publisher: IAP ISBN: 1641131942 Category : History Languages : en Pages : 297
Book Description
This book examines the evolving representations of the colonial past from the mid-19th century up to decolonization in the 1960s and 70s ? the so-called era of Modern Imperialism – in post-war history textbooks from across the world. The aim of the book is to examine the evolving outlook of colonial representations in history education and the underpinning explanations for the specific outlook in different – former colonizer and colonized – countries (to be found in collective memory, popular historical culture, social representations, identity-building processes, and the state of historical knowledge within academia). The approach of the book is novel and innovative in different ways. First of all, given the complexity of the research, an original interdisciplinary approach has been implemented, which brings together historians, history educators and social psychologists to examine representations of colonialism in history education in different countries around the world while drawing on different theoretical frameworks. Secondly, given the interest in the interplay between collective memory, popular historical culture, social representations, and the state of historical knowledge within academia, a diachronic approach is implemented, examining the evolving representations of the colonial past, and connecting them to developments within society at large and academia. This will allow for a deeper understanding of the processes under examination. Thirdly, studies from various corners of the world are included in the book. More specifically, the project includes research from three categories of countries: former colonizer countries – including England, Spain, Italy, France, Portugal and Belgium –, countries having been both colonized and colonizer – Chile – and former colonized countries, including Zimbabwe, Malta and Mozambique. This selection allows pairing up the countries under review as former colonizing-colonized ones (for instance Portugal-Mozambique, United Kingdom-Malta), allowing for an in-depth comparison between the countries involved. Before reaching the research core, three introductory chapters outline three general issues. The book starts with addressing the different approaches and epistemological underpinnings history and social psychology as academic disciplines hold. In a second chapter, evolutions within international academic colonial historiography are analyzed, with a special focus on the recent development of New Imperial History. A third chapter analyses history textbooks as cultural tools and political means of transmitting historical knowledge and representations across generations. The next ten chapters form the core of the book, in which evolving representations of colonial history (from mid-19th century until decolonization in the 1960s and 1970s) are examined, explained and reflected upon, for the above mentioned countries. This is done through a history textbook analysis in a diachronic perspective. For some countries the analysis dates back to textbooks published after the Second World War; for other countries the focus will be more limited in time. The research presented is done by historians and history educators, as well as by social psychologists. In a concluding chapter, an overall overview is presented, in which similarities and differences throughout the case studies are identified, interpreted and reflected upon.
Author: Tanya Fitzgerald Publisher: Springer ISBN: 9789811023613 Category : Education Languages : en Pages : 0
Book Description
This book offers an in‐depth historiographical and comparative analysis of prominent theoretical and methodological debates in the field. Across each of the sections, contributors will draw on specific case studies to illustrate the origins, debates and tensions in the field and overview new trends, directions and developments. Each section includes an introduction that provides an overview of the theme and the overall emphasis within the section. In addition, each section has a concluding chapter that offers a critical and comparative analysis of the national case studies presented. As a Handbook, the emphasis is on deeper consideration of key issues rather than a more superficial and broader sweep. The book offers researchers, postgraduate and higher degree students as well as those teaching in this field a definitive text that identifies and debates key historiographical and methodological issues. The intent is to encourage comparative historiographical perspectives of the nominated issues that overview the main theoretical and methodological debates and to propose new directions for the field.
Author: P. Scott Corbett Publisher: ISBN: Category : History Languages : en Pages : 1886
Book Description
U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.
Author: John L. Rury
Author: John L. Rury
Author: Emma Sarepta Yule
Author: Philip G. Altbach
Author: Karel Van Nieuwenhuyse
Author: National Library (Philippines). Legislative Reference Division
Author: National Library (Philippines)
Author: Tanya Fitzgerald
Author: National Library (Philippines)
Author: P. Scott Corbett
Author: University of Chicago