О новом источнике «устной истории» бурят о паломничестве по Внутренней Азии в начале XX в.

An interesting aspect of the many recent researches on the history of medicine in Korea is a concentration on oral histories, a trend that is sure to supplement the lack of medical documents and historical materials covering the modern period. This trend will also contribute to the invention of new approaches in the historiography of medicine. Although the fragments of oral testimony cannot be expected to give a perfect representation of historical reality, such "slices of life" help represent history from the viewpoint of ordinary people and members of the medical profession who are less often acknowledged. The recent researches that have taken oral testimony on the history of medicine in Korea have both racked up achievements as well as encountered limitations. First, many disciplines such as history, literature, cultural anthropology, folklore, sociology, and the history of medicine have used the technique of oral histories in the research approaches, and, especially since the start of the 2000s, have produced a variety of materials. The large amounts of raw materials published in these many disciplines are sure to bring even higher research achievements. Second, for the most part, oral history researches in the medical profession have concentrated on second-tier practitioners, such as midwives, apothecaries, and acupuncturists, and the experiences of such untypical sufferers as lepers and victims of germ and atomic warfare. While the oral history of more prominent medical figures tends to underline his or her story of success, the oral histories of minority participants in the medical profession and patients can reveal the truth that has remained veiled until now. It is especially meaningful that these oral histories enable researchers to reconstruct history from below, as it were. Third, the researches that take the oral history approach are intended to complement documentary records. Surprisingly, through being given the opportunity to tell their histories, the interviewees have frequently experienced the testimony as an act of self-healing. Formally, an oral history is not a medical practice, but in many cases the interviewee is able to realize his or her own identity and to affirm his or her own life's story. It is in this light that we need to pay attention to the possibilities of such a humanistic form of therapy. Finally, because the research achievements depend on oral materials, the objectivity and rationality of description take on an important research virtue. When conducting an oral history, the researcher partakes of a close relationship with interviewees through persistent contact and can often identify with them. Accordingly, the researcher needs to take care to maintain a critical view of oral materials and adopt an objective perspective over his or her own research object.

This paper examines the development of the oral history programme in Malaysia as a methodology to reconstruct the nation's history and heritage. Oral history refers to efforts to record and document a historical event or social phenomenon through people's experience and memory that enable us to have a deeper understanding of the past. In short, by recording people's experiences and memories from their personal lives, the oral history methodology acts as a bridge to connect the past to the present. For Southeast Asian countries which are rich in historical experiences and cultural diversity, the oral history project had begun in the 1960s with each country individually initiating its own oral history programme. This paper focuses on the experience of Malaysia which was the first to initiate an oral history programme, its subsequent development, the parties involved and the inclination or focus of oral history projects that were implemented. Even though Malaysia preceded other Southeast Asian countries in creating an oral history programme, the oral history methodology as a mode of reconstructing the nation's past and heritage is not particularly outstanding. This paper addresses this nagging issue and examines the challenges in implementing the oral history programme in this country. The paper recommends to the Malaysian government to activate the oral history programme which should be subsumed under an Oral History Centre at the national level so that the collection of historical information and the nation's heritage will be based on the inclusive memory of the community not just on written documents which are remnants of the colonial legacy.

The participation and performance of Indigenous students in Australia's schools is below that of other students and is a matter of national concern. Evidence suggests that the impact on student learning of school principals' leadership is significant. What then, can school principals do to improve schooling outcomes for Indigenous students? Herein, we discuss research that investigated school principals' professional practices associated with their leadership of Indigenous education in rural, regional and remote (RRR) schools. Qqualitative research was undertaken using interpretive methodologies and document analysis techniques. Data collected in the period 2012-2014 through evaluations of Indigenous education in thirty one Australian primary, secondary and combined schools, from diverse RRR locations, was used for the research. Principals' professional practices described in the 'Australian Professional Standard for Principals' provided the overall framing for analysis of the data (AITSL, 2014). Principals' extant practices that shape the ecology of education for Indigenous students in rural schools were identified. Educational leadership that authentically values the culture, agency and beliefs of Indigenous people; that places Indigenous students' physical, mental, cultural and spiritual wellbeing at the centre of the schools' activities; that actively develops collaborative relationships and networks based on reciprocity, trust, cooperation and civility; that is guided and sustained by humanistic endeavour, makes a significant contribution towards the participation and achievements of Indigenous students. The article concludes with a framework for leadership of Indigenous education in RRR schools which locates the principal in the role of 'protagonist', building bridging social capital around the practices that contribute holistically to the education of Indigenous students.

Red culture education in rural schools is a very important part of the current rural education system, which can effectively help rural students cultivate patriotic feelings. However, because of the geographical location and insufficient resources, the red culture education in Rushui Primary School is relatively lagging behind. The school mainly conveys the revolutionary spirit to students by telling revolutionary stories and watching patriotic movies, etc. The lack of interactivity and practicability leads to limited educational effects. The Running Water Primary School is also deficient in integrating red education resources, the school fails to fully explore the rich local red resources, and it is difficult to integrate red cultural education into the daily curriculum, resulting in a single form of education, and it is difficult for students to fully understand the connotation of the red spirit. However, the effective application of new media in the current red culture education in rural schools can help to improve this situation, so the use of new media to strengthen the red culture education in rural schools has become an effective initiative in the teaching reform of the elementary school in the flow of water. In this paper, we will take the elementary school in Liushui Town, Ankang City, Shaanxi Province, as an example to explore the reform and innovation of red cultural education in rural schools under the perspective of new media, and hope that it can provide an effective reference for the development of red cultural education in rural schools in other areas.

This article is based on oral interviews made with descendants of World War II refugees who live in Guarapuava, Parana State. They are descendants of members of a group of about 2,500 people who identify themselves as Danube Swabians, who immigrated at the beginning of the 1950s to Brazil as war refugees and settled in Guarapuava, where they founded the colony of Entre Rios. The analysis focuses on the narratives of three grandsons, born in the 1970s, in order to discuss how they construct their life and family stories in relation with narratives that construct a historical sense to the Danube Swabians in Europe and in Entre Rios. We also discuss how they connect their life stories with the experiences of their grandparents. Keywords: Danube Swabians, Oral History, life story, generation, Colony of Entre Rios.

The persistent and severe under-resourcing of rural public schools is one of the challenges that the South African educational system is faced with. Extensive research has conclusively demonstrated that adequate resources are one of the essential elements that augment quality teaching. However, rural schools are faced with disparities due to a lack of resources that negatively shape teaching and learning. This study explored teachers’ pedagogical strategies in rural schools with limited resources and how they teach to ensure that teaching and learning occur under such dire circumstances. The study was based on an interpretive paradigm, using a qualitative approach with a case study research design. The data was collected through semi-structured interviews with 14 teachers in two schools purposively selected as participants. The study’s findings showed that teachers in under-resourced rural schools use various pedagogical strategies such as background-based knowledge teaching and cooperative learning to ensure effective classroom instruction and learning. The study concluded that the various pedagogical strategies of teachers in rural under-resourced schools assist in mitigating the challenges of under-resourcing. Thus, approaches directly focused on supporting rural schoolteachers such as customised teacher professional development and establishing a sustainable funding model for rural school developments should be established to improve instruction and learning standards in rural schools. Keywords: Pedagogical Strategies, Rural Schools, Under-Resourced Schools

This paper, under the conference theme of ‘pedagogy,’ will discuss the findings of a qualitative research project that explored the impact of university teaching practices that use life and oral history methodology. The analysis relied on student impact statements as well as instructor assessments. It was conducted over 10 courses that focused on teaching students to conduct life and oral history interviews. The findings of the research demonstrated that focusing on training students to ‘listen’ while gathering stories was as an effective means of developing agency and confidence particularly among women students, while also giving voice to community members often not included in official records. While oral history is not a new methodology, the study found that students experienced it as a most radical practice that held space for inclusive dialogue, self-reflection and a reassessment and reconstruction of dominant stories and narratives. Women and other marginalized peoples’ complex lives have typically been invisible. Providing student researchers with the opportunity to engage directly with community members in retelling their life stories was an opportunity for them to be portrayed in more dynamic and complex ways. It was also a way for students to become active listeners and learners, and to feel inspired to become engaged civic actors in the future. As one student noted, this form of “research gives voice to those who are rarely heard, but have the most important and telling social commentaries to offer… my experience has been amazing… I plan to reach out and hear more voices because I have grown a stronger passion for listening.” Teaching students to ‘listen’ through conducting oral histories is a method that is transferable to learning across disciplines.

Teachers play a leading role in education and teaching, and the level of teaching directly affects the quality of education. In recent years, the state has gradually increased its emphasis on rural teacher training and adopted various measures to support the training of rural middle school teachers, which has played a good role in promoting the professional development of rural middle school teachers. The study of rural middle school teacher training is significant to rural education and rural teacher development. However, due to the lack of in-depth research on the training needs of rural middle school teachers and the lack of professional training teams, the content and form of training for rural middle school teachers conflict with their needs, which makes the training effect on rural middle school teachers not good. Taking L city as an example, this study investigated rural middle school teachers who participated in the training by combining questionnaire surveys and interviews and found problems in the exercise of rural middle school teachers. There was a direct gap between the training expectations of rural teachers and the actual training content, and the training objectives were not clear. Problems such as poor sharing of training resources, lack of in-depth understanding of teachers' needs, and imperfect evaluation mechanisms are put forward according to the existing issues, to help the training units to do an excellent job in teacher training and enhance the satisfaction of teacher training.

The death of urban China

Globally, many countries are grappling with educational inequities. Despite the Government of Zimbabwe’s pursuit of universal education since 1980, inequities and poor quality education challenges persist unabated in rural schools. The continuing challenges prompted this study to investigate the factors hampering the realization of equity and quality education in rural communities. The article provides a case-specific account anchored on the lived experiences of rural teachers and school heads in Chipinge central circuit. Drawing on key informant interviews coupled with documentary review, the article revealed a multiplicity of factors, namely, funding, family and community support barriers, child labour and dropouts, child hunger and distance challenges, shortage of teaching resources, shortage of teachers, inadequate physical structures, electricity, among others, that undermine the realization of equity and quality education in rural schools. The article recommends improved government funding and support, digital skills capacity development for rural school teachers and retention strategies for rural teachers. Through such capacity-building interventions, rural schools will have the needed infrastructure, modern technologies and adequately qualified teachers to provide quality education to rural learners.

This chapter presents a fresh approach to the Book by applying current methodologies of oral history to analysis of its internal operations. In particular it draws upon the notion of intersubjectivity, and post-positivist approaches to memory, in order to shed new conceptual light on the processes by which the Book was created. The frequency with which Margery tells and retells her life story in the Book is striking. This happens over a twenty-year period before the Book was finally written down, and often via the medium of confession. By the time Margery came to have the Book written she had thus had extensive opportunities to retell and collaboratively refine her life story with clerics who are described as highly educated, and/or holding high office, and, in one case, of saintly reputation. This enabled her to ensure that the final, recorded version of her life story was convincing, in order to support the claims it made about her holiness. This chapter contends that the Book allows us access to vital truths about the experiences of an individual medieval woman, and the society in which she lived, regardless of the precise accuracy of events described within it. In taking this approach the argument is especially influenced by Daniel James’s study of the life of Doña Maria Roldán, based on her personal testimony. Thus, engaging with the methodologies of oral history allows for new reflection on the status of the Book as History, in relation both to medieval and modern epistemologies of historical truth.

to understand the life stories and itineraries of transvestites and transsexuals in health services. study with a qualitative approach, anchored in the methodological framework of Oral History. Interviews were conducted and thematically analyzed. two themes emerged: 1) gender and sexuality in life stories; and 2) the trajectories in health services. These revealed the challenges in the process of recognizing gender identity before the family and society. The reports show the dilemmas that transsexuals and transvestites face in health care, which ends up generating the removal of this population from services. it has been demonstrated that Oral History can increase knowledge, especially about life histories and trajectories in the health services of transvestites and transsexuals; in addition, information was offered that can assist managers and health professionals in making decisions or caring for these people.

Aim: This original oral history research explores the motivation for and experience of humanitarian nursing. In doing so it demonstrates nursing’s role in relief work and offers a unique record of such remarkable nursing contributions in the late 20th and early 21st century. The formation of modern nursing is often associated with times of conflict, such as the Crimea and other wars, where nurses were drawn to offer their services: this research adds to our understanding of the continuing attraction of such work and its place in nursing history and practice. Methods: Following ethical approval oral histories were recorded with 7 nurses, who worked for Medecins Sans Frontieres during this period. Analysis used the Listening Guide, a feminist approach employing four related readings of the data. Results: The histories locate their extraordinary experiences within their life story and identity as nurses: Escapism and moral outrage, combined with a love of travel and thirst for adventure, influenced their decision to becoming a Medecins Sans Frontieres nurse. Once on a mission their narrative captures the contrast between the ordinary and the extraordinary: familiar routine experiences side by side with mortal danger. Returning to normal life required resilience and a reappraisal of their life story in order to locate their experiences and find meaning and peace in their post-mission world. An overarching theme of ‘dreams’ includes romance, nightmares and impossible dreams. Conclusion: At a time of debate and challenge regarding the role and identity of nursing within society, this research records and analyses the oral histories of nurses working with Medecins Sans Frontieres at this time.

In the course of gathering oral histories from women who served in the Navy and Coast Guard during World War II, an unusual conversational pattern has emerged. The women almost invariably diminish the importance of their wartime contributions; a common refrain is “I didn’t do anything important.” Their individual experiences, as revealed during the interviews, belie that assertion. In this paper, I will use the women's words to parse what is meant by this rhetorical move. Do the women really believe they did not do anything important? If so, why do they find it necessary to participate in the very public process of oral history, placing their names and life stories within the historical record? Considering both the content and the context of the women's words from a feminist pragmatist philosophical base will help explain this seemingly incongruent act. This article demonstrates that the women do not really mean to belittle their life experiences (and military service), but instead are using the phrase as a way to acknowledge society's expectations. The oral history interview, meanwhile, is used by the women to not only place their experience into the historical record but also to affirm the importance of their wartime work.

The article provides a theoretical analysis of the organisation of "excellence" education in school practice. It presents sound implementation principles of "excellence acmeological" approach to teaching in rural schools and necessary organizational and pedagogical conditions of quality education with the involvement of highly qualified teachers to ensure the educational process and increase the motivation of students to study. The paper proposes organizational and technological implementation model of "excellence acmeological" teaching in rural schools. An objective assessment of the achievement of the expected results is ensured when educational organizations turn to qualified assessment centers in order to assess the level of training among students. Much attention is given to the problems of formation and evaluation of competencies of general secondary education graduates. The excellence acmeological idea of development and self-development directs an individual to become a successful person and a highly qualified specialist.