Education

Introduction Radio burst on American scene in 1920s and 1930s, and virtually every cultural and commercial interest sought to promote themselves through airwaves. Not least of them was art community, which produced several series of radio programs on art. The radio series Art in America aired on Station WJZ, New York, in 1934, and it was heard also on West Coast in 1935. These programs constituted a complete audio correspondence course that was used in homes, schools, and colleges. Seventeen broadcasts featured American art history, including modern art, along with programs in arts of theatre set design, filmmaking, architecture, and city planning. The Art in America broadcasts were programmed in two parts. Part one focused on various artrelated topics during years from 1650 to Civil War. Part two, series discussed here, covered years from Civil War to 1930s. The history of rapid expansion of radio industry bears an uncanny resemblance to all-consuming expansion of computing, telecommunications, and art education in late 20th century. To understand parallels between these two eras in history is to understand better relation of art education to mass media. This article examines first nationally broadcast art program and its cultural and social impacts. Since this article is also about rapid development of radio as set within context of all mass media and art education, discussion includes collaboration of museums, broadcasting, and philanthropic organizations that made Art in America programs possible. All influences of these educational agents are brought to focus by what Harris (1990) termed public taste, defined as the aesthetic knowledgability, experiences and preferences of entire population (p. 57). Unfortunately, little has been written about Art in America project, which is surprising considering advancements programs signify for education, art, and broadcasting. The history of project drew upon histories of diverse educational institutions, with history of radio as only one component (Covert, 1984). Cremin's (1988) history of education also included histories of informal education from press, radio and television, libraries, and museums, along with formal education in schools. These histories of mass media and of education depict a broad scope of sources for formal and informal learning, and Art in America programs show this overlap of effort in broadcasting and philanthropy as popular education. Likewise, this article reaches beyond histories of art education with their emphasis on formal schooling. The examination of learning outside schools from informal educational institutions reveals not only a wealth of education extending beyond schools, but also shows conditions that influenced what people learned in many institutions, including schools. It would seem a mistake, then, to pronounce educational effects of, perhaps only radio, or only schools, without including their partnerships with other cultural institutions (Cremin, 1988). Several histories provide valuable context for Art in America programs. Bolin's (1989) history of art education on radio discusses several programs on art education broadcast between 1929 and 1951 in Ohio and Buffalo, New York to such national broadcasts as Art for Your Sake, which aired on Columbia Broadcasting System. Bolin concludes that broadcasts show a continuance of art education's picture study movement well into 20th century, which includes Art in America programs and illustrated supplements. He states that Art in America programs were first national broadcasts on art, and probably most elaborate art educational effort on radio. Other histories of art education bear no mention of Art in America programs (Logan, 1955; Wygant, 1983; Efland, 1990). Neither are Art in America programs mentioned in histories of mass media by Barnouw (1966-70), Covert and Stevens (1984), MacDonald (1979), or Smith (1983). …

Although sixty years have passed since its original publication in 1929, Thomas Woody's monumental two-volume treatise A History of Women's Education in the United States remains the authoritative, indeed the only, comprehensive survey of the history of women's education in the United States. Women's lives have changed greatly since the appearance of this now-classic study. Moreover, recent decades have seen an explosion of scholarship in women's history and the history of education, inspired by the social ferment of the 1960s, including feminism, and the methodologies and interests of the new social history. This essay will reappraise Woody's treatise in relation both to its own times, the 1920s, and to the events and scholarship of the intervening years. After providing background information about Woody and his study, it will ask in what ways A History of Women's Education in the United States remains useful to scholars today and in what ways it should be supplemented or revised.

The research is part of the studies of the Laboratory of Interdisciplinary Studies and Research in History of Education and Teacher Training (LABINVE) and investigates the history of women's education between 2019 and 2023, based on dissertations and scientific initiations collected in three databases: BDTD, CAPES and postgraduate programs of public universities in Pará. The analysis highlights the absence of a consolidated subfield of History of Women's Education, with studies often subsumed under broad categories such as gender, institutions or social movements. Based on the state of knowledge methodology, the study seeks to map gaps and achievements in academic production, highlighting the need for greater recognition of this subfield. Through careful analysis, the research contributes to broadening the understanding of the historical role of women in education, proposing advances in the organization and categorization of studies in the area.

In the 2020s, there are both societal and academic reasons to reflect on the field of history of education. In this article, we focus on the issue of the social, which remains central to the field as we acknowledge that society shapes education and education shapes society. By exploring the social on theoretical, methodological and broader societal levels, we provide suggestions for how we can rethink the field of educational history in the future. In line with a postmodern emphasis on particularity and complexity, we do not present any simple or general answers. We do not promote a return to the social history accounts of the post-war era and its emphasis on social class, economic development and the state. Instead, we encourage efforts to rethink the terms social and society on the basis of both classic social history accounts and the lessons learned from new cultural history of education. What would a new social history of education look like in the twenty-first century, and how can we write updated histories on education and society today?

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. S. 2009. “Reconstructing Literacy as an Innovation for Sustainable Development: A Policy Advocacy for Bangladesh.” International Journal of Lifelong Education 28, no. 3 (May): 371–82.Boshier, Roger, and Yan Huang. 2009. “Madame Li Li: Communist Revolutionary, Adult Educator, Lifelong Learner.” Studies in Continuing Education 31, no. 1 (March): 45–59.Brock, Andy. 2009. “Moving Mountains Stone by Stone: Reforming Rural Education in China.” International Journal of Educational Development 29, no. 5 (September): 454–62.Cornford, Ian R. 2009. “Mere Platitudes or Realistically Achievable? 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This study addresses the teaching of Social Sciences and History from a critical perspective, proposing the classroom as a laboratory for socio-historical analysis. Traditional education reproduces dominant narratives that reinforce social inequalities, exclude subaltern voices, and limit the development of critical thinking among students. The objective is to analyze how the classroom can become a space for resistance and critical reflection by incorporating historical thinking and critical pedagogy to foster the active construction of knowledge. A documentary methodology with a bibliographic design and critical-reflective approach was used. Through content analysis, relevant texts were selected and coded from various academic databases, prioritizing theoretical coherence with the study’s objective. Four key dimensions were identified: the reproduction of educational inequalities, critical thinking as a form of resistance, the transformation of historical narratives, and the teaching of history as a social practice. Additionally, a differentiated application of the approach by educational level (primary, secondary, and higher) was proposed, emphasizing the benefits of the historical method and interdisciplinarity in developing critical thinking. Theoretical evidence suggests that the classroom can be re-signified as a transformative space if inclusive, collaborative, and historically contextualized methodologies are promoted. Structural and institutional barriers must be overcome through critical educational policies and specific teacher training. Historical education, when critical and interdisciplinary, contributes to forming committed citizens capable of analyzing and transforming social reality from an ethical and emancipatory perspective.

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own aims and methodology.

The history of education, from pedagogy to educational processes, has become aware of the need for this frontier of imaginary studies. Of its close relevance. Compared to the object (= education) that it also explores historically, socially and psychologically. The author has a reflection on this argument starting from the Annales, and then the social history, addressing contemporary authors about pedagogical interpretation.

This thesis studies collective action and social change in indigenous rural organisations (IRO) in the Bolivian Andes. I focus on the effects and importance that these organisations have in the historical process of regional development as social spaces that encapsulate different projects of social, political and economic modernity. I reconstruct the practices and situations that turn rural indigenous organisations into significant spaces in which individuals and groups of people put into practice their life projects and their aspirations of modernity. The main question of this thesis is: what are indigenous rural organisations in the Bolivian Andes and what are their contributions to regional development? To answer this question, I argue that we need to leave aside social constructivism and rational action present in current studies of indigenous rural organisations in the Andes that use the concept social capital. These organisations are not essences, totalities, nor are they are stable. Also, they are a more complex process than mere rational and technocratic action. IRO are contextual and situational spaces of social life that contain significant elements or objects, which are material and immaterial. These spaces are heterogeneities of humans and objects united by shared significant objects that are emergent, original and intensive. In this sense this organisations represent meshworks that interweave the changeable relationships between entities (humans and objects) and practices, and encompass the possibility of social change. These meshworks have different dimensions (economical, social, cultural, political). In each one of those, the flow of practices, interactions and experiences of individuals and groups of individuals simultaneously unify and break meaning, identity, affect, materiality and also regulation. I study three kindsof indigenous rural organisations fromthe Perisalar (the Bolivian Southern highlands): communities which are based on kinship relationships, ayllus which are ethnic groups and quinoa producer organisations. Communities are social spaces that contain significant elements of modernity, such as the desire for access to State education and to enjoy citizens’ rights, the wish for agricultural machinery and to produce for the global market, the diversity of livelihoods and the affirmation of racial and class identity. Ayllus are made by community assemblages and many comunarios belong to quinoa Producer Organisations. In this sense ayllus and producer organisations are important social spaces as they contain significant elements present in the communities. I present the social life of IRO starting from the intersection of local development practices and experiences with other social spaces: the market, migratory destinations, education, social movements and institutional intervention. In order to better understand the effects of social change and IRO, I chose a long-term historical vision, considering the emerging effects of the intersection of local and external practices and experiences, before and during the quinoa commoditisation process. The study concludes that IRO in the Bolivian Andes, are meshworks made by vibrant humans and objects with social vitality and intensity. They have the capacity to actualise significant elements of an economic, social, cultural and political character, in interaction with the Nation-State and the global market. These organisations increase through global market the vibrant character of significant elements such as quinoa, and by their recognition by the State they provide semi-autonomy to their members, and a space to make recognised their citizenship and their trade union, racial and class identities, and to locally redesign the State. Memory, identity and affect reveal the potential of IRO in repositioning past reminiscences and ancestral properties, and at the same time claim for a future that does not contain the same substance of that which is “the Andean”, “the Aymara” or “the Quechua”, rather incorporates new elements that lead to multiple “(neo)Andeans”, “(neo)Aymaras” and “(neo)Quechuas” forms, present in each and every one of the partial connections. These organisations contain a variety of symbols, discourses and practices that correspond to heterogeneous knowledge and forms of socialisation and thinking of modernity that sometimes result in tension, fissure and conflict without however being fragmented. That is why structuralism, institutionalism and rationalism partially explain the agency in ambiguous and eclectic social spacessuch areIRO, whose limitsare constantly redefined by the flow of experience of its members. Development through these organisations is a social process, experiential and unpredictable, reflexive and corporeal, cognitive and performative, that contains both cohesion and tear. For understanding IRO contribution to rural development we must describe the relational and the imaginative in the wishes and processes of social change and regional developmentand grasp the relevance of its individual members’ experiences and practices in the creation of social ties. Methodologically this leads us to dissolve analytical categories and to follow and observe individuals past and present practices and their intersections with other individuals, groups, structures and significant objects. Our study underlines the significance of human-object relation as a starting point for generating new analytical frameworks in indigenous Andean organizations.

Aim. The primary aim of the study is to examine how the issue of Holocaust is integrated into teaching of history at primary schools and grammar schools in the Slovak Republic. The secondary aim is to present the methodological ideas, suggestions and recommendations for teaching Holocaust in Slovak schools.
 Methods. The subject of the study is analysis of basic state educational documents defining the compulsory content of education and training for the school subject of history at primary school and grammar school, thus the National Educational Programme for lower secondary education (second stage of primary school) and the National Educational Programme for grammar schools (completed secondary general education), with emphasis to Holocaust. The method of analysis is applied to textbooks of history that contain information of Holocaust. The study also includes a detailed analysis of methodological recommendations and suggestions prepared by the Ministry of Education, Science, Research and Sport of the Slovak Republic and the National Institute for Education to assist teachers in teaching Holocaust issue. The study is supplemented by knowledge from educational practice what was obtained through interview method with 15 teachers of history.
 Results. Holocaust is an integral part of teaching history at primary schools and grammar schools. Students get acquainted with Holocaust issue in Slovak and global historical context in the 9th year of primary school and in the 3rd year of grammar school with a four-year educational programme. The basic content of education is defined in the eduational standards of national educational programmes. Teachers can specify and concentize it even more within teaching of history. Its development is aided not only by textbooks of history but also by various educational and professional activities defined in various methodological materials and manuals.

TAWARIKH: Journal of Historical Studies will provide a peer-reviewed forum for the publication of thought-leadership articles, briefings, discussion, applied research, case and comparative studies, expert comment and analysis on the key issues surrounding the history education and historical studies in general and its various aspects. Analysis will be practical and rigorous in nature. The TAWARIKH journal, with print ISSN 2085-0980 and online ISSN 2685-2284, was firstly published on October 28, 2009, in the context to commemorate the Youth Pledge Day in Indonesia. Since issue of October 2009 to date, the TAWARIKH journal has been organized and published by Minda Masagi Suci and ASPENSI (International Association for Historians and History Educators) in Bandung, West Java, Indonesia. This journal is published twice a year i.e. every October and April. For period 2012 to 2017, the TAWARIKH journal was accredited by Ditjendikti Kemdikbud RI (Directorate-General of Higher Education, Ministry of Education and Culture of the Republic of Indonesia); and indexed also by SINTA Level 2 owned by Kemenristekdikti RI (Ministry of Research, Technology, and Higher Education of the Republic of Indonesia) in Jakarta. Kota Kinabalu, Sabah, Malaysia: April 30, 2021. Prof. Dr. Ismail Ali Editor-in-Chief of TAWARIKH Journal in Bandung, Indonesia; and Lecturer at the Department of History UMS (Malaysia University of Sabah) in Kota Kinabalu, Malaysia. E-mail: ismailrc@ums.edu.my

The book is unique in that it mixes theory and practical applications in rethinking traditional social studies education. It focuses on essays integrating media, popular culture, and alternative texts for teaching and learning in social studies and history education through a social education lens. Social education integrates social studies, media / popular culture, and cultural studies all within a social justice framework.The text provides 20+ curriculum themes with strategies to connect in teaching and learning, along with resources to extend depth of understanding. In addition, the pedagogical philosophy inherent in the essays is student-centered learning focusing on issues, problem, and project-based instruction. Although the themes are generally social studies and history focused, the links to media and popular culture can be integrated in other disciplines.

Educational institutions are institutions or places where the educational process takes place with the aim of changing individual behavior for the better through interaction with the surrounding environment. There are three kinds of Islamic education institutions, namely (1) Formal Islamic Education Institutions, (2). Non-Formal Islamic Education Institutions, and (3). Informal Islamic Education Institute. Formal educational institutions are a structured and tiered educational path that consists of primary education, secondary education and higher education. Meanwhile, non-formal education institutions are educational pathways outside formal education which are implemented in a structured and tiered manner. These non-formal educational institutions are provided for residents who do not have the opportunity to attend or complete education at certain levels in formal education. Meanwhile, informal educational institutions are education whose scope is more focused on the family and society.
 Family education is the first and foremost education. Family is the first educational institution, where students receive education and guidance from their parents or other family members for the first time. It is the family that lays the foundations for the child's personality, because at this time, children are more sensitive to the influence of educators (their parents).

This paper reflects the preliminary results of the HISTELEA project ‐The Social History of the Teaching of Reading and Writing in Argentina ‐, carried out by the Social History of Education research group, at the National University of Luján, Argentina. Our approach within a sodai history of education implies understanding and analyzing complex social, political, economic and cultural processes that are articulated in the discourses and practices of the teaching of reading and writing in Argentina. From this perspective, we analyse its potential to better understand the following issues: the construction of the concept of “reading & writing,"the school‐literacy relationship, the constitution of tbe pedagogicfield, and the making of school texts. 1 This project is incorporated into the MANES project (School Textbooks) directed by Dr. Manuel de Puelles Benitez; through MANES, the HISTELEA project is associated with the Banca EMMANUELLE of INRP (France). This association became possible at the seminar coordinated by Dr. Gabriela Ossenbach‐Sauter, at UNED Madrid, in September, 1996, entitled “School Textbooks as a Source for the History of Education in Latin America”.

John R. Thelin's A History of American Higher Education has become a standard in higher education studies. Designed to be used alongside this groundbreaking book or on its own, Essential Documents in the History of American Higher Education presents primary sources that chart the social, intellectual, political, and cultural history of American colleges and universities from the seventeenth century to the present. Documents are organized in sections that parallel the chapters in the first book both chronologically and thematically. Thelin introduces sections with brief headnotes establishing the context for each source. In addition to such landmark documents as the charter for the College of Rhode Island (1764), the Morrill Land Grand Act (1862), the GI Bill (1944), and the Knight Commission Report on College Sports (2010), Thelin includes lively firsthand accounts by students and teachers that tell what it was like to be a Harvard student in the 1700s, to participate in the campus riots of the 1960s, to be a female college athlete in the 1970s, or to enroll at UCLA as a economically disadvantaged Latina in the 1990s. Thelin also includes pieces by popular writers such as Robert Benchley and James Thurber on their own college days, as well as an excerpt from Groucho Marx's screwball film Horse Feathers that help illustrate how ingrained college life has become in American pop culture. Reflecting the richness of three centuries of American higher education, this complex and nuanced collection will be an essential resource for students of the history of education.