History of education Books

Book SynopsisThe musical, social and political history of the renowned St Thomas School and Church In the seventeenth and eighteenth centuries, the cantors of the St. Thomas School and Church in Leipzig could be counted among the most significant German composers of their times. But what attracted these artists - from Seth Calvisius to J.S. Bach to Johann Adam Hiller - to the music school and choir and inspired them to explore new repertoire of the highest standing? And how did the cantors influence the musical profile of the school - a profile that often became a bone of contention between school and city hall? The success of the St. Thomas School was not a foregone conclusion; its history is replete with challenges and setbacks as well as triumphs. The school was caughtbetween the conflicting interests of enthusiastic mayors and townspeople, who wanted to showcase the city's musical culture, and opposing parties, including jealous rectors and elitist sponsors, who argued for the traditional subordination of the cantorate to the school system. Drawing on many new, recently discovered sources, Michael Maul explores the phenomenon of the St Thomas School. He shows how cantors, local luminaries and municipal politicians overcame the School's detractors to make it a remarkable success, with a world-famous choir. Illuminating the social and political history of the cantorate and the musical life of an important German city, the book will be ofinterest to scholars of Baroque music and J.S. Bach, cultural historians, choral directors, and musicologists and performers studying historical performance practice. MICHAEL MAUL is Senior Scholar at the Bach-Archiv Leipzig and lecturer in musicology at the universities of Leipzig/Halle. He is also the artistic director of the annual Leipzig Bach Festival.Trade ReviewAn absorbing account of the development of a remarkable musical institution as well as a further insight into the environment in which Bach spent the last quarter-century of his life and during which he produced, in increasingly straitened circumstances, some of the world's greatest music. * THE CONSORT *This book should interest every serious student of Bach. Michael Maul, one of the most systematic and productive . . . of living Bach scholars, has produced a volume that fills in many gaps but also offers fascinating new information about St. Thomas School in Leipzig over the centuries. The German edition of the book appeared in 2012, but now English readers have the benefit of Richard Howe's fluent translation. -- Raymond Erickson * EARLY MUSIC AMERICA *[The] long-awaited English translation...the scope of the content is vast.Maul's eye for humour injects life...excellent. * SWEDISH JOURNAL OF MUSIC RESEARCH *[A] thorough, extensive, and meticulous examination . . . . Readers seeking an in-depth and detailed study of a remarkable institution will not be disappointed. * AMERICAN RECORD GUIDE *This is a book that was just aching to be written. Originally in German, at last we have the long-awaited English edition of it that sheds considerable light on a great institution which, by its existence, had been a catalyst for and source of musical creativity that had acquired a significant standing throughout Germany long before Bach arrived on the scene in 1723. * LONDON BACH SOCIETY *Engaging...Maul's study offers an outstanding musical, social and political history of this intriguing site of German music-making. * BBC MUSIC MAGAZINE *The English-speaking world should welcome the translation of this work . . . . It is no small accomplishment of Richard Howe not only to translate Maul's text but also to turn all the quotations from early modern documents into readable English. . . . [T]his study broadens our understanding of Bach's life by placing him within the long history of an institution that was already noteworthy before he arrived. With this volume and Maul's ongoing archival research, he is making major contributions to Bach scholarship. -- Joyce Irwin * BACH Journal *Table of ContentsIntroduction From Monastery to Municipal Music School 1212-1593 How the St. Thomas School Became a Music School 1594-1640 'Famous Throughout the Whole World of Music' 1640-1701 'Odd authorities with Little Interest in Music': the St. Thomas School in Crisis 1701-1730 School for Scholars or 'Conservatory of Music'? An ongoing conflict 1730-1804 Appendices Bibliography

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Book SynopsisRiche de ses éditeurs scolaires et de ses collections enfantines, le dix-neuvième siècle a-t-il inventé le marché du livre pour enfants? Dans la France du dix-huitième siècle, de nombreux acteurs s’efforcent déjà de séparer, au sein de la librairie, les lectures adaptées aux enfants et aux jeunes gens. Les rituels pédagogiques des collèges et des petites écoles, les stratégies commerciales des libraires, les préoccupations des Églises, les projets et les politiques de réforme scolaire, tous poussés par la fièvre éducative de la noblesse et de la bourgeoisie, produisent alors d’innombrables bibliothèques enfantines, plurielles et plastiques, avec ou sans murs. Cet ouvrage montre comment, à un ordre des livres dominé par les logiques des institutions scolaires et des métiers du livre, se surimpose à partir des années 1760 une nouvelle catégorie, celle du « livre d’éducation », qui ne s’identifie plus à un lieu, mais à un projet de lecture, et s’accompagne de l’émergence de nouvelles figures d’auteurs.Alors que les études sur la littérature de jeunesse poursuivent partout leur développement et leur structuration, ce livre dialogue avec les dernières recherches européennes sur la question. À l’inverse des travaux littéraires, il part, non des auteurs et des textes, mais des objets et de leurs manipulations. Son originalité est d’apporter un regard historien sur ces questions, en articulant histoire du livre et de la librairie, histoire de l’éducation, histoire des milieux littéraires et de la condition d’auteur.---With its wealth of educational publishers and children's collections, did the nineteenth century invent the children's book market? In eighteenth-century France, many people were already trying to separate the literature suitable for children and young people within the bookstore. The pedagogical rituals of colleges and small schools, the commercial strategies of booksellers, the concerns of the churches, the projects and policies of school reform, all driven by the educational fever of the nobility and the bourgeoisie, produced countless children’s libraries, plural and plastic, with or without walls. At the beginning of the century, the ordering of books was dominated by the rationale of educational institutions and the book trade: this book shows how a new category emerged from the 1760s onwards, that of the "educational book", which was no longer identified with a place, but with a literacy project, and which was accompanied by the emergence of new authors.As studies on children's literature continue to be developed and shaped in many areas, this book is in dialogue with the latest European research on the subject. In contrast to literary studies, this research does not start from authors and texts, but from objects and their uses. Its originality lies in the fact that it provides a historical perspective on these issues, articulating the history of books and bookshops, the history of education, the history of literary circles and the status of the author.

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Book SynopsisThe way we think about things matters just as much as what we think about things.This timely text investigates the work of educational philosopher and psychologist Jerome Bruner through the areas of knowledge representation, meaning-making, education and dispute. What people represent to others might not always be what they actually think. However, accepting this limitation, the aim of this book is to offer a means of examining representations about a given subject and an understanding of how those representations might change over time in response to learning, crisis, and encounter with 'other'.Myers offers an educational intervention that invites development of representations in response to difference. Presenting a new framework for examining controversy between worldviews and a method for creating space for difference, the book brings this into dialogue with education and research, conflict resolution and religion. This framework maps representations and proposes a method of engaging the psychological processes involved in changing representations.An excellent resource of interest to researchers, professionals and postgraduate students alike in education, sociology and philosophy related disciplines.Table of ContentsChapter 1. Jerome Bruner: An overview of key ideas Chapter 2. Constructing Knowing: Paradigmatic and narrative modes of representation and the social context of meaning making Chapter 3. Minding Challenge: Stances towards new information and openness to change Chapter 4. Changing Minds: Narrative mechanisms of adaptation Chapter 5. A Brunerian Toolkit Chapter 6. Dialogues

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Book SynopsisAn Open Access edition of this book is available on the Liverpool University Press website and through Knowledge Unlatched.Our Civilizing Mission is at once an exploration of colonial education and a response to current anxieties about the historical and conceptual foundations of the ‘humanities’. On the one hand, it treats colonial education as a facet of colonialism. It draws on a rich body of work by ‘colonized’ writers – starting with Edward Said, then focusing on Algeria – that attests to the suffering inflicted by colonialism, to the shortcomings of colonial education, and to the often painful mismatch between the world of the colonial school and students’ home cultures. On the other hand, it asks what can be learned by treating colonial education not just as an example of colonialism but as a provocative, uncomfortable example of education, and its powers of transformation.Trade Review'This is a deeply insightful, stimulating and scholarly book — uncompromisingly reflective, finely argued and carefully referenced, it deepens our understanding of colonial education and legacies in a number of mutually enriching ways that consistently draw out complexity and urge us to think about the teaching of literature. This is a book that will last the test of years and will prompt better scholarship (and, possibly, classroom practice) from the rest of us.' Patrick Crowley, University College CorkTable of ContentsAcknowledgementsIntroduction Our Civilizing MissionChapter 1 Lessons from SaidChapter 2 ‘Nos ancêtres les colons’Chapter 3 Teaching in a Time of CrisisChapter 4 Unfamiliar WorldsChapter 5 French LessonsConclusion Education’s ImpactBibliographyIndex

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Book SynopsisThe emergence of literature in eighteenth-century France changes our understanding of when, how and why modern ideas of literature emerged in France. Using a unique blend of literary and digital methods, it argues that it was in the mid eighteenth century, rather than the nineteenth (as many have claimed), that the word ‘littérature’ first came to refer to a canon of classics, an aesthetically pleasing text, and a subject that could be studied in schools. These ideas, the book shows, were propelled by a forgotten quarrel about how to reform literary teaching in the Ancien Régime boys’ collèges.Stretching back to the sixteenth century and forward to the nineteenth, the book explores the pre-histories of the modern ideas of ‘littérature’ that were propelled by this debate, as well as their afterlives in works by La Harpe and Staël, and in teaching practices in the Imperial lycées. One of the first studies to use social network analysis to map an early modern debate, the book shows that Rousseau was not straightforwardly ‘the’ central actor in eig teenth-century debates about education. And it draws on new archival research to reveal that the Ecole royale militaire (founded by Louis XV in 1751) was one of the first institutions to teach something called ‘la littérature française’.Ultimately, by intertwining the histories of education, quarrels and intellectual networks, this book tells a new story about how France became the famously literary nation it is today.Table of ContentsAcknowledgements List of figures List of abbreviations Introduction: A Tale of Two Histories A Quarrel Littérature Methodologies Outline 1. Querelles littéraires: Disputes about Literature and Learning in Early Modern France Bonæ literæ Inside and Outside the Collèges Belles-lettres Legitimising French Literary Manuals Collège Critics 2. The Perfect Storm. Prequels and Pré-querelles to the Querelle des Collèges ‘Collège’ and ‘École militaire’ Jesuits Rousseau and the collèges Emile’s First Books Littérature for Emile Lost (and Found) in Battle 3. The Querelle on the Page: Part One Setting the Agenda Teacher Training Latin vs. French A Paradoxical Querelleur Five Minutes’ Peace Resurrecting d’Alembert 4. The Querelle on the Page: Part Two Fringe Benefits Revisiting Rousseau An Ancient vs. Moderns Enemies and Allies An End in Sight? 5. A Literary Offensive Early Years Literary Incursions A New School Revolution Quarrels in the Library Batteux’s littérature Great Literature, Great Men 6. The Emergence of Littérature Littérature and the Collèges: Past, Present, Future The Querelle in the Lycée Normalising littérature Reactions to De la littérature Back to belles-lettres The Re-emergence of littérature Conclusion Corpus of the Querelle des collèges Alphabetical List of Actors in the Querelle des collèges Appendices Constituting the Corpus, Database, and Network Visualisations Graphs based on Google Books’s NGram Data Contents of Xaupi’s Volume (Bibliothèque nationale de France) ‘Catalogue des Livres de la Bibliothèque de l’hotel de l’École royale militaire, du 1er décembre 1765 au 1er mars 1776 – Poètes français’ ‘Catalogue des livres de lecture à l’usage de Mrs. les élèves, qui se sont trouvé exister au dépôt de la bibliothèque le 10 mars 1776’ Bibliography

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Book SynopsisOnly a few studies have dealt in depth with how, let alone why, Nordic academia and its learned cosmopolitan legacy were challenged and transformed as a consequence of the political claims of the patria. While studies of eighteenth-century learning have mainly pinpointed the role of enlightenment movements and ideas in the downfall of the early modern Republic of Letters, this study asserts the importance of universities by demonstrating that these centuries-old institutions were both the main carriers of ideas of learned cosmopolitanism and eventually also the main critics of this ethos. The work explores how new governmental reforms and growing patriotic sentiments consolidated the state and university in new shared endeavours of ‘utility for the fatherland’, and how this development gradually replaced the centuries-old European academic cohesion with a system of competing national academic entities. In doing so, this work adds to our understanding of the learned world in the Nordic region and its relation to concurrent societal and political developments in the long eighteenth century. The book complements the new and more dynamic approaches to the history of universities by combining prosopographical methods, quantitative analysis and geo-visualisations with institutional and socio-cultural source material from various universities. The work takes a comparative and ‘democratic’ approach, as it also deals with the less well-known members of the Nordic learned elite, with several universities in different political and cultural settings.Table of ContentsAcknowledgementsList of figures and tablesIntroductionPatriotism in the NorthNordic universities and university professors1. Structural foundation and institutional practice: from European similarities to regional differencesA universal foundation‘Our royal universities’Academic citizenshipThe economic foundation2. Academia as a socio-cultural communityTowards academic citizenship: domestic upbringing and early educationBecoming an academic citizen: matriculation and student lifeBeing an academic citizen: cultural representation and self-perception3. Consolidating State and UniversityPatriotic utility of science and educationSwedish reforms and a protective academiaDanish reforms and the crumbling academic autonomy4. Controlling academia: governmental needs for specialised knowledgePromoting new chairs and scientific sitesIntroducing specialised exams5. Nationalising academia: birthplace criteria and domestic precedenceThe academic degreesThe professor corpus6. Constraining academia: Nordic travels in a learned EuropeThe intellectual geography of Nordic travelsAcademic self-sufficiency and changing travel practices7. Endorsing patria, defending universitas: a learned patriotic estateFrom a learned estate to a learned stateTrapped between patriotic virtues and cosmopolitan notions?ConclusionBibliographyArchival sourcesPrimary sourcesSecondary sourcesAppendixProsopography of Nordic university professors 1700–1799Description of the use of the prosopography

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Book SynopsisThe authors present a comprehensive examination of the historical origins and development of schooling and teacher preparation in Papua New Guinea, from indigenous education in villages, the influence of European colonization and the role of missionaries in providing education, and the implications for education policies and practices.

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Book SynopsisFully annotated edition of a Cambridge student's notebook from the seventeenth century sheds important light on developments in philosophy during the period, as well as on the structure and content of a university education. The Palfrey Notebook is a unique survival from the early seventeenth century. Compiled in around 1623 by George Palfrey of Sidney Sussex College, Cambridge, probably as a record of his studies for his Master's degree, it covers many of the widely-used texts of the period. Although primarily devoted to a detailed evaluation of Aristotelian natural philosophy, it includes an extended survey of the literature on Natural Magic, records of orations and disputations (including Palfrey's own) delivered in college or at the Schools, notes on logic and ethics, personal notes, and anti-papal diatribe. Since the Master of the college at the time was the renowned, moderate-Calvinist scholar Samuel Ward, Palfrey's views, as reflected in the Notebook, can be taken to represent this aspect of Anglicanism, although most of the sources are Roman Catholic, specifically Jesuit texts. A full transcript of the Notebook ispresented here, with detailed commentary and extensive notes which illuminate Palfrey's material and explain its relationship to contemporary texts. A substantial introduction places the Notebook in its historical, educational andphilosophical contexts, examines the apparent contradictions between Palfrey's Aristotelianism and interest in magic, his Calvinism and use of Jesuit material, and suggests that the notebook represents a coherent response to thesocial and intellectual challenges of the times. C. J. Cook holds a Doctorate in the History of Philosophy from Cambridge University.Trade ReviewBoydell Press is to be commended for undertaking the substantial work of publishing this volume. * SEVENTEENTH-CENTURY NEWS *Table of ContentsPart I: Introduction The Notebook, its Author and the Seventeenth-Century Context The Content of the Notebook and its Place in the Curriculum The Curriculum of the Notebook and the Development of Method Part II: The Notebook Appendix 1: Contents of Jacobus Zabarella, De rebus naturalibus, Frankfurt 1607 Appendix 2: Names: Latin and/or vernacular Bibliography

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Book SynopsisThe first extended account of the Associated Board of the Royal Schools of Music. The Associated Board of the Royal Schools of Music, better known as ABRSM, has influenced the musical lives and tastes of millions of people since it conducted its first exams in 1890. This ground-breaking history explores how ABRSM became such a formative influence and looks at some of the consequences resulting from its pre-eminent position in British musical life. Particular emphasis is given to how free ABRSM has been to impose its musical view of things and to what extent its exams respond to the circumstances and musical preferences of its customers. The book's exploration of how ABRSM has negotiated music's changing social, educational and cultural landscape casts fresh light on the challenges facing music education today. David Wright's comprehensive history of the Board from its origins in 1889 to the present day represents a significant and original investigation. Not only is it the first extended account of ABRSM, but it sets the institution and its work firmly within its historical and cultural context. ABRSM's exams were exported all across the Empire, and this study shows how both exams and examiners made a telling cultural contribution to the idea of the 'British World'. It relates the exams to changing historical perceptions about musical education as well as to attitudes about the value of music as a social and recreational activity. By demonstrating the impact of the Board's commercial success in dominating the grade exam market, the book shows how this has had significant consequences for the organization of British musical training and for the formation andsustaining of a particular sort of British musical culture. Before his retirement, David Wright was Reader in the Social History of Music at the Royal College of Music, London.Trade ReviewCandid and critical but never harsh, Wright's book was written with the full cooperation of the Board and goes well beyond a standard institutional history, taking us behind committee doors and offering insights into musical life beyond the conservatoire . This book is rich in interpretation and analysis and . is a splendid example of just how interesting and insightful an institutional history can be. * NORTH AMERICAN BRITISH MUSIC STUDIES ASSOCIATION, Autumn 2013 *An endlessly fascinating book. * MUSIC TEACHER *[A] most perceptive, well-organised and concentrated work, revealing the wide scope of the British and Imperial cultural worlds from which the Associated Board emerged in 1889 in response to the admirable Victorian ethos of self-improvement and its thirst for formal qualification. * MUSICAL TIMES *The book is rich in detail - anecdotes, statistics, source references, quotations and a detailed bibliography and index - and offers a comprehensive history of the Board together with an examination of its continued significant place in British culture and musical life. * THE CROSS-EYED PIANIST BLOG *Table of ContentsIntroduction: the Context for a History Music Exams and Victorian Society Competing for Candidates: TCL, ABRSM and the Society of Arts The ABRSM Idea and the First Exams, 1889-91 The Early History, 1892-1920 The ABRSM and the 'British World' The Inter-War Years The ABRSM in Wartime The Post-War ABRSM Too Much Success: the 1960s and 1970s The Reconstitution: 1983-5 Reconnecting with its Market: the Smith Years, 1983-1992 Redefining its Role: the Morris Years, 1993-2009 Appendix I: Speech and Drama Exams Appendix II: ABRSM Personalia, 1889-2009

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Book SynopsisThis is a book about giving people power. It is written in a style that makes community development, adult education and collective action accessible to community workers, adult education tutors and students as well as committed citizens. The author, with extensive experience of adult education and community action, examines how teaching via logical discourse, storytelling, critical thinking - and the linking of the ideas of social theorists such as Freire, Alinsky and Gramsci with community concerns about the changes driven by neoliberal policies - can generate political awareness and collective change. By providing examples of group development processes, listening skills, constructive conversation, question posing, and group focused analyzes of community work problems, the author delivers an understanding of how educators and students can learn effectively together to stimulate insight, combat power structures, assess and realize community needs, manage conflict, generate leadership and work in partnership to implement successful regeneration strategies.

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Book SynopsisThis book offers the first scholarly analysis of the United Nations' work in the field of human rights education (HRE) and examines why HRE is so important.Paula Gerber argues that international law can learn from the medical profession, which has long recognized that 'prevention is better than cure'. There is an urgent need for HRE to be recognized as one of the best ways of preventing future human rights abuses; it is, in essence, a prophylactic for human rights violations. The book explores the provenance of human rights education in international law before critiquing the UNs work in this area across numerous different organs, including treaty committees, the Human Rights Council, General Assembly and Office of the High Commissioner for Human Rights. The author identifies a number of deficiencies in the UNs HRE activities, and makes recommendations for how the UN can more effectively promote HRE and increase states compliance with their international HRE obligations. This book provides a unique and timely insight into the workings of the UN in this vital aspect of international human rights law.Understanding Human Rights will strongly appeal to UN Bureaucrats, civil servants, human rights academics, human rights institutions and NGOs.Contents: Preface 1. Prevention is Better than Cure 2. Provenance of Human Rights Education within the UN 3. Human Rights Education and the Committee on Economic, Social and Cultural Rights 4. Human Rights Education and the Committee on the Rights of the Child 5. Human Rights Education and the Human Rights Council 6. Human Rights Education and the Economic and Social Council 7. Human Rights Education and the General Assembly 8. Human Rights Education and the Office of the High Commissioner for Human Rights 9. Recommendations Appendix A. Extracts of Selected International Documents Relating to Human Rights Education Appendix B. Bibliography IndexTrade Review’In essence we have here with this excellent work Understanding Human Rights an important contribution for international lawyers partially explaining why the issues of the UK's concerns on human rights legislation raise such emotions: the matter is and always will be an issue of international and not merely domestic law.’ -- - Phillip Taylor MBE and Elizabeth Taylor, The Barrister Magazine’This book is a worthy read and an essential ingredient of any HRE library.’ -- Felisa Tibbitts, Human Rights QuarterlyTable of ContentsContents: Preface 1. Prevention is Better than Cure 2. Provenance of Human Rights Education within the UN 3. Human Rights Education and the Committee on Economic, Social and Cultural Rights 4. Human Rights Education and the Committee on the Rights of the Child 5. Human Rights Education and the Human Rights Council 6. Human Rights Education and the Economic and Social Council 7. Human Rights Education and the General Assembly 8. Human Rights Education and the Office of the High Commissioner for Human Rights 9. Recommendations Appendix A. Extracts of Selected International Documents Relating to Human Rights Education Appendix B. Bibliography Index

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Book SynopsisMuch of the work in the field of African studies still relies on rigid distinctions of ‘tradition’ and ‘modernity’, ‘collaboration’ and ‘resistance’, ‘indigenous’ and ‘foreign’. This book moves well beyond these frameworks to probe the complex entanglements of different intellectual traditions in the South African context, by examining two case studies. The case studies constitute the core around which is woven this intriguing story of the development of black theatre in South Africa in the early years of the century. It also highlights the dialogue between African and African-American intellectuals, and the intellectual formation of the early African elite in relation to colonial authority and how each affected the other in complicated ways.The first case study centres on Mariannhill Mission in KwaZulu-Natal. Here the evangelical and pedagogical drama pioneered by the Rev Bernard Huss, is considered alongside the work of one of the mission’s most eminent alumni, the poet and scholar, B.W. Vilakazi. The second moves to Johannesburg and gives a detailed insight into the working of the Bantu Dramatic Society and the drama of H.I.E. Dhlomo in relation to the British Drama League and other white liberal cultural activities.Table of Contents Preface and Acknowledgements Note on Zulu Orthography Introduction: Staging the (Alien)nation: African Theatre and the Colonial Experience Chapter 1 ‘All Work and No Play Makes Civilisation Unattractive to the Masses’: Theatre and Mission Education at Mariannhill Chapter 2 ‘I Will Open My Mouth in Parables’: Accounting for the Crevices in Redemption Chapter 3 Parallel Time, Parallel Signs, Discordant Interpretations Chapter 4 B.W. Vilakazi and the Poetics of the Mental War Zone Chapter 5 The Bantu Men’s Social Centre: Meeting the Devil on His Own Ground Chapter 6 The Bantu Dramatic Society According to a Gossip Columnist Chapter 7 Contesting ‘The Bantu Imagination’: The British Drama League and the New Africans Chapter 8 H.I.E. Dhlomo: Measuring the Distance between Armageddon and Revolution Chapter 9 The Black Bulls: Assembling the Broken Gourds Chapter 10 Hegemony and Identity: What a Difference ‘Play’ Makes Notes Bibliography Index

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Book SynopsisThe history of African teacher training in Natal is one of the most neglected and under-researched aspects of educational history. This book attempts to set out the administrative history of this field as a first step in stimulating the further research that is so urgently needed.It provides an overview of how and why African teachers were trained in the colony and province of Natal, starting in 1846 with the arrival of the first missionaries and ending in 1964, ten years after the Bantu Education Act was passed. By focusing on the past, the book also aims to provide a historical lens through which modern educational problems can be viewed. The quality of an education system, past or present, depends on its teachers, and the most vital task of any education system is to ensure that teachers are properly trained to do what they should do: inspire and intellectually stimulate the young generation.

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Book SynopsisIn The Marion Thompson Wright Reader, acclaimed historian Graham Russell Hodges provides a scholarly, accessible introduction to a modern edition of Marion Thompson Wright’s classic book, The Education of Negroes in New Jersey and to her full body of scholarly work. First published in 1941 by Teachers College Press, Thompson’s landmark study has been out of print for decades. Such rarity understates the book’s importance. Thompson’s major book and her life are significant for the histories of New Jersey, African Americans, local and national, women’s and education history. Drawing upon Wright's work, existing scholarship, and new archival research, this new landmark scholarly edition, which includes an all-new biography of this pioneering scholar, underscores the continued relevance of Marion Thompson Wright.Trade Review"The Marion Thompson Wright Companion has great potential to be the book of record on African American history in the state. The extensive research, numerous examples, and textual connections make this book a major contribution to New Jersey black history." -- Maxine Lurie * author of Envisioning New Jersey: An Illustrated History of the Garden State *"The Marion Thompson Wright Companion has great potential to be the book of record on African American history in the state. The extensive research, numerous examples, and textual connections make this book a major contribution to New Jersey black history." -- Maxine Lurie * author of Envisioning New Jersey: An Illustrated History of the Garden State *"Hodges has organized a wealth of important writings authored by Wright in this Reader that now might be used by scholars interested in continuing to discuss Wright’s life, and significance, not only in the history of African Americans in New Jersey but also in the history of the United States." -- Hettie Williams * NJS Journal *Table of ContentsContents Epigram Acknowledgments List of Illustrations Introduction The Education of Negroes in New Jersey Articles: Text of “New Jersey Laws and the Negro” The Journal of Negro History, 28: 2 (April 1943), 156-199 Text of “Negro Suffrage in New Jersey, 1776-1875,” The Journal of Negro History, Vol. 33, No. 2 (April 1948), 168-223. Text of “Racial Integration in the Public Schools of New Jersey,” The Journal of Negro Education, 23: 3, Next Steps in Racial Desegregation in Education (Summer, 1954).2882-289.Reviews and Notes “Are Colonials People?” Color and Democracy by William E. Burghardt Du Bois, The Journal of Negro Education, Vol. 15, No. 1 (Winter, 1946), pp. 63-65 “It Can Happen Anywhere” If He Hollers, Let Him Go by Chester B. Himes, The Journal of Negro Education, Vol. 15, No. 2 (Spring, 1946) pp. 213-214. “Notes from Recent Books,” The Journal of Negro Education, Vol. 13, No. 4 (Autumn, 1944), pp. 532-535 “Notes from Recent Books,” The Journal of Negro Education, Vol. 18, No. 2 (Spring, 1949), pp. 155-159 Encyclopedia Entry “Lucy Diggs Slowe” in Edward T. James, et. Al. Notable American Women: A Biographical Dictionary, 3 vols. Cambridge: Belknap of Harvard University Press, 1971, 3: 299-300Marion Thompson Wright Chronological Bibliography Index

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Book SynopsisIn The Marion Thompson Wright Reader, acclaimed historian Graham Russell Hodges provides a scholarly, accessible introduction to a modern edition of Marion Thompson Wright’s classic book, The Education of Negroes in New Jersey and to her full body of scholarly work. First published in 1941 by Teachers College Press, Thompson’s landmark study has been out of print for decades. Such rarity understates the book’s importance. Thompson’s major book and her life are significant for the histories of New Jersey, African Americans, local and national, women’s and education history. Drawing upon Wright's work, existing scholarship, and new archival research, this new landmark scholarly edition, which includes an all-new biography of this pioneering scholar, underscores the continued relevance of Marion Thompson Wright.Trade Review"The Marion Thompson Wright Companion has great potential to be the book of record on African American history in the state. The extensive research, numerous examples, and textual connections make this book a major contribution to New Jersey black history." -- Maxine Lurie * author of Envisioning New Jersey: An Illustrated History of the Garden State *"The Marion Thompson Wright Companion has great potential to be the book of record on African American history in the state. The extensive research, numerous examples, and textual connections make this book a major contribution to New Jersey black history." -- Maxine Lurie * author of Envisioning New Jersey: An Illustrated History of the Garden State *"Hodges has organized a wealth of important writings authored by Wright in this Reader that now might be used by scholars interested in continuing to discuss Wright’s life, and significance, not only in the history of African Americans in New Jersey but also in the history of the United States." -- Hettie Williams * NJS Journal *Table of ContentsContents Epigram Acknowledgments List of Illustrations Introduction The Education of Negroes in New Jersey Articles: Text of “New Jersey Laws and the Negro” The Journal of Negro History, 28: 2 (April 1943), 156-199 Text of “Negro Suffrage in New Jersey, 1776-1875,” The Journal of Negro History, Vol. 33, No. 2 (April 1948), 168-223. Text of “Racial Integration in the Public Schools of New Jersey,” The Journal of Negro Education, 23: 3, Next Steps in Racial Desegregation in Education (Summer, 1954).2882-289.Reviews and Notes “Are Colonials People?” Color and Democracy by William E. Burghardt Du Bois, The Journal of Negro Education, Vol. 15, No. 1 (Winter, 1946), pp. 63-65 “It Can Happen Anywhere” If He Hollers, Let Him Go by Chester B. Himes, The Journal of Negro Education, Vol. 15, No. 2 (Spring, 1946) pp. 213-214. “Notes from Recent Books,” The Journal of Negro Education, Vol. 13, No. 4 (Autumn, 1944), pp. 532-535 “Notes from Recent Books,” The Journal of Negro Education, Vol. 18, No. 2 (Spring, 1949), pp. 155-159 Encyclopedia Entry “Lucy Diggs Slowe” in Edward T. James, et. Al. Notable American Women: A Biographical Dictionary, 3 vols. Cambridge: Belknap of Harvard University Press, 1971, 3: 299-300Marion Thompson Wright Chronological Bibliography Index

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Book SynopsisHigher education hails Asian American students as model minorities who face no educational barriers given their purported cultural values of hard work and political passivity. Described as “over-represented,” Asian Americans have been overlooked in discussions about diversity; however, racial hostility continues to affect Asian American students, and they have actively challenged their invisibility in minority student discussions. This study details the history of Asian American student activism at the University of Illinois Urbana-Champaign, as students rejected the university’s definition of minority student needs that relied on a model minority myth, measures of under-representation, and a Black-White racial model, concepts that made them an “unseen unheard minority.” This activism led to the creation on campus of one of the largest Asian American Studies programs and Asian American cultural centers in the Midwest. Their histories reveal the limitations of understanding minority student needs solely along measures of under-representation and the realities of race for Asian American college students.Trade Review“This timely and interesting study of Asian American activism in the Midwest asserts that the model minority myth led to Asian American students’ exclusion from protected minority status even though they still faced discrimination on and off campus.” -- Stephanie Hinnershitz * author of 'A Different Shade of Justice: Asian American Civil Rights in the South' *“Lee presents a vibrant history of Asian American college students in the Midwest—far from typical Asian American population centers—and how they forged their own agenda for racial justice.” -- OiYan Poon * Colorado State University *“This timely and interesting study of Asian American activism in the Midwest asserts that the model minority myth led to Asian American students’ exclusion from protected minority status even though they still faced discrimination on and off campus.” -- Stephanie Hinnershitz * author of 'A Different Shade of Justice: Asian American Civil Rights in the South' *“Lee presents a vibrant history of Asian American college students in the Midwest—far from typical Asian American population centers—and how they forged their own agenda for racial justice.” -- OiYan Poon * Colorado State University *Table of ContentsSelect Timeline of Asian American Student Activism at the University of Illinois at Urbana-Champaign (UIUC) List of Abbreviations Foreword by Joy Williamson- Lott Preface Introduction: The Invisibility of Asian Americans in Higher Education Diversity Discussions 1: The Historiography of Asian American College Students 2: Making Noise in the Background: Asian American Students at Illinois, 1968-1975 3: We are Not Model Minorities: A New Asian American Student Movement, 1975-1992 4: We are Minorities: The Fight for Asian American Studies and Student Services, 1992-1996 5: Seeing and Hearing Asian American Students List of Oral history Interviews Acknowledgments Select Bibliography Index

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Book SynopsisBetween 1970 and 1985, lesbian, gay, and bisexual (LGB) educators publicly left their classroom closets, formed communities, and began advocating for a place of openness and safety for LGB people in America's schools. They fought for protection and representation in the National Education Association and American Federation of Teachers, as well as building community and advocacy in major gay and lesbian teacher organizations in New York, Los Angeles, and Northern California. In so doing, LGB teachers went from being a profoundly demonized and silenced population that suffered as symbolically emblematic of the harmful “bad teacher” to being an organized community of professionals deserving of rights, capable of speaking for themselves, and often able to reframe themselves as “good teachers.” This prescient book shows how LGB teachers and their allies broadened the boundaries of professionalism, negotiated for employment protection, and fought against political opponents who wanted them pushed out of America's schools altogether.Trade Review"In this important book, Mayernick gives us new insights into LGB teachers organizing for political change in the 1970s and 1980s. Combining educational history, labor history, and LGB history, the book analyzes how teachers actively fought for equal rights at national, state, and local levels." -- Margaret Nash * professor, University of California, Riverside *"Maynerick shows how LGB educators used unions to make it possible to be an openly gay teacher for the first time in the United States. As LGBT people’s presence in education faces renewed attacks, Not Alone provides strategies and hope from the past for making schools safer for them today." -- Michael Hevel * associate professor of higher education, University of Arkansas *Table of Contents List of Abbreviations Introduction: The Value of Teachers 1 The National Education Association: Teacher Sexuality and Professionalism 2 The American Federation of Teachers: Negotiating National Union Policy 3 The Gay Teachers Association of New York: Community and Relationships 4 California and the Image of LGB Teachers Conclusion: Recurring Themes Acknowledgments Notes Bibliography Index

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Book SynopsisBetween 1970 and 1985, lesbian, gay, and bisexual (LGB) educators publicly left their classroom closets, formed communities, and began advocating for a place of openness and safety for LGB people in America's schools. They fought for protection and representation in the National Education Association and American Federation of Teachers, as well as building community and advocacy in major gay and lesbian teacher organizations in New York, Los Angeles, and Northern California. In so doing, LGB teachers went from being a profoundly demonized and silenced population that suffered as symbolically emblematic of the harmful “bad teacher” to being an organized community of professionals deserving of rights, capable of speaking for themselves, and often able to reframe themselves as “good teachers.” This prescient book shows how LGB teachers and their allies broadened the boundaries of professionalism, negotiated for employment protection, and fought against political opponents who wanted them pushed out of America's schools altogether.Trade Review"In this important book, Mayernick gives us new insights into LGB teachers organizing for political change in the 1970s and 1980s. Combining educational history, labor history, and LGB history, the book analyzes how teachers actively fought for equal rights at national, state, and local levels." -- Margaret Nash * professor, University of California, Riverside *"Maynerick shows how LGB educators used unions to make it possible to be an openly gay teacher for the first time in the United States. As LGBT people’s presence in education faces renewed attacks, Not Alone provides strategies and hope from the past for making schools safer for them today." -- Michael Hevel * associate professor of higher education, University of Arkansas *Table of Contents List of Abbreviations Introduction: The Value of Teachers 1 The National Education Association: Teacher Sexuality and Professionalism 2 The American Federation of Teachers: Negotiating National Union Policy 3 The Gay Teachers Association of New York: Community and Relationships 4 California and the Image of LGB Teachers Conclusion: Recurring Themes Acknowledgments Notes Bibliography Index

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Book SynopsisAn Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree. Trade Review"In chronicling a half-century of accountability and standardized testing, John Rury shines a bright and balanced light on the continuing tensions between political aspirations and the realities of U.S. schools and students. This book is recommended reading for all who have asked: 'How did accountability policies come to dominate American education, and why have they persisted for so long?'" -- Lorraine McDonnell * author of Politics, Persuasion, and Educational Testing *"No other policy has shaped U.S. education in recent decades as much as test-based accountability. Rury provides a thorough and insightful discussion of the evolution of testing and accountability policies, the controversies surrounding them, and their disappointing effects." -- Daniel Koretz * author of Measuring Up: What Educational Testing Really Tells Us *"This book is an essential, thorough, and objective study of standardized testing as used in American schools over the past 50 years. It is another impressive contribution from John Rury." -- Maris Vinovskis * Professor Emeritus of History at the University of Michigan, Ann Arbor *Table of Contents Abbreviations Introduction: School Accountability and Standardized Testing in American History 1 The Origins of Test-Based Accountability: Assessing Minimum Competencies in the 1970s 2 Standardized Testing and Race: Continuity and Change, 1975–2000 3 A Time of Transition: Testing Takes a Back Seat in the 1980s 4 New Standards and Tests: Accountability on the National Stage 5 A Millennium Dawns: The Origins and Impact of NCLB Conclusion: A Troubled History and Prospects for Change Appendix: Oral History Sources Acknowledgments Notes Index

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Book SynopsisAn Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree. Trade Review"In chronicling a half-century of accountability and standardized testing, John Rury shines a bright and balanced light on the continuing tensions between political aspirations and the realities of U.S. schools and students. This book is recommended reading for all who have asked: 'How did accountability policies come to dominate American education, and why have they persisted for so long?'" -- Lorraine McDonnell * author of Politics, Persuasion, and Educational Testing *"No other policy has shaped U.S. education in recent decades as much as test-based accountability. Rury provides a thorough and insightful discussion of the evolution of testing and accountability policies, the controversies surrounding them, and their disappointing effects." -- Daniel Koretz * author of Measuring Up: What Educational Testing Really Tells Us *"This book is an essential, thorough, and objective study of standardized testing as used in American schools over the past 50 years. It is another impressive contribution from John Rury." -- Maris Vinovskis * Professor Emeritus of History at the University of Michigan, Ann Arbor *Table of Contents Abbreviations Introduction: School Accountability and Standardized Testing in American History 1 The Origins of Test-Based Accountability: Assessing Minimum Competencies in the 1970s 2 Standardized Testing and Race: Continuity and Change, 1975–2000 3 A Time of Transition: Testing Takes a Back Seat in the 1980s 4 New Standards and Tests: Accountability on the National Stage 5 A Millennium Dawns: The Origins and Impact of NCLB Conclusion: A Troubled History and Prospects for Change Appendix: Oral History Sources Acknowledgments Notes Index

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Book SynopsisAlthough Ruth DyckFehderau is the writer, this is a community project, owned and controlled by the James Bay Cree health dept (because stories are medicine)The James Bay Cree hired outside writers because “our own writers have enough to carry.” Each story was difficult to retell to the writer. Most residential school stories are still passed on in traditional ways – there are many healing projects going on, this is just one project to deliver the stories to a wider audience people whose stories are in the book are people who want their stories in a book (not a traditional Cree art form), want their stories shared outside eeyou istchee, want to tell their stories anonymously because they hold a position of prominence in the community and feel they can’t speak freely otherwise, they want to control how children and grandchildren discover their stories, sometimes protecting perpetrators (whom they might love) just for other privacy reasons methodology: hearing the story, sometimes multiple times, going away to write it up, then returning for approval, as many times as that took. Resources were offered for healing throughout the process, themes heard throughout: healing does not mean justice has been done; sometimes this is the first time these stories have been told; storytellers worried about telling the stories of others; the intent of these stories is to help others although the book contains difficult content the stories are often uplifting – no need to be afraid of what is on the page. Each story, each person, each healing process, is different.first book will be followed by 2 or 3 more in the coming years.Trade Review“These previously unwritten stories of lived, traumatized experiences are testament to the storytellers’ courage and strength and resilience. When the rich Cree traditional and spiritual relationship with land and with family is harmed by separation, hatred, and fear - a harm resulting in anger and loss of values, identity, and self-worth - these storytellers find ways to heal. Through their stories, you learn about culture as treatment, about the power of forgiveness and love, and about peaceful co-existence in community as essential to healing, belief, and advancing true reconciliation.” —Chief Willie Littlechild, Ermineskin Cree Nation, Former Truth and Reconciliation Commissioner, Former residential school student athlete, Order of Canada; Order of Sport, Member of Sports Halls of Fame, Canada and North America “These Cree stories, told with utmost respect and a feeling of safety, are gifts. They are medicine.” —Joanna Campiou, Woodland/Plains Cree Knowledge Keeper “This is a difficult but necessary book. There’s a power to truth and to the realities of the Indian Residential School system, but for those wanting to see strength and movement toward hope, this is the book for you. These stories hold that hope close to the heart. What shines through is a love of the land, a love of community, a love of the Cree language, a love of family – exactly what colonial forces like the IRS system tried to destroy but couldn’t.” —Conor Kerr, Metis/Ukrainian author, Avenue of Champions, Giller Prize longlist

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Book SynopsisFrom 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in the Princeton archives and the Duberman Papers. The array of evidence makes the book a primer on how historians gather and interpret evidence while at the same time shining light on the tumultuous late 1960s in American higher education. This book will become a tool for teaching, inspiring educators to rethink the ways in which history is taught and teaching students how to reason historically through sources.Table of ContentsChapter 1. IntroductionSection I. Duberman in the late 1960sChapter 2. “An Experiment in Education” (1969)Chapter 3. “On Misunderstanding Student Rebels” (1968)Section II. Other VoicesChapter 4. “50 Years Later—History 308 Revisited”Chapter 5. Martin and Peter Discuss the Fall, 1969 seminarChapter 6. Princeton Undergraduates Defend and Criticize InnovationChapter 7. On the Edge of the Platform: Tinkering with the 1971 Lecture ClassChapter 8. The Search for Allies: Bill Caspary, Martin Duberman, and John HoltChapter 9. “Let in the Light” Section III. After PrincetonChapter 10. Self and community: Black Mountain (1972)Chapter 11. Honesty, Power, and Desire in “Last Class” (1973)

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Book SynopsisThis edited volume analyzes a little-known but important juncture in the history of racial integration and public education during the Obama administration through the advent of the Trump administration, which also marks a significant transition of US racial politics and race relations from its foundations in civil rights movements of the 1950s/60s. Focusing on the City of Detroit, which via the historic Supreme Court case, Milliken v. Bradley, stands as the central site of analysis for these broader national dynamics of race, education, and integration—what we term as a “new political economy of integration”—this volume offers a multidisciplinary perspective on the critical role integration must play in the project of America becoming a multiracial democracy as US populations continue to grow more diverse and will soon transform the nation into a multiracial majority for the first time in its history. Table of Contents1.Introduction and Theoretical Overview2.Embracing “Choice” Policies, Embracing Segregation?3. A Tale of Two Cities: Paradoxes and Promises of School Integration4. Charter School Segregation in Detroit5. Lessons and Questions on Diversity from Detroit: Detroit as Microcosm6. Making Diversity a Source of Prosperity: Intentional Integration and the Reimagining of Fair Housing7. Reporter's Notebook: Race Reporting in the Trump Era8. On Integrating Public Schools Under Obama and Trump9. The Constitution and Racial Integration in the Public Schools: A Retrospective10. Back to the Future: Revising Old Critiques to Find a Culturally Sustaining Form of School Integration

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Book SynopsisChapter 1: Organising the Future of Educational Research in Post-war Europe and Beyond.- Chapter 2: Forming Transnational Networks: The Early 1950s in Europe.- Chapter 3: Collecting International Data: Husén and the International Association for the Evaluation of Educational Achievement.- Chapter 4: The Rise of a Global Expert Network: The International Institute for Educational Planning, 19631973.- Chapter 5: Education Futuramas: Torsten Husén and Futurological Thinking in Education.- Chapter 6: Editing the International Encyclopedia of Education, 19801994.- Chapter 7: Words for the World: Writing and Publishing Strategies for an International Book Market.

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Book Synopsis?1. Introduction.- 2. The Need for a New University.- 3. A University for the North of England?.- 4. An Expanding University.- 5. A Working University.- 6. Funding the University.- 7. Increasing Tensions.- 8. The "Disruption" of the Victoria University.- 9. Postscript: A University for Yorkshire?.- 10. The Legacy of the Victory University.

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Book SynopsisIm Mittelpunkt dieses Bandes stehen Wolfgang Klafkis Arbeiten zur Bildungspolitik in der alten Bundesrepublik Deutschland sowie seine Entwürfe zur Schulreform. Dabei werden im ersten Teil seine übergreifende Schultheorie sowie die biografischen Hintergründe seines bildungspolitischen Engagements erörtert, während der zweite Teil eine Auswahl seiner zentralen Schulreformkonzepte enthält. Sie reichen von Entwürfen für ein modernes integratives Schulsystem über die Normen und Gestaltungsperspektiven für eine humane und demokratische Schule, die Gleichheit und Differenz ermöglicht, bis hin zur Bedeutung des selbständigen Lernens als Element einer neuen Lernkultur. Dabei werden immer auch die bildungspolitischen Realisierungsmöglichkeiten thematisiert.Table of ContentsEinleitung der Herausgeberin und der Herausgeber.- Erziehungswissenschaftliches Rahmenkonzept und bildungspolitische Erfahrungsräume: Schule: Regelschulen, Reformschulen, Privatschulen (1995).- Erfahrungen und Einsichten aus 25 Jahren bildungspolitischer Mitwirkung. Politische Bewußtsteinsentwicklung als subjektive Voraussetzung bildungspolitischer Aktivität (1991).- Relationen und Konfliktfelder: Integrierte Gesamtschule (1968).- Arbeitslehre in der Gesamtschule (1968).- Zur pädagogischen Bilanz der Bildungsreform (1982).- Plädoyer für den „Mut zu den kleinen Schritten“ im Blick auf die „großen Perspektiven“ (1983).- Perspektiven einer humanen und demokratischen Schule (1989).- „Recht auf Gleichheit – Recht auf Differenz“ in bildungstheoretischer Perspektive (1994).- Schlüsselqualifikationen und Allgemeinbildung: Konsequenzen für Schulstrukturen (1998).- Selbstständiges Lernen muss gelernt werden! (2003).

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Book SynopsisDie historisch systematische Studie von Kristina Schierbaum untersucht, unter welchen Umständen Janusz Korczak den Berufswechsel vom Pädiater zum Pädagogen vollzogen hat und richtet unter der Chiffre „Medikalisierung von Kindheit“ den Fokus darauf, wie er in Theorie und Praxis eine Brücke von der Medizin zur Pädagogik schlagen konnte. Abschließend arbeitet sie heraus, welche Vorstellungen Janusz Korczak über das Kind und die Lebensphase Kindheit entwickelt hat, aber auch wie sein Erziehungssystem von den ehemaligen Bewohnern und Bewohnerinnen des Waisenhauses erinnert und mitunter auch kritisch beurteilt wurde.Table of ContentsRekonstruktion einer Familiengeschichte über die Methode der Genogrammarbeit als Sequenzanalyse.- Geschichte Sozialer Arbeit und Heimerziehung in Polen.- Medikalisierung von Kindheit – „Erziehungsdiagnostik“ in Janusz Korczaks „Erziehungsklinlik“.- Doing Health.- Relektüre des Verhältnisses von Theorie und Praxis.- Rekonstruktion jüdischer (Heim-)Kindheit in Warschau nach der Wende zum 20. Jahrhundert auf Grundlage von Oral History.

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Book SynopsisDie Überlegung, dass Menschen als Subjekte nicht einfach gegeben sind, sondern sich selbst von Anderen her erlernen, kann mit Norbert Ricken als Kerngedanke einer sozialtheoretischen Erziehungswissenschaft verstanden werden. Diesen Gedanken zur Beobachtung eines sozialen Geschehens als eines pädagogischen zugrunde zu legen und im Rückgriff auf philosophische, sozial- und kulturwissenschaftliche Perspektiven zu schärfen, stellt das Hauptanliegen des Buches dar. Die Sozialität von Mensch und Erziehung bildet damit den Ausgangspunkt des hier konturierten Theorie- und Forschungsprogramms.Table of ContentsPraxistheoretische Forschung in der Erziehungswissenschaft: Ein differenzierender Blick auf eine expandierende Forschungslandschaft und ihre Probleme.- Karl Magers pädagogisches Vermächtnis.- Machtkritik und Migrationsgesellschaft: Überlegungen zur Rolle der Erziehungswissenschaft in der universitären Lehrer*innenbildung. Charisma und Paternalismus: Ein fingiertes Gespräch zwischen Max Weber und Saraswati.- Zur Frage des Regierens.- Anerkennung, Scham und Berührung.- Verhältnisbestimmung einer sozialtheoretisch zu einer sozialwissenschaftlich informierten EW.- Bildsamkeit und Bildungstrieb. Selbstthematisierung vor dem Hintergrund epigenetischer Theorien um 1800.

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Book SynopsisDie Ausgangslage dieser Analyse sind unterschiedliche Lernverfahren in der beruflichen Weiterbildung in Deutschland. Untersucht wird, wie diese sich auf den Lernerfolg der Lernenden auswirken. Es gilt, den Zielkonflikt zwischen den Anforderungen der Teilnehmenden und den Angeboten der Weiterbildungsanbieter zu lösen. Eine wesentliche Aufgabe ist es, die Lerntypen der Lernenden zu ermitteln und sich auf dieser Basis geeignete Lernverfahren zu erarbeiten. Daraus wird die Forschungsfrage abgeleitet, wie effizient und effektiv Blended-Learning-Lernverfahren sind und wie diese sich im Lernprozess auf den Lernerfolg auswirken. Das Ergebnis spiegelt sich in einer Empfehlung von Lernverfahren wider, die sich als effizient und effektiv aus der Sicht der Lernenden unter Berücksichtigung der jeweiligen Einflussfaktoren erweisen.Table of ContentsEinleitung.- Rahmenbedingungen und herausforderungen fur lernverfahren in der beruflichen weiterbildung in deutschland.- Einflussgrosen der blended-learning-lernverfahren bezuglich der effizienz und effektivitat im lernprozess.- Entwicklung eines integrativen lernerfolgsmodells fur blendedlearning-lehrgange.- Empirische studie: untersuchung der einflussfaktoren der blendedlearning-lernverfahren auf lernende mit blick auf die effizienz und effektivitat.- Zusammenfassung.- Literaturverzeichnis.- Danksagung.

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Book SynopsisIt is known that a society in transformation undergoes significant changes on many levels, but structural and cultural changes are arguably two of the most significant. How do such monumental changes affect the lives of individuals and small communities? Teachers on the Waves of Transformation aims to answer this question through the lens of education. With careful exploratory research at two schools in a small town in central Bohemia, anthropologist Dana Moree follows the fates of two generations of teachers at the schools. Through interviews with teachers, school administrators, and the students’ parents, Moree focuses on the relationships, values, shared stories, and symbolic and ritual worlds that create the culture of the schools. Teachers on the Waves of Transformation offers a unique perspective of cultural flux as witnessed in the classroom.Trade Review“Presents a wealth of valuable material.” -- Miroslav Vanek, professor of oral history at Charles University, Prague, and director of the Institute of Contemporary History at the Czech Academy of Sciences

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Book SynopsisBy examining the myriad myths surrounding Central European universities, Czech historians Lukáš Fasora and Jiří Hanuš take a diachronic approach to investigating the issues facing higher learning in the region. Using careful historical research, the authors point out vast discontinuities, comparing how the philosophy of education from the Middle Ages to the nineteenth century has changed and how this evolution relates to the current administrative goals of higher education. As they confront the history and myths of university education, the authors do not shy away from exploring difficult questions, such as whether political and economic influences have completely transformed the goals and structure of today’s universities in Central Europe. Though focused on university systems in a specific geographic region, the findings have wide-ranging implications for higher education the world over.Trade Review“This is a highly topical and rewarding book, as it provides a fresh rejoinder to many foreign and domestic discussions about the past, present, and future mission of universities.” -- Jirí Štaif, head of the Department of Social History at Charles University, PragueTable of ContentsAn introduction for foreign readersMyth: an attempt at understanding university historyThe myth of university freedomThe Humboldtian mythThe myth of the united universityThe myth of indisputable foundationsThe myth of contributing to societyThe myth of university governanceThe myth of territoryThe history of university culture and some current issuesBibliography

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Book SynopsisThe book addresses contemporary ideological discourses concerning education in the United Kingdom. It provides a synthetic analysis of the roots of the political changes in education in the UK from the tenth to the first decade of the twenty-first century, with particular emphasis on the last hundred years. It presents British political and education thought during the tenth through the sixteenth centuries, then in the Age of Enlightenment, showing the roles of the positivist current in British education, the Chartist movement, and educational changes related to them. The remainder of the book focuses on the trends and stages of educational development up to World War II, the postwar reform of the education system in England and Wales, the neoliberal trend in the educational policy of Britain, and the genesis of the 1998 educational reforms in England and Wales and their consequences up to 2013.Trade ReviewA combination of educational ideologies and historical traditions with the new challenges facing English education serve as a contribution towards deeper reflection on the relationship between the sustainability and variability of systemic solutions. It can perhaps serve as well as a good point of reference with regard to the shape of Polish solutions used in educational policy. The book can be helpful in university-level teaching in the field of comparative education. -- Renata Nowakowska-Siuta, dean of the faculty of education, head of the department of teaching and education, Christian Theological Academy in Warsaw

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Book SynopsisThis book gives a panoramic review and summary on the opening up of China’s education to the outside world. Firstly, it introduces the connotation of international education, the development history of international education in China, national legislation and vital released documents. It also provides a general view of historical actuality and classic cases interpretation on the principal components of China’s international education, namely overseas studying, international students studying in China, Sino-foreign cooperative education, overseas school running, cultural exchanges with other countries, multilateral exchanges, “the Belt and Road” educational actions and macro-management departments of international education. This book is bilingual in both Chinese and English and is an essential guidebook for readers to understand how international education has developed in ChinaTable of ContentsChapter 1 Introduction.- Chapter 2 Construction of Development of China’s International Education.- Chapter 3 Studying Abroad in China’s International Education.- Chapter 4 Study in China: A Crucial Part of China’s International Education.- Chapter 5 Chinese foreign Cooperation in Running Schools of China’s International Education.- Chapter 6 Overseas School Start-up of China’s International Education.- Chapter 7 People-to-people and Cultural Exchanges of China’s International Education with the World.- Chapter 8 Bilateral and Multilateral International Cooperation and Exchanges in China’s International Education.- Chapter 9 Actions on Promoting the Belt and Road Initiative in China’s International Education.- Chapter 10 Macro Management of China’s International Education.- Chapter 11 The Experience and Implication of China’s International Education.- Chapter 12 A Literature Review on China’s International Education.- Epilogue.

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Book SynopsisSt. Stephen's Girls' College is one of the many schools run under the auspices of the Anglican Church in Hong Kong. Starting as a tiny missionary school for upper-class Chinese girls and their younger brothers, it has evolved into a large establishment, comprising kindergarten, primary and secondary sections, playing its full part in the public sector of education and now serving a complete socio-economic cross-section of the community. As one of the earliest schools for girls in the territory, St. Stephen's played a significant role in the opening up of educational opportunities for Chinese girls.This book records the history and development of the school and is written for its 90th Anniversary, using much original source material. The author, who was head of the school for over thirty years, has set this history within the educational, social and political context of the times.This book will be of obvious interest to those who have a connection with the school: council members, teachers, parents and students. It may also be a useful reference for those interested in the history of education in Hong Kong during the 20th century—a period which has seen immense social and political change.

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Book SynopsisThe History of Education Series, presents historical analyses and interpretations of matters of concern to education. Each volume in the series is developed and edited in partnership with the Organization of Educational Historians, who, since 1965, has endeavored to promote the pursuit of educational history through opportunities for presentation and discussion of papers at annual meetings, to advance and improve the teaching of the history of education in institutions of higher education, to cultivate fruitful relationships between scholars in the history of education, and to encourage promising young scholars in the field of history of education.Trade ReviewWithout question, Breakthrough: From Pandemic Panic to Promising Practice, is a volume that will stand out as a major contribution to our understanding of COVID-19 and its unfolding impact on education and society. Under the guidance of Drs. McCarther and Davis, the contributing authors provide an excellent explication of the devastating impact of COVID-19 while at the same time presenting voices of hope and promise with its emphasis on human sacrifice, endurance, and resilience to survive. This is a must read!"" — Bruce A. Jones, Howard University

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Book SynopsisThe History of Education Series, presents historical analyses and interpretations of matters of concern to education. Each volume in the series is developed and edited in partnership with the Organization of Educational Historians, who, since 1965, has endeavored to promote the pursuit of educational history through opportunities for presentation and discussion of papers at annual meetings, to advance and improve the teaching of the history of education in institutions of higher education, to cultivate fruitful relationships between scholars in the history of education, and to encourage promising young scholars in the field of history of education.

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Book SynopsisInquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world. Inquiry is also much debated, however, and although it has prominent contemporary advocates around the world, it also has prominent critics in education studies. This volume in the International Review of History Education explores the role of historical inquiry in history curricula and in history classrooms and addresses a series of linked questions, including the following: What does historical inquiry mean in history classrooms? What forms does classroom based historical inquiry take, and to what extent is it understood in differing ways in different contexts? What do we know about the affordances and constraints associated with inquiry-based learning in history –what is the evidence of the effectiveness or ineffectiveness of inquiry based historical learning? We address these questions in the volume by presenting seventeen papers from eight different international contexts exploring historical inquiry that will be of interest both to history teachers, curriculum designers and history education researchers - seven papers from England, three from the US, two from Sweden and one each from Argentina, Australia, Belgium, Canada, and Singapore. The volume adds to our knowledge about teachers' thinking about inquiry and teachers' inquiry practices. It adds to our knowledge about the impact and value of inquiry in developing children's' historical learning. It also explores the challenges that implementing inquiry can present for history teachers and provides support for implementation and examples of successful practice.Trade ReviewA wonderful overview of the global story of historical inquiry. Canvassing everything from finding opportunities to teach history through all levels of education, through to the complexities of navigating different views on the past inside and outside of the classroom, History Education and Historical Inquiry provides a practical and empowering approach for educators around the world. Recommended reading for anyone who wants to feel the support of educators from around the world in strengthening the place of inquiry in complex times."" — Marnie Hughes - Warrington, University of South Australia

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Book SynopsisInquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world. Inquiry is also much debated, however, and although it has prominent contemporary advocates around the world, it also has prominent critics in education studies. This volume in the International Review of History Education explores the role of historical inquiry in history curricula and in history classrooms and addresses a series of linked questions, including the following: What does historical inquiry mean in history classrooms? What forms does classroom based historical inquiry take, and to what extent is it understood in differing ways in different contexts? What do we know about the affordances and constraints associated with inquiry-based learning in history –what is the evidence of the effectiveness or ineffectiveness of inquiry based historical learning? We address these questions in the volume by presenting seventeen papers from eight different international contexts exploring historical inquiry that will be of interest both to history teachers, curriculum designers and history education researchers - seven papers from England, three from the US, two from Sweden and one each from Argentina, Australia, Belgium, Canada, and Singapore. The volume adds to our knowledge about teachers' thinking about inquiry and teachers' inquiry practices. It adds to our knowledge about the impact and value of inquiry in developing children's' historical learning. It also explores the challenges that implementing inquiry can present for history teachers and provides support for implementation and examples of successful practice.Trade ReviewA wonderful overview of the global story of historical inquiry. Canvassing everything from finding opportunities to teach history through all levels of education, through to the complexities of navigating different views on the past inside and outside of the classroom, History Education and Historical Inquiry provides a practical and empowering approach for educators around the world. Recommended reading for anyone who wants to feel the support of educators from around the world in strengthening the place of inquiry in complex times."" — Marnie Hughes - Warrington, University of South Australia

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Book SynopsisIn antebellum America, Black children, even those of tax-paying Blacks in most states could not attend White public schools or in some states any schools. Nevertheless, with the signing of the Emancipation Proclamation in 1863, Blacks assumed they would receive all inalienable rights granted to them as American freedmen. For most, the right to a proper public education for their children was paramount. Nevertheless, White educators often neglected or poorly implemented Black schools, especially secondary schools. With their reluctance to provide schools for Blacks, African American communities organized and petitioned school districts to develop Black schools on par with those for Whites. In the book, Black Cultural Capital: Activism that Spurred African American High Schools, authors describe the role of the Black community in the development of high schools. Their narratives reveal White educators' unwillingness to implement state laws requiring the education of all children. Their lack of engagement galvanized Blacks to petition boards to adhere to the law. Additionally, they forced school districts to hire Black teachers and provide facilities for Black children equal to those of White children. The fruits of their labor enabled Black children to attend suitable facilities, as well as learn from Black teachers who attended outstanding White and Black colleges and universities. Furthermore, stories of the high schools illustrate how communities sprouted up around them during their heydays as well as, for some, their demise as laws and court decisions eradicated Jim Crow and enabled all Americans to live and learn where they desired.Trade Review“Throughout America, the freedom dreams of Black people and the intellectual currents that guided them were first unleashed within one-room schoolhouses, dilapidated shacks, and church basements that were converted into laboratories of discovery and dissent. In short – Black spaces matter and have always mattered in the struggle for Black liberation. The authors of Black Cultural Capital have delivered one of the most comprehensive collection of essays to date that highlight the monumental legacy and rich history of America's first Black high schools. Utilizing a vast array of sources, the authors have created an intimate portrait of the struggle to carve out historic spaces that educated and affirmed Black youth while simultaneously countering pernicious systems of white supremacy that sought to undermine them at every step. This volume of essays is a must have for any serious scholar or student of the Black freedom struggle in America.” - Jelani M. Favors, North Carolina A&T State University“This is a long-awaited, quintessential contribution to our still-incomplete knowledge and understanding of the unique but intertwined histories of Black education and secondary schools in the United States. The narratives are incisive, enlightening, and inspiring. A welcome advancement to the historical foundations of education.” - Tondra L. Loder-Jackson, The University of Alabama at Birmingham“At a time when there is a deservingly greater appreciation for historically Black colleges and universities (HBCUs), we must also remember that K-12 Black high schools played a pivotal role in anchoring communities and creating a sense of place and freedom for Black people. In this edited book, Black Cultural Capital: Activism that Spurred African American High Schools, Drs. Vanessa B. Garry, E. Paulette Isaac-Savage, and Sha-Lai L. Williams produced a timely and much-needed book about the significant role Black high schools have historically--and continue to play--in Black communities and the Black freedom struggle. With detailed historical case studies of Black high schools throughout the United States, the various authors illuminate how these schools served as pillars in Black communities.” - Jerome Morris, The University of Missouri - St. Louis

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Book SynopsisIn antebellum America, Black children, even those of tax-paying Blacks in most states could not attend White public schools or in some states any schools. Nevertheless, with the signing of the Emancipation Proclamation in 1863, Blacks assumed they would receive all inalienable rights granted to them as American freedmen. For most, the right to a proper public education for their children was paramount. Nevertheless, White educators often neglected or poorly implemented Black schools, especially secondary schools. With their reluctance to provide schools for Blacks, African American communities organized and petitioned school districts to develop Black schools on par with those for Whites. In the book, Black Cultural Capital: Activism that Spurred African American High Schools, authors describe the role of the Black community in the development of high schools. Their narratives reveal White educators' unwillingness to implement state laws requiring the education of all children. Their lack of engagement galvanized Blacks to petition boards to adhere to the law. Additionally, they forced school districts to hire Black teachers and provide facilities for Black children equal to those of White children. The fruits of their labor enabled Black children to attend suitable facilities, as well as learn from Black teachers who attended outstanding White and Black colleges and universities. Furthermore, stories of the high schools illustrate how communities sprouted up around them during their heydays as well as, for some, their demise as laws and court decisions eradicated Jim Crow and enabled all Americans to live and learn where they desired.Trade Review“Throughout America, the freedom dreams of Black people and the intellectual currents that guided them were first unleashed within one-room schoolhouses, dilapidated shacks, and church basements that were converted into laboratories of discovery and dissent. In short – Black spaces matter and have always mattered in the struggle for Black liberation. The authors of Black Cultural Capital have delivered one of the most comprehensive collection of essays to date that highlight the monumental legacy and rich history of America's first Black high schools. Utilizing a vast array of sources, the authors have created an intimate portrait of the struggle to carve out historic spaces that educated and affirmed Black youth while simultaneously countering pernicious systems of white supremacy that sought to undermine them at every step. This volume of essays is a must have for any serious scholar or student of the Black freedom struggle in America.” - Jelani M. Favors, North Carolina A&T State University“This is a long-awaited, quintessential contribution to our still-incomplete knowledge and understanding of the unique but intertwined histories of Black education and secondary schools in the United States. The narratives are incisive, enlightening, and inspiring. A welcome advancement to the historical foundations of education.” - Tondra L. Loder-Jackson, The University of Alabama at Birmingham“At a time when there is a deservingly greater appreciation for historically Black colleges and universities (HBCUs), we must also remember that K-12 Black high schools played a pivotal role in anchoring communities and creating a sense of place and freedom for Black people. In this edited book, Black Cultural Capital: Activism that Spurred African American High Schools, Drs. Vanessa B. Garry, E. Paulette Isaac-Savage, and Sha-Lai L. Williams produced a timely and much-needed book about the significant role Black high schools have historically--and continue to play--in Black communities and the Black freedom struggle. With detailed historical case studies of Black high schools throughout the United States, the various authors illuminate how these schools served as pillars in Black communities.” - Jerome Morris, The University of Missouri - St. Louis

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Book Synopsis

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Book Synopsis

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Book SynopsisJohn Dewey's sojourn to China created a historical moment between the United States and China. Therefore, some of the recent scholarship on the topic aims to uncover the social and historical implications behind Dewey's Chinese trip, centering on how intercultural conversations occurred between "Confucius" and "John Dewey" during the period of May Fourth/New Culture Movement. Much research also reflects an attempt to synthesize and unify Western and Eastern education.This book spotlights a cross-cultural "encounter" between Confucius and John Dewey by studying the four well-known Chinese scholars Hu Shih, Liang Shuming, Tao Xingzhi, and Jiang Menglin, who exerted a profound impact on many aspects of Chinese society during the May Fourth/New Culture Movement period. The study explores answers to a crucial question: What motivated Dewey's Chinese disciples to forge a synthesis of Confucian traditions and Deweyan ideas to purse of the goals of Chinese educational and cultural reformation? Simultaneously, based on an in-depth historical, philosophical, and cultural analysis of Dewey's visit to China, this study aims to disclose how our education has evolved in the context of cultural pluralism.The book seeks to contribute provocative ideas to today's educators: any school of thought can renew and update itself if it maintains an open dialogue with a different civilization. Dynamic and transparent intercultural communication enables us to develop a sense of understanding and respect for cultural diversity, all of which are of great benefit to the construction of a stable and healthy international order.

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