History of education Books
John Benjamins Publishing Co Applied Linguistics in the Middle East and North
Book SynopsisThis volume offers a comprehensive and up-to-date overview of applied research efforts in the Middle East and North Africa (MENA). This region has not received due attention in the literature and this publication provides a much-needed contribution to the existing body of knowledge. The editor recruited a number of renowned scholars who either work in the MENA countries or have experience doing research in this region to contribute to this project. The selection of chapters ensured representation of applied linguistics efforts in North Africa, the Levant, and the Gulf. The book looks into language research within social and educational MENA contexts. The final part of the book provides a forward-looking perspective about applied linguistics research and practices in the Middle East and North Africa. The book is primarily written for those interested in applied linguistics, particularly researchers, graduate students, and language professionals in the MNEA region.Table of Contents1. To my parents; 2. Acknowledgments; 3. Chapter 1. Applied linguistics research in the Middle East and North Africa: An overview (by Gebril, Atta); 4. Section I. Language in society; 5. Chapter 2. When the president loses his voice, the people capture speech (by Boussofara, Naima); 6. Chapter 3. Religion and identity in modern Egyptian public discourse (by Bassiouney, Reem); 7. Chapter 4. English between Egyptians: Power and ownership of the English language in Egypt (by Lewko, Alexander M.); 8. Chapter 5. The age of global English: Language use and identity construction in the United Arab Emirates (by Dahan, Laila S.); 9. Chapter 6. The linguistic landscape of Cairo from the Rosetta Stone to the Ring Road billboards: Signs of their times (by Plumlee, Marilyn); 10. Chapter 7. The ongoing rivalry between English and French in Lebanon (by Shaaban, Kassim); 11. Section II. Language in education; 12. Chapter 8. A Qatari case for authenticity in the investigation of reading abilities and strategies (by Reynolds, Dudley); 13. Chapter 9. The development and validation of an Arabic language test in Saudi Arabia (by Norrbom, Bjorn); 14. Chapter 10. A survey of English language proficiency requirements for admission to English-medium universities in Arabic-speaking countries (by Boraie, Deena); 15. Chapter 11. Student teachers' computer-mediated narratives-in-interaction: Sharing notions of culture, teaching and language acquisition (by Fredricks, Lori); 16. Chapter 12. Arabic language teacher education (by Taha, Hanada); 17. Chapter 13. Corpora and the study of Arabic vocabulary (by Abdou, Ashraf); 18. Section III. Future directions of applied linguistics in the MENA countries; 19. Chapter 14. Whither Arabic?: From possible worlds to possible futures (by Eisele, John C.); 20. Chapter 15. A forward-looking conceptual framework for Arabic curriculum design and instructional methodology (by Alosh, Mahdi); 21. Chapter 16. Applied linguistics in the MENA countries: A research agenda (by Gebril, Atta); 21. Bibliographies; 22. Author index; 23. Subject index
£78.85
Peeters Publishers The Leuven Collegium Trilingue 1517-1797:
Book SynopsisThe Louvain Collegium Trilingue: an appealing story of courageous vision and an unseen international success. Thanks to the legacy of Hieronymus Busleyden, counsellor at the Great Council in Mechelen, Erasmus launched the foundation of a new college where international experts would teach Latin, Greek and Hebrew for free, and where bursaries would live together with their professors. The foundation at the Louvain Fish Market, however, met with strong opposition in a dramatic period of political and religious tensions. At the same time, it conquered the whole of Europe alike. Hundreds of students from various countries travelled to the Three-Language College, renowned professors worked and taught there until the institute was closed down during the French Revolution. In this book the secret `Erasmian’ recipe used in this humanist language education is analyzed and contextualized by specialists in the field. Moreover, it appears that these new didactics in language and literature also initiated an inspiring new scientific method.
£71.15
Peeters Publishers Le Collège des Trois Langues de Louvain
Book Synopsis1517 : fondation du Collegium Trilingue, ou « Collège des Trois Langues » de Louvain. L’histoire de cet établissement humaniste en est une non seulement d’une remarquable visée scientifique et pédagogique, mais aussi d’efforts obstinés, voire de combats courageux, couronnés d’un succès international sans précédent. Mettant à profit le legs de Jérôme de Busleyden, conseiller au Grand Conseil de Malines, décédé en août 1517, Érasme s’attela aussitôt à la création d’un collège où des savants de renommée internationale prodigueraient un enseignement public et gratuit de latin, de grec et d’hébreu. Dans ce collège « trilingue », étudiants-boursiers et professeurs vivaient ensemble. La fondation du collège, près du Marché aux poissons, au centre de Louvain, a dû affronter de nombreuses critiques et attaques de la part d’adversaires « traditionalistes ». Dans le premier siècle de son existence, le collège dut traverser des moments difficiles à une époque fortement marquée par des troubles politiques et religieux. Toutefois, pendant ce temps, le nouvel institut s’acquit une haute renommée scientifique à travers l’Europe. De l’étranger, des centaines d’étudiants y accouraient pour suivre les cours donnés par des professeurs de réputation internationale. À la fin du XVIIIe siècle, la Révolution française mit brusquement fin à trois siècles d’enseignement « trilingue ». Les contributions dans cet ouvrage fournissent une vue d’ensemble du projet pédagogique et scientifique animé par l’esprit d’Érasme, de l’histoire du Collège des Trois Langues, et de sa contribution didactique et scientifique à l’étude des langues et des littératures, dans son contexte européen.
£71.23
Lund University Press,Sweden Humboldt and the Modern German University: An
Book SynopsisThis book is about the idea of the university in modern Germany. Its primary focus is how the Humboldtian tradition was transformed and how it gave direction to debates around higher education. By combining approaches from intellectual history, conceptual history and the history of knowledge, the study investigates the ways in which Humboldt’s ideas have been appropriated for various purposes in different historical contexts and epochs. Ultimately, it shows that Humboldt’s ideals are not timeless – they are historical phenomena and have always been determined by the predicaments and issues of the day. Nevertheless, many of the key concepts and fundamental ideas have endured throughout the twentieth century, though they have been interpreted in different ways.An electronic version of this book is available under a creative commons licence: manchesteropenhive.com/view/9789198376814/9789198376814.xmlTrade Review'Sophisticated in its concepts and methods, lucid in its exposition, balanced and perceptive in its judgements, Johan Ostling's book exemplifies a new and rich approach to the history of universities.'Peter Burke, Emeritus Professor of Cultural History, Emmanuel College, Cambridge -- .Table of ContentsPrologue: Unter den Linden 61 The history of the university2 Wilhelm von Humboldt and his idea3 The discovery of Humboldt4 The rebirth of the university5 Tradition under debate6 From Berlin to BolognaBibliographyIndex
£28.50
Alpha Edition The Education Of Catholic Girls
Book Synopsis
£16.31
Alpha Edition The Education Of The Negro Prior To 1861; A
Book Synopsis
£12.18
Alpha Edition Fenelon's Treatise on the Education of Daughters
Book Synopsis
£14.70
Double 9 Books Pioneers of the Old South A CHRONICLE OF ENGLISH
Book Synopsis
£10.79
Amsterdam University Press Policies and Practice in Language Learning and
Book SynopsisThis book brings together studies from Georgia, Germany, Italy, Japan, New Zealand, Poland, South Korea, and the UK which explore links between policy and practice in language teaching in the twentieth century. The 14 contributions set out to expand the remit of ‘grounded history’ within the field of History of Language Learning and Teaching (HoLLT) by focusing on language teaching policies and linking these to practices and to contexts, situating policy formulation in particular contexts on the one hand, and exploring the relationship between policy and practice on the other. In this sense, the book shows how the theories, policy pronouncements, curricula, textbooks, and overall teaching approaches which tend to feature in most histories of language teaching always emerge from particular, researchable contexts, and, in the other direction, are interpreted and responded to in practice, again, in particular contexts. In this way, we hope to contribute a context-based perspective that highlights diversity of practices, in opposition to received views that language teaching methodology is ‘universal’ and context-free.Table of ContentsI INTRODUCTION (Sabine Doff & Richard Smith) Valorizing practice in 20th-century language learning and teaching II CONTENT (Stefan Kipf) Ovid’s Metamorphoses(Norman Ächtler)Teaching Schiller: Philological discourse and educational practice at Schools of Higher Education in the German Empire – The example of Wallenstein (Sabine Reh) Writing about literature. Examination and text forms in L1 in the French zone of occupation, 1945-49 III METHOD (Joanna Pfingsthorn) Practice escaping an ideological grip: How the CLT agenda slipped through the cracks of error taxonomies (Tim Giesler)‘Teachers may feel that they should …’ – Attempts to align the intended and the taught curriculum in 1980s’ Bremen manuals for communicative language teaching (John Daniels)The quest for Communicative Competence in foreign language learning in English schools, 1968-2010 (Laura Pinnavaia and Annalisa Zanola) Teaching English writing in the twentieth century seen through handbooks for mother-tongue and foreign speakers IV AIMS (Silvia Pireddu) “Too much workload in technical schools!”: Luigi Pavia and the teaching of English in Italian schools on the threshold of the 20th century (Kohei Uchimaru)Yoshisaburô Okakura and the practical value of the study of English in secondary schools in early twentieth-century Japan (Shona Whyte)The British juggernaut: ESP practice and purpose in the 1970s V CONTEXT (Irmina Kotlarska)Sociocultural, political and educational aspects of teaching English in Polish schools in the interwar period (1918-1939) (Ekaterine Shaverdashvili & Nino Chkhikvdze) English as a foreign language in Georgia: From past till present (Sharon Harvey)Language teacher education improvements would valorise practice: A recent history of intercultural language teaching in Aotearoa/New Zealand (Robert J. Fouser)Social attitudes toward ‘school English’ in classroom practice in South Korea from 1970 to the present .
£111.15
Central European University Press Learning to Change: The Experience of
Book SynopsisA collection of first-person narratives by specialists in the field of education in South East Europe. The contributors are recognized leaders in civil society, government, academia and schools. Their works chronicle the profound effect armed conflict, political transition, and the increasing openness the region has experienced on education. It is a significant achievement as it is the work of individuals who are involved in the field and have a first hand perspective on issues of education in the region. The essays shed light on the reality of the educational reforms: they are far from beeing linear progressive processes, on the contrary, they are very often paradoxical and even controversial.Trade Review"Learning to Change: The Experience of Transforming Education in South Eastern Europe, is a gem of the field, rare in its qualitative readings of the personal lives and stories of people personally engaged in ‘‘on the ground’’ school reform efforts in the tumultuous 1990s from Albania, Bosnia/Herzegovina, Bulgaria, Croatia, Kosova, Montenegro, Romania, Serbia, and Slovenia. When so many books on topics of education and development are abstract treatises, this collection is a read that is almost literary-autobiographical in quality. In the words of its editor and contributors, this does not mean those typical studies do not have value – they do. ‘‘We created this volume of many voices about education change to complement official reports and scholarly research’’. While the ‘‘stacks’’ of such documentation are necessarily written ‘‘with a certain detachment’’, they also thereby tend not to, intentionally or not, ‘‘uncover the hardest truths about the school situation and its politics.’’ * Higher Education in Europe *"The collection covers reform programs in nine education systems – each summarized in helpful annexes of statistical data and detailed chronologies... All the stories in this book reveal that there are many individuals working for change with energy, passion and commitment. Where these reformers are lucky enough to find an enlightened government which gives them space to work, and where they are supported, perhaps by a non-governmental organization or a generous benefactor, they can make an important contribution to improving the lives of young people." * TOL Transitions Online *Table of ContentsMap of South East Europe; Preface; About the Authors; Acknowledgments; Introduction Simin Han, Medina Korda, Bosnia and Herzegovina To Change or Not to Change, Alexandru Crisan, Romania Debate Was the Question Mark, School Was the Full Stop, Tomislav Re'kovac, Croatia Out of the Tunnel: Romani School Desegregation, Petya Kabakchieva, Bulgaria Hard Waking Up, Bo ena Jelu'iae, Montenegro Everybody's School , Bardhyl Musai, Albania From Eoeek to Brahms and Back, Refika Mustafiae, Serbia Halim a Thousand Times: "Make a School like a Home", Lindita Tahiri and Dukagjin Pupovci, Kosova No Need to Hurry Up?, Petya Kabakchieva, Bulgaria Rites of Passage: Reforming the Matura Exam, Ivan Loreneie, Slovenia Shadows of the War: A Teacher in Serbia, Vigor Majiae, Serbia Closer to the Ground, Terrice Bassler The South East Europe Context: Country Context Data; Chronologies and Milestones of Education: 1990-2004; For Further Reference
£50.40
Israel Academy of Sciences and Humanities Chaim Weizmann: Scientist, Statesman and
Book Synopsis
£29.69
Israel Academy of Sciences and Humanities Chaim Weizmann: Scientist, Statesman, and
Book Synopsis
£52.25
Springer Verlag, Singapore 70 Years of Opening-up in China’s Education
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.
£80.99
Springer Verlag, Singapore The Three Waves of Reform in the World of
Book SynopsisThis book reviews one hundred years of educational reforms worldwide. Characterized by a tension between governing public and professional forces, the waves of educational reform reflect myriad efforts to define and fulfill professional and public expectations for the world of education. The first wave of reform, based on “progressive” ideals, spread across the globe after World War I, striving to place the student at the center of the education process and respond to the diverse needs of children and youth in a world that included massive population shifts. The second wave nearly obliterated the ideals of the progressive movement that had prevailed for sixty years. Drawing its principles from the business world, the second wave imposed competition, uniform standards, and measurable outputs on students, teachers, and schools, even at the cost of harming at-risk populations and encouraging the infiltration of private sector values into public education systems.The third wave was launched at the turn of the twenty-first century. Seeking to adjust instructional methods to modern reality, this reform rejected standardized curricula in favor of developing skills such as independent thinking, curiosity, innovation, collaboration among learners, and the ability to mine and process information.Book I reviews the three waves of reform in the United States, England, Canada, Japan, Singapore, Hong Kong, Australia, and Finland. Book II focuses on Israel’s education system — past, present, and future.Table of ContentsIntroduction.-Volume I: The Three Waves of Reforms Worldwide.-Part One: The First Wave of Reforms – Progressive Education.- Chapter 1: The Emergence of Progressive Education.- Chapter 2: The Decline of Progressive Education.-Chapter 3: The First Wave – Summary and Conclusions.- Part Two: The Second Wave of Reforms – The Standards Movement.- Chapter 4: The Educational Standards Reform.- Chapter 5: Critique of the Second Wave of Reforms.- Chapter 6: The Second Wave – Summary and Conclusions.- Part Three: The Third Wave of Reforms: Students Asking Questions and Looking for Answers – Education for Non-Standard Thinking.- Chapter 7: Background for the Emergence of the Third Wave.- Chapter 8: Towards Active Citizenship and New Learning Skills – the Third Wave in Selected Nations.- Chapter 9: The Third Wave – Summary and Conclusions.- Volume II: The Israeli Educational System in the Light of the Three Educational Reform Waves.- Chapter 10: The First Wave: Progressive Education.- Chapter 11: The Second Wave: Standardization- Chapter 12: The Third Wave: Meaningful Learning.- Chapter 13: The Three Waves of Reforms in Israel – Summary and Conclusions.- Bibliography.- Appendices.
£113.99
ISEAS Quality, Equity, Autonomy: Malaysia’s Education
Book Synopsis
£6.60
Springer A Critical History of Health Sport and Physical
Book SynopsisIntroduction.- Theorising the history of education and curriculum in the context of health physical education and school sport.- The history of physical education.- The history of school sport.- The history of health education.- The untold three legged curriculum history.- The collective years reflecting a culmination of the subjects into pdhpe and hpe.- The survival of the fittest curriculum history.- Curriculum and education history as an artefact of the past and predictor of the future.
£107.99
The Chinese University Press Change and Continuity – A History of St. Stephen′s Girls′ College, Hong Kong, 1906–1996
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.
£48.75
Hong Kong University Press Curriculum, Schooling, and Society in Hong Kong
Book Synopsis
£14.25
Hong Kong University Press The Politics of Higher Education: The Imperial
Book Synopsis
£58.14
Hong Kong University Press Rosie Young: A Lifetime of Selfless Service
£26.10
Hong Kong University Press Christianity and Education in Modern China
Book Synopsis
£58.50
Rowman & Littlefield Publishers The American Private School
Book Synopsis
£27.00
Austin Macauley Publishers LLC They Died on My Watch
Book Synopsis
£15.29
Austin Macauley Publishers LLC They Died on My Watch
Book Synopsis
£21.59
Nova Science Publishers Inc An Innovative Program at Alfaisal Medicine: A
Book Synopsis
£58.39
Academic Studies Press In Her Hands: The Education of Jewish Girls in
Book SynopsisThough over one hundred private schools for Jewish girls thrived in the Russian empire between 1831 and 1881, their story has been largely overlooked. In Her Hands: The Education of Girls in Tsarist Russia restores these schools to their rightful place of prominence in training thousands of Jewish girls in secular and Judaic subjects and also paving the way for the modern schools that followed them. Through extensive archival research, author Eliyana R. Adler examines the schools’ curriculum, teachers, financing, students, and educational innovation and demonstrates how each of these aspects evolved over time. In telling the story of Russia’s private schools for Jewish girls, Adler argues that these schools were crucibles of educational experimentation that merit serious examination. Students and scholars of Jewish history, educational history, and women’s studies will enjoy this pathbreaking study.
£25.95
Information Age Publishing American Educational History Journal Volume 49
Book Synopsis
£42.38
Information Age Publishing American Educational History Journal Volume 49
Book Synopsis
£75.95
Information Age Publishing Breakthrough: From Pandemic Panic to Promising
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
£51.30
Information Age Publishing Breakthrough: From Pandemic Panic to Promising
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.
£91.80
Information Age Publishing History Education and Historical Inquiry
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
£62.40
Information Age Publishing History Education and Historical Inquiry
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
£96.05
Information Age Publishing Black Cultural Capital: Activism That Spurred
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
£51.30
Information Age Publishing Black Cultural Capital: Activism That Spurred
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
£91.80
Information Age Publishing American Educational History Journal, Volume 50
Book Synopsis
£44.61
Information Age Publishing American Educational History Journal Volume 50
Book Synopsis
£75.95
Information Age Publishing When Confucius Encounters John Dewey: A
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.
£48.45
Information Age Publishing When Confucius Encounters John Dewey: A
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.
£86.70
