History of education Books

Book SynopsisIn Education in China, ca. 1840–present Meimei Wang, Bas van Leeuwen and Jieli Li offer a description of the transformation of the Chinese education system from the traditional Confucian teaching system to a modern mode. In doing so, they touch on various debates about education such as the speed of the educational modernization around 1900, the role of female education, and the economic efficiency of education. This description is combined with relevant data stretching from the second half of 19th century to present collected mainly from statistical archives and contemporary investigations.Table of ContentsList of Figures and Tables Reigns of Emperors in the Late Qing Dynasty Chinese Terms 1 Developments in China’s Education System  1.1 Introduction  1.2 The Education System during the Qing  1.3 Modernization of Education  1.4 The Education System of New China 2 Quantifying the Enrolment in Education  2.1 Literacy and Attainment  2.2 Enrolment during the Qing Dynasty  2.3 The Modern Education System 3 Curriculum and Teaching  3.1 Traditional Education  3.2 Modernizing Education  3.3 Educational Curriculums in New China 4 Female Education  4.1 Female Education in Qing China up to the 1860s  4.2 Modernization of Education and Female Participation from the 1860s to the 1920s  4.3 Solidification of Female Education after the 1910s  4.4 Continuing Expansion of Female Education in New China 5 Education and Social Status  5.1 Traditional Education in China  5.2 Changing Social Backgrounds of Students in Modern Education  5.3 Changes in Social Backgrounds of Students in New China 6 Effect of Education on the Chinese Economy  6.1 Economic Theories on Education  6.2 Chinese Experiences under the Traditional Education System  6.3 The Limited Effect of Modern Education on the Chinese Economy during the Early Stage of Educational Modernization  6.4 Regional Differences of the Effect of Modern Education on Economic Development  6.5 Educational Change in New China and Its Effect on Chinese Economy Appendices  Appendix A: Educational Attainment by County, ca. 1930–1950  Appendix B: Enrollment Ratio by County and Sex, ca. 1870–1930  Appendix C: Enrollment Ratio in Primary Education (excluding Sishu) in Zhejiang 1927, Anhui 1932, Jiangxi 1932, Guangdong 1934, Taiwan 1946, and Zhili 1928  Appendix D: Share Girls in Total Students in Modern (excluding Sishu) Primary Schools in Zhejiang 1927, Jiangxi 1932, Guangdong 1934, Fujian 1930, and Zhili 1928  Appendix E: Duration of Education ca. 1930–1950  Appendix F: Family Background Students  Appendix G: Education by Occupation  Appendix H: Age Difference in Marriage by Level of Education  Appendix I: Literacy by Age Class ca 1940  Appendix J: Attainment versus Literacy  Appendix K: Literacy versus Various Indicators  Appendix L: Teacher Wages  Appendix M: Teacher Wages by County, ca. 1930  Appendix N: Subjective Income Quantile by Level of Education, 1995–2013  Appendix O: Number of Teachers by Selected Counties ca. 1920  Appendix P: The Number of Students by Province and Education Level in 1930  Appendix Q: Ratio of Girls Enrollment in Modern (excluding Sishu) Education, ca. 1930  Appendix R: The Number of Students by Province and Year in New China, 1950–2010  Appendix S: Female Students by Level of Education, Province and Year in New China, 1985–2010  Appendix T: Main Changes in Provincial Boundaries Changes since 1920  Appendix U: Central Government Expenses on Education, 1936–2010  Appendix V: Average Years of Modern Education in the Population aged 15 Years and Older by Province, 1922–2009 Bibliography Index

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Book SynopsisThis book traces the history of one of the central actors in the transformation of the Western educational system between the 9th and 13th centuries: the cathedral schoolmaster. Originally responsible for running the episcopal school, this ecclesiastical official eventually became a true school administrator with a territorial monopoly and coercive powers, including in particular issuing ‘licentia docendi’ to masters under his jurisdiction. Using a wide range of sources and taking in thirty-nine dioceses in northern France, the study analyses the construction of the office from the Carolingian period, the place of the schoolmaster within the canonical community and in feudal society, and the institutionalisation of his function with the Gregorian Reform and the birth of universities.Table of ContentsTable des matières Remerciements Table des illustrations Abréviations Introduction 1 La naissance de l’écolâtre  1 Les conditions d’émergence de la fonction  2 L’affirmation de l’office dans l’espace ecclésial  3 La constitution du bénéfice ecclésiastique  4 Conclusion du chapitre 2 L’écolâtre dans le chapitre  1 L’appartenance au chapitre  2 Le rang au sein du chapitre  3 Les missions confiées à l’écolâtre  4 Conclusion du chapitre 3 Les prérogatives de l’écolâtre  1 La fonction enseignante  2 L’administration des écoles  3 La nature du jus scolarum  4 Conclusion du chapitre 4 L’écolâtre à l’épreuve de la réforme  1 Le discours réformateur sur l’école  2 La mise en œuvre de la réforme  3 Conclusion du chapitre Conclusion Sources et bibliographie  Index

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Book SynopsisListen to the podcast with Editors Merethe Roos and Henrik Edgren This volume addresses a gap in previous research and explores Nordic textbooks chronologically and empirically from the Protestant Reformation to our present time. The chapters are written by scholars from universities in Finland, Denmark, Sweden and Norway, countries that distinguish themselves with a rich tradition of textbook research. The authors represent different academic traditions and use a wide range of scholarly methods and perspectives. The overall objective is to highlight how textbooks reflect national cultural politics and legislation. The various chapters cast light on how textbooks are integrated in national politics and demonstrate how they have contributed to nation-building and to strengthening the nations’ core values and other major political projects. Contributors are: Karl Christian Alvestad, Norunn Askeland, Kjell Lars Berge, Peter Bernhardsson, Kerstin Bornholdt, Mads B. Claudi, Henrik Edgren, Morten Fink-Jensen, Stig Toke Gissel, Thomas Illum Hansen, Pirjo Hiidenmaa, Marthe Hommerstad, Axel Hörstedt, Kari-Anne Jørgensen-Vittersø, Tujia Laine, Esbjörn Larsson, Ragnhild Elisabeth Lund, Christina Matthiesen, Eva Maagerø, Tuva Skjelbred Nodeland, Kari H. Nordberg, Merethe Roos, Henriette Hogga Siljan, Johan Laurits Tønnesson and Janne Varjo.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Merethe Roos and Kjell Lars Berge PART 1: The Reformation and Its Aftermath  Introduction to Part 1: The Reformation and Its Aftermath Henrik Edgren 1 Teaching and Educational Reforms in Denmark and Norway c. 1500–1750  Morten Fink-Jensen 2 Latin, Protestantism and Moral Conduct: Textbooks in Sweden in the Era of Reformation  Axel Hörstedt 3 Literacy, Schooling and the Role of Common People in the Educational Field in Finland in the Eighteenth Century  Tuija Laine PART 2: The Enlightenment Introduction to Part 2: The Enlightenment  Henrik Edgren 4 Anticipating Reforms and Changes: Control, Representation and Participation in Textbooks in Denmark-Norway in the Late 18th Century: Balthasar Münter and Johann Andreas Cramer  Merethe Roos 5 Using Textbooks to Constitute a Nation: On Ove Høegh-Guldberg’s Textbook Reforms in 18th Century Denmark-Norway  Kjell Lars Berge 6 Arguing for a Modern Subject: The Debate about Science Teaching in Swedish Grammar Schools in the Early 19th Century  Peter Bernhardsson PART 3: The Growth of Nationalism and the Formation of Democracy Introduction to Part 3: The Growth of Nationalism and the Formation of Democracy  Henrik Edgren 7 Writing in the Sand: The Impact of the Monitorial System on the Spread of Literacy in Sweden Prior to the School Act of 1842  Esbjörn Larsson 8 Politics, Catechisms and Democracy: Political Strife, Popular Power and Enlightenment in Norway 1814–1840  Marthe Hommerstad 9 Patriotism and Civic Identity in Swedish and Finnish School Readersafter 1860  Henrik Edgren 10 Here Be Vikings: Ethno-National Narratives in Late Nineteenth Century Norwegian Textbooks  Karl Christian Alvestad 11 Patriotism, Discipline and Joy in Early Nordic School Songbooks  Ragnhild Elisabeth Lund and Johan Laurits Tønnesson 12 Nation, Nature and Industry: Civic Ideals and National Consciousness in Nordahl Rolfsen’s Lesebok for folkeskolen  Tuva Skjelbred Nodeland PART 4: The Formation of the Welfare State Introduction to Part 4: The Formation of the Welfare State  Henrik Edgren 13 Democratising Aristocracy: Rhetorics and Politics in Norwegian Literary Histories through the 20th Century  Mads B. Claudi 14 Controlling Masses, Unfolding Individual Potentials, and Enabling Cooperative Participation: Physical Education in Germany and the Nordic Countries  Kerstin Bornholdt 15 From Fresh Air and Sunbathing to Wildlife and Snow Caves: ‘Friluftsliv’ in Norwegian Primary Schools, 1939–1980  Kari Anne Jørgensen-Vittersø 16 Sex Education in the 1950s: Reproduction, Family and the State  Kari Hernæs Nordberg 17 The Rise of the Finnish Comprehensive School in the 1960 and 1970s: The Same School for All  Janne Varjo PART 5: Globalisation and Digitalisation Introduction to Part 5: Globalisation and Digitalisation  Henrik Edgren 18 Learning Materials between Didactic Potential and Control: The Danish Teacher as Inscribed in and Mediator of the Learning Material  Stig Toke Gissel and Thomas Illum Hansen 19 Textbooks: Paving the Way from Church Schools to PISA Success in Finland  Pirjo Hiidenmaa 20 Gold to Salto: Critical Literacy in a BELMA-Awarded Textbook in Norwegian Language Arts  Henriette Siljan and Eva Maagerø 21 The Question of Dialogue in Danish: Representations of Argumentation in Curricula and Textbooks from the Perspectives of Isocrates, Grundtvig and Kierkegaard  Christina Matthiesen 22 Representations of the Alta-Kautokeino Conflict in Nordic Textbooks  Norunn Askeland Index

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Book SynopsisListen to the podcast with Editors Merethe Roos and Henrik Edgren This volume addresses a gap in previous research and explores Nordic textbooks chronologically and empirically from the Protestant Reformation to our present time. The chapters are written by scholars from universities in Finland, Denmark, Sweden and Norway, countries that distinguish themselves with a rich tradition of textbook research. The authors represent different academic traditions and use a wide range of scholarly methods and perspectives. The overall objective is to highlight how textbooks reflect national cultural politics and legislation. The various chapters cast light on how textbooks are integrated in national politics and demonstrate how they have contributed to nation-building and to strengthening the nations’ core values and other major political projects. Contributors are: Karl Christian Alvestad, Norunn Askeland, Kjell Lars Berge, Peter Bernhardsson, Kerstin Bornholdt, Mads B. Claudi, Henrik Edgren, Morten Fink-Jensen, Stig Toke Gissel, Thomas Illum Hansen, Pirjo Hiidenmaa, Marthe Hommerstad, Axel Hörstedt, Kari-Anne Jørgensen-Vittersø, Tujia Laine, Esbjörn Larsson, Ragnhild Elisabeth Lund, Christina Matthiesen, Eva Maagerø, Tuva Skjelbred Nodeland, Kari H. Nordberg, Merethe Roos, Henriette Hogga Siljan, Johan Laurits Tønnesson and Janne Varjo.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Merethe Roos and Kjell Lars Berge PART 1: The Reformation and Its Aftermath  Introduction to Part 1: The Reformation and Its Aftermath Henrik Edgren 1 Teaching and Educational Reforms in Denmark and Norway c. 1500–1750  Morten Fink-Jensen 2 Latin, Protestantism and Moral Conduct: Textbooks in Sweden in the Era of Reformation  Axel Hörstedt 3 Literacy, Schooling and the Role of Common People in the Educational Field in Finland in the Eighteenth Century  Tuija Laine PART 2: The Enlightenment Introduction to Part 2: The Enlightenment  Henrik Edgren 4 Anticipating Reforms and Changes: Control, Representation and Participation in Textbooks in Denmark-Norway in the Late 18th Century: Balthasar Münter and Johann Andreas Cramer  Merethe Roos 5 Using Textbooks to Constitute a Nation: On Ove Høegh-Guldberg’s Textbook Reforms in 18th Century Denmark-Norway  Kjell Lars Berge 6 Arguing for a Modern Subject: The Debate about Science Teaching in Swedish Grammar Schools in the Early 19th Century  Peter Bernhardsson PART 3: The Growth of Nationalism and the Formation of Democracy Introduction to Part 3: The Growth of Nationalism and the Formation of Democracy  Henrik Edgren 7 Writing in the Sand: The Impact of the Monitorial System on the Spread of Literacy in Sweden Prior to the School Act of 1842  Esbjörn Larsson 8 Politics, Catechisms and Democracy: Political Strife, Popular Power and Enlightenment in Norway 1814–1840  Marthe Hommerstad 9 Patriotism and Civic Identity in Swedish and Finnish School Readersafter 1860  Henrik Edgren 10 Here Be Vikings: Ethno-National Narratives in Late Nineteenth Century Norwegian Textbooks  Karl Christian Alvestad 11 Patriotism, Discipline and Joy in Early Nordic School Songbooks  Ragnhild Elisabeth Lund and Johan Laurits Tønnesson 12 Nation, Nature and Industry: Civic Ideals and National Consciousness in Nordahl Rolfsen’s Lesebok for folkeskolen  Tuva Skjelbred Nodeland PART 4: The Formation of the Welfare State Introduction to Part 4: The Formation of the Welfare State  Henrik Edgren 13 Democratising Aristocracy: Rhetorics and Politics in Norwegian Literary Histories through the 20th Century  Mads B. Claudi 14 Controlling Masses, Unfolding Individual Potentials, and Enabling Cooperative Participation: Physical Education in Germany and the Nordic Countries  Kerstin Bornholdt 15 From Fresh Air and Sunbathing to Wildlife and Snow Caves: ‘Friluftsliv’ in Norwegian Primary Schools, 1939–1980  Kari Anne Jørgensen-Vittersø 16 Sex Education in the 1950s: Reproduction, Family and the State  Kari Hernæs Nordberg 17 The Rise of the Finnish Comprehensive School in the 1960 and 1970s: The Same School for All  Janne Varjo PART 5: Globalisation and Digitalisation Introduction to Part 5: Globalisation and Digitalisation  Henrik Edgren 18 Learning Materials between Didactic Potential and Control: The Danish Teacher as Inscribed in and Mediator of the Learning Material  Stig Toke Gissel and Thomas Illum Hansen 19 Textbooks: Paving the Way from Church Schools to PISA Success in Finland  Pirjo Hiidenmaa 20 Gold to Salto: Critical Literacy in a BELMA-Awarded Textbook in Norwegian Language Arts  Henriette Siljan and Eva Maagerø 21 The Question of Dialogue in Danish: Representations of Argumentation in Curricula and Textbooks from the Perspectives of Isocrates, Grundtvig and Kierkegaard  Christina Matthiesen 22 Representations of the Alta-Kautokeino Conflict in Nordic Textbooks  Norunn Askeland Index

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Book SynopsisThe author argues in his essay on the Revolution of the Right to Education that the birth of the human right to education, after a millennia-long gestation, has opened up a new chapter in the History of Education. Moreover, its normative, jurisprudential, doctrinal, and programmatic developments are constituents of an International Education Law that is now the highest source in the hierarchy of the contemporary normativity on education, to which the Education Law in States Parties should conform. Therefore, it should be recognised and studied as a new legal and educational discipline, the source of principles of legitimacy and quality of education. This book offers an interdisciplinary and topical introduction to the International Education Law, broadly defined. It explains in what ways the normative integrity of the right to education carries far-reaching revolutionary significance, corollary of the Revolution of Human Rights and the Revolution of the Rights of the Child.Table of ContentsPreliminary Notes List of Abbreviations Introduction: Advent of the International Education Law 1 Education, Power and Law  1.1 Fundamental Questions of the Theorization of Education  1.2 Education as a Power  1.2.1 Power  1.2.2 Political and Pedagogical Powers  1.3 Meta-Question of the Legitimacy of Education  1.3.1 Political Legitimacy  1.3.2 Pedagogical Legitimacy  1.4 By What Right to Educate? 2 Human Rights  2.1 Origins  2.2 Concept  2.3 Juridifijication  2.4 International Bill of Human Rights  2.5 International Human Rights Law  2.5.1 Specifijicity  2.5.2 National Reception  2.5.3 Sources  2.5.4 Structure and Normative Content of a Human Right  2.5.5 States’ Obligations  2.5.6 Protection  2.5.6.1 Universal Protection  2.5.6.2 Regional Protection  2.5.6.3 Case Law  2.5.6.4 NGOs  2.5.7 Other Issues  2.5.7.1 Minimum, Full and Expanded Content/Obligations  2.5.7.2 Jus Cogens and erga omnes Obligations  2.5.7.3 ‘Drittwirkung’  2.5.7.4 Private Providers  2.5.7.5 Extraterritorial Obligations  2.5.7.6 Jurisprudence and Doctrine  2.5.8 Principles of Interpretation and Implementation  2.5.8.1 Most General Legal Principles  2.5.8.2 Other Principles  2.6 Ethics of Human Rights  2.6.1 Ethical Reason  2.6.1.1 Normative Rationality  2.6.1.2 Human Morality  2.6.1.3 Golden Rule and Human Rights  2.6.2 Human Dignity Principle  2.6.2.1 Origins  2.6.2.2 Kant  2.6.2.3 Juridifijication  2.6.2.4 Conceptualisation  2.6.3 Other Ethical Principles  2.6.4 Ethics of Recognition  2.6.5 Ethics of Humanity  2.7 Revolution of Human Rights  2.7.1 Consecration of the Human Person as the Highest Ethical-Juridical Value  2.7.2 Transformation of International Law and Renovation of Constitutional Law  2.7.3 Reconstruction of the Rule of Law  2.7.4 Inception of a Law of Humanity  2.7.5 Being Realistic without Becoming Pessimistic 3 Rights of the Child  3.1 It Was Once the Rights of the Child …  3.2 International Law of the Child  3.2.1 Sources  3.2.1.1 Convention on the Rights of the Child  3.2.1.2 Other Universal Instruments  3.2.1.3 Regional Instruments  3.2.2 Protection of the Rights of the Child  3.3 Ethics of the Rights of the Child  3.3.1 Primacy of the “Best Interests of the Child”  3.3.2 Love, Respect and Responsibility for the Child  3.3.3 Evolving Autonomy of the Child  3.3.4 Priority of Children  3.4 Revolution of the Rights of the Child 4 Right to Education  4.1 Emergence of the Right to Education  4.1.1 Historical Highlights  4.1.2 Internationalisation of Education  4.1.2.1 Until the 19th Century  4.1.2.2 Internationalist Movement  4.1.2.3 The League of Nations and Education  4.1.2.4 International Bureau of Education  4.1.2.5 UNESCO’s Advent  4.1.3 Education: Human Right  4.1.3.1 Major Precursors  4.1.3.2 Constitutionalisation  4.2 International Profijile of the Right to Education  4.2.1 Legal Sources  4.2.1.1 Universal Normative Framework  4.2.1.2 Convention against Discrimination in Education  4.2.1.3 Regional Sources  4.2.1.4 Nature, Defijinitions and Terminology  4.2.2 Normative Content  4.2.2.1 Entitlement  4.2.2.2 Object  4.2.2.3 Exigibility  4.2.2.3.1 Opposability  4.2.3 Protection  4.2.3.1 Universal Protection  4.2.3.2 UNESCO’s Mechanisms  4.2.3.3 Regional Protection  4.2.3.4 Case Law  4.2.3.5 NGOs  4.3 Singularity of the Right to Education  4.3.1 It Is the Most Complex Human Right  4.3.2 It Is the Most Empowering Human Right  4.3.3 It Is the Only Human Right with a Formally Free Element  4.3.4 It Is the Only Human Right with a Compulsory Component  4.3.5 Its Normative Content Is among the Most Internationally Developed  4.3.6 Its Normative Content Includes Elements of All International Legal Sources  4.4 Priority of the Right to Education  4.4.1 Human Primacy of Education  4.4.2 The Priority of the Right to Education Rediscovered  4.4.3 Right to Education and Human Dignity  4.5 Right to Education and Liberties of Education  4.5.1 Is Children’s Education a ‘Fundamental Right’ of Parents?  4.5.1.1 Notes from the ‘Travaux Préparatoires’  4.5.1.2 Systematic Interpretation and Case Law  4.5.1.3 Religious and Moral Education  4.5.1.4 In Concluding  4.5.2 Is Education Privatisation Compatible with the International Education Law?  4.5.2.1 Globalisation, Neoliberalism and Education  4.5.2.2 Public and Private Education  4.5.2.3 Typifijication and Evaluation of the Privatisation of Education  4.5.2.4 Some Distinctions  4.5.2.5 In Concluding  4.6 Incheon Declaration (2015) and Education 2030 Agenda  4.6.1 New Vision  4.6.2 Quality Education  4.6.3 Inclusive Education  4.6.4 Equity Education  4.6.5 Lifelong Education  4.7 Indicators of the Right to Education  4.8 Brief Answers to Some Questions  4.8.1 Is There Acceptable Corporal Punishment for the Sake of Education?  4.8.2 Does Home-Schooling Meet the Whole Object of the Right to Education?  4.8.3 Do Parents Have the Right to Prevent Children from Attending a School Subject Matter?  4.8.4 What May Be the Place of Religion in Public Schools?  4.8.5 Is School Homework Legitimate and Benefijicial?  4.8.6 May School Regulations Include Rules on Student Clothing and Appearance?  4.8.7 Why Is Education a Global Public or Common Good?  4.8.8 Can the Digital Revolution Bring about a Real Educational Revolution? 5 Towards a Rightful Education  5.1 New Paradigm  5.1.1 The Traditional Right of Education  5.1.2 The New Education Movement  5.1.3 Rightful Education  5.2 Ethics of the Right to Education  5.2.1 Primacy of the Best Interests of the Subject of the Right to Education  5.2.2 Development of the Human Personality: Free, Full, Harmonious  5.2.2.1 Principle of the Free Development of the Human Personality  5.2.2.2 Development of the Human Personality and Right to Education  5.2.2.3 Liberty, Reciprocity, Responsibility: The Highest Expressions of a Developed Human Personality  5.2.3 Priority of Human Rights Education as an Ethical, Civic, International Education  5.2.3.1 Primacy of Moral Education  5.2.3.2 Origins and Evolution of Human Rights Education  5.2.3.3 Broad Conception  5.2.3.4 A Crucial Right  5.3 Educational Rights  5.3.1 Right to Pedagogical Responsibility  5.3.2 Right to Be Diffferent  5.3.3 Right to Respect for Human Dignity and Rights in Education  5.3.4 Right to Learn the and in the Mother Tongue  5.3.5 Right to the Whole Object of the Right to Education  5.3.6 Right to a Right to Education School  5.3.7 Right to Admirable Education Professionals  5.3.8 Right to an Efffective Remedy  5.4 Further Outcomes Conclusion: One Day, the Humankind … Appendix A:Universal Most General Normative Framework of the Right to Education Appendix B: Provisions on the Right to Education of Some More Vulnerable Categories of Persons Appendix C: Main Regional Framework of the Right to Education Appendix D: List of Case Law and other Interpretative Materials on the Right to Education (Systematised) Appendix E: International Chronology of Human Rights in General and of the Right to Education in Particular Appendix F: Glossary Appendix G: Revolution of the Right to Education: Global Summary Name Index

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Book SynopsisA tribute to the influence of one of the “intellectual forbearers” of Disability Studies in Education (DSE), this collection of six essays honors the scholar and activist Steven J. Taylor. The Centennial Professor of Disability Studies, and director of the Center on Human Policy at the Syracuse University School of Education was recognized internationally for his enduring commitment to disability policy, advocacy, and the meaningful inclusion of people with disabilities throughout society. His research, teaching, and scholarship shaped our understanding of disability through a sociological lens honed over decades of enquiry that trace back from his early work on deinstitutionalization and to the present disability trends and controversies. Taylor made clear how we socially construct humanness, belonging, community, and care in much the same way we construct deviance and stigma. Steven J. Taylor: Blue man Living in a Red World provides insight into the theoretical grounding that has fueled DSE research and scholarship for decades. You will also find opportunities for personal reflection about how one might find Taylor’s work intrinsic to current efforts to challenge the persistent segregation and mistreatment of people labeled with intellectual or developmental disabilities. As the third volume in this series that is devoted to unraveling and better understanding the evolution of thought among those recognized as the early voices and critical leaders who laid the foundation for disability studies in education, the contributors to this text reexamine the impact of Taylor’s scholarship on their own thinking, teaching, academic and civic activities. These essays will help you discover that Taylor continues his mentorship of those who ascribe to DSE tenets and more importantly, encourages each of us to use our positions to influence the next generation of disability activists and scholars. Contributors are: Julie Allan, Jennifer Randhare Ashton, Elisabeth De Schauwer, Cheryl M. Jorgensen, Nancy Rice, Janet Story Sauer, Ashley Taylor, Geert Van Hove and Linda Ware.Table of ContentsSeries Introduction  Linda Ware Notes on Contributors Introduction: Blue Man Living in Red World: Essays in Honour of Steven J. Taylor  Linda Ware and Janet Story Sauer 1 Disability Studies and Interdisciplinarity: Interregnum or Productive Interruption?  Julie Allan 2 Logics of Civic Possibility: Exploring the Legacy of Steve Taylor  Ashley Taylor 3 Still Caught in the Continuum: A Critical Analysis of LRE and Its Impact on Placement of Students with Intellectual Disability  Janet Story Sauer and Cheryl M. Jorgensen 4 Exploring the Legacy of Steven Taylor: Editor and “Gentle Anarchist”  Geert Van Hove and Elisabeth De Schauwer 5 To Keep, to Thrive, to Build in Community  Nancy Rice 6 A Bridge Too Far?: Teachers and community practice  Jennifer Randhare Ashton Index

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Book SynopsisThese essays draw on recent and versatile work by museum staff, science educators, and teachers, showing what can be done with historical scientific instruments or replicas. Varied audiences - with members just like you - can be made aware of exciting aspects of history, observation, problem-solving, restoration, and scientific understanding, by the projects outlined here by professional practitioners. These interdisciplinary case studies, ranging from the cinematic to the hands-on, show how inspiration concerning science and the past can give intellectual pleasure as well as authentic learning to new participants, who might include people like you: students, teachers, curators, and the interested and engaged public. Contributors are Dominique Bernard, Paolo Brenni, Roland Carchon, Elizabeth Cavicchi, Stéphane Fischer, Peter Heering, J.W. Huisman, Françoise Khantine-Langlois, Alistair M. Kwan, Janet Laidla, Pierre Lauginie, Panagiotis Lazos, Pietro Milici, Flora Paparou, Frédérique Plantevin, Julie Priser, Alfonso San-Miguel, Danny Segers, Constantine (Kostas) Skordoulis, Trienke M. van der Spek, Constantina Stefanidou, and Giorgio Strano.    Table of ContentsList of Figures Contributors Foreword Introduction: Using Historical Scientific Instruments in Contemporary Education – Experiences and Perspectives   Elizabeth Cavicchi and Peter Heering 1. Reading Instruments for Historical Scientific Practice: An Experiential Pedagogy for Material Culture   Alistair Kwan 2. Filming Nineteenth Century Physics Demonstrations with Historical Instruments   Paolo Brenni 3. Making It about the Objects: A Reboot of a History of Science Course   Janet Laidla 4. Using Original Instruments from a Museum Collection in Demonstrations   Jan Waling Huisman 5. The Collections of Scientific Instruments of the Faculty of Sciences of Rennes: A Tool for School Education and for the Training of Students and Teachers   Julie Priser and Dominique Bernard 6. The Collection of Scientific Instruments from the Maraslean Teaching Center and Experimental Science Education: Then and Now   Panagiotis Lazos, Constantina Stefanidou and Constantine Skordoulis 7. Examples of the Use in Education of Historical Physics Instruments at Secondary School and University Level in France supported by ASEISTE   Françoise Khantine-Langlois, Alfonso San-Miguel and Pierre Lauginie 8. The Use of the Museum Collection for Educational Purposes   Roland Carchon and Danny Segers 9. Historical Scientific Instruments in Exploratory Teaching and Learning   Elizabeth Cavicchi 10. “What Is Happening in the Lab?” Transforming the School Laboratory into a Contextual Science Teaching Environment   Flora Paparou 11. Historical Instruments, Education, and Do-It-Yourself in the Cabinet of Curiosity of Brest, France: University Experiences in Mathematics   Frédérique Plantevin and Pietro Milici 12. Educational Experiences in Re-Enacting Historical Experimental Procedures   Peter Heering > 13. The Lorentz Lab: Reviving the Scientific History of Teylers Museum with Working Replicas   Trienke M. van der Spek 14. The Fall of Bodies According to Galileo: A Free Adaptation from the Geneva Museum of the History of Science   Stéphane Fischer Index

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Book SynopsisThe phrase “free, compulsory, and secular” is central to Australia’s understanding of its own education system. Yet the extent to which education in Australia, or anywhere else for that matter, can be described as “secular” is never clear or settled. This work examines the history of education in Australia, from 1910 through to the present, through an interdisciplinary survey of key scholarship and a series of six original case studies. It seeks to uncover the extent to which the education system has undergone a process of secularisation and argues that the very meaning of the term “secular” is always contingent and changeable.Table of ContentsContents List of Tables Abstract Keywords  Part 1: Secularisation and Australian Education: Definitions and Approaches  Part 2: Religious Instruction and State Schools: Expansion and Constraint in the Early Twentieth Century  Part 3: Government and Non-government Schools: Questions of Faith, Choice, and Control in the 1960s and 1970s  Part 4: Twenty-First Century Debates: Christian Influence in a Complex System  Part 5: Conclusion  Acknowledgements

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Book SynopsisEducation, the production of knowledge, identity formation, and ideological hegemony are inextricably linked in early modern and modern Korea. This study examines the production and consumption of knowledge by a multitude of actors and across languages, texts, and disciplines to analyze the formulation, contestation, and negotiation of knowledge. The production and dissemination of knowledge become sites for contestation and struggle—sometimes overlapping, at other times competing—resulting in a shift from a focus on state power and its control over knowledge and discourse to an analysis of local processes of knowledge production and the roles local actors play in them. Contributors are Daniel Pieper, W. Scott Wells, Yong-Jin Hahn, Furukawa Noriko, Lim Sang Seok, Kokubu Mari, Mark Caprio, Deborah Solomon, and Yoonmi Lee.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Knowledge Production in the Struggle for Power and State Formation in Korea, 1875–1945  Andrew Hall and Leighanne Yuh Part 1: Education and Language Issues in Late Chosŏn 1 Linguistic Modernity, Education, and Nationalizing the Vernacular in Pre-colonial Korea: Divergences between Western Missionary and Indigenous Discourses  Daniel Pieper 2 Legitimizing Literary Sinitic in Korea’s Pre-colonial Classroom: Yŏ Kyuhyŏng and the Publication of Hanmunhak kyogwasŏ  W. Scott Wells 3 Late Nineteenth-Century Modern Education in Korea: The State, Ideology, and Moral Education  Leighanne Yuh 4 Official Foreign Language Schools in Korea, 1894–1906  Yong-Jin Hahn Part 2: Japanese Colonial Education: Plans, Schools, and Textbooks 5 Japan’s Education Policies in Korea in the 1910s: “Thankful and Obedient”  Andrew Hall 6 The Construction of Elementary Education in Early Colonial Korea: Non-compulsory Education and Japan’s Dissemination of Schools  Furukawa Noriko 7 Korean Language Textbooks, 1895–1932: Mixed Script, Hanmun, and Colonization  Lim Sang-Seok 8 History Education in Colonial-Era Korea: The Rise and Fall of Chōsen Jireki as Local History  Kokubu Mari Part 3: Korean Responses to Colonial Rule 9 Korean Reactions to Japanese Education Policy under Cultural Rule, 1920–1931  Mark E. Caprio 10 “The Spirit of Our Students, Our Children!”: Korean Student Identity and the 1919 March First Movement in The Grass Roof and The Yalu Flows  Deborah B. Solomon 11 Christianity, Western Modernity, and the “Third Space” in Colonial Korea: The US-Educated Elite and the Quest for Democracy  Yoonmi Lee Index

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Book SynopsisThere is a dire need today to create spaces in which people can make meaning of their existence in the world, abiding by cultural frameworks and practices that acknowledge and validate a meaningful existence for all. People are not just isolated individuals but are connected in diverse ways with other persons within our natural and social environment which is part of the whole universe. The African philosophy of uBuntu or humaneness is re-emerging for its timely relevance and potential as indispensable in our quest for global citizenship, peace, and mutual understanding in securing sustainable human development in the broader ecosystem. Comparative educationists have the challenge to devise theoretical frameworks, epistemological and pedagogical constructs as well as pragmatic, useful and effective ways of promoting the virtues of compassion and recognition of our common humanity in eliminating the ills of domination and control that are guided by greed, hatred, jealousy, and intolerance. Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu paves the way for a better understanding of the critical importance of the collective search and endeavor towards achieving the virtues of nonviolence, peace, shared values of living together, global citizenship, improved quality of life for all and a better appreciation of the positive implications of interdependence.Trade Review“This volume brings together many thoughtful essays on one of the most important issues of our time: how can the almost 8 billion inhabitants of our diverse world, which has been largely shaped historically by European notions of competition, individual freedom, and capitalist power relations, can come together in more constructive, cooperative ways to build a better world society. The authors focus on the African concept of uBuntu as a useful philosophical structure on which to develop this new approach. The book poses a multi-faceted challenge to traditional Western globalist thinking.” – Martin Carnoy, Stanford University, USA “Decolonization demands epistemic, political and philosophical shifts in how we frame and practice education. uBuntu principles capture the foundations of southern theories and decolonizing methodologies, and justifies their relevancy for a world confronted by global pandemic, environmental catastrophes and nationalistic geopolitics. Through uBuntu, this text delivers a cogent framework for moral and values-based education. This is a recommended read for educators, students and leaders who pursue a socially-just and sustainable world.” – Juliana McLaughlin, Queensland University of Technology, Australia “The world is getting increasingly globalized stressing that one nation cannot prosper while others suffer. Peace and prosperity should prevail collectively in the entire world. This principle articulated as vasudhaiva kutumbakam in Vedic philosophy and as uBuntu in African culture is of paramount importance today. Towards this goal, education systems have to prepare children to become not just good citizens, but to become global citizens imbibed with rich eternal universal human values, taking the concept ‘global citizenship’ to an altogether higher pedestal than what is being commonly interpreted. The volume edited by N’Dri Thérèse Assié-Lumumba et al., consisting of fifteen chapters, is a rich, timely contribution on this theme and I am sure, scholars around the world would immensely benefit from reading it.” – Jandhyala B. G. Tilak, Council for Social Development, India “Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu is one of those gemlike books distilled from a lifetime’s research and study. It brings together twenty leading scholars (most of them from Africa) to present a provocative and timely reckoning with what remains one of the central challenges of the modern world: how to live together in a rapidly changing, often divisive world. UBuntu’s core philosophy, ‘I am because we are’, is central to every chapter in this book. Whether they are discussing the rights of women, inclusive education, indigenous systems of knowledge, or life skills development, the authors acknowledge one’s humanity through the recognition of ‘the others’ in their unique and different selves. Drawing on the inaugural WCCES symposium held at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg, in 2018, the book is dedicated to the memory of its Director, Professor Michael Cross. We miss and honor this scholar of remarkable intellectual power and social insight, who was a great friend of WCCES and UNESCO IBE. The WCCES remains a home for engaging many voices are still kept from fully entering the dialogue, and who lend the field a weight and force consistently informed by intellectual savvy and enlightening writing. I am happy to support the publication of this important book and to continue to grow our partnership.” – Yao Ydo, Director, UNESCO International Bureau of Education, Geneva, SwitzerlandTable of ContentsForeword  Tshilidzi Marwala Preface and Acknowledgements  N’Dri Thérèse Assié-Lumumba Dedication List of Figures and Tables Notes on Contributors 1 Introduction  N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake 2 Educating for Global Citizenship, Peace and Harmony through uBuntu  Moeketsi Letseka 3 Global Citizenship Education and the (Post)Human Condition  Lesley Le Grange 4 ‘Jumping on the Band Wagon’: Is Global Citizenship an Illusion?  Steve Azaiki and Gertrude Shotte 5 African Philosophy of Higher Education and uBuntu  Yusef Waghid 6 Beyond Classroom Pedagogies: Embracing Student-Driven Activities in Students’ Social and Intellectual Development in South African Higher Education  Elizabeth Ndofirepi and Michael Cross 7 “Creative Resistance”: Establishing a World-Minded Indian University in Colonial British India  Mousumi Mukherjee 8 The Education of the Girl Child in Algeria and the Condition of the Woman between Tradition and Change: Alienation or Emancipation?  Aïcha Maherzi 9 UBuntu Philosophy and the Gender Crisis within South Africa’s Higher Education Sector  Phefumula Nyoni and Olaide Agbaje 10 Teaching National Languages as an Instrument of Inclusion and Unity in Angola  Teresa Almeida Patatas and António Teodoro 11 Imparting Academic Work Ethic in Undergraduate Students through Religiosity  Dennis Zami Atibuni 12 Inclusion of Students with Disabilities in the United Kingdom: Lessons for South Africa  Sibonokuhle Ndlovu 13 Educational Response to COVID-19 Pandemic with an uBuntu Lens: The Kenyan Experience (December 2019 to June 2020)  Daniel Komo Gakunga 14 Peace and Harmony through uBuntu in a Globalized World  Joel Mukwedeya 15 Conclusion  N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake Index

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Book SynopsisThere is a dire need today to create spaces in which people can make meaning of their existence in the world, abiding by cultural frameworks and practices that acknowledge and validate a meaningful existence for all. People are not just isolated individuals but are connected in diverse ways with other persons within our natural and social environment which is part of the whole universe. The African philosophy of uBuntu or humaneness is re-emerging for its timely relevance and potential as indispensable in our quest for global citizenship, peace, and mutual understanding in securing sustainable human development in the broader ecosystem. Comparative educationists have the challenge to devise theoretical frameworks, epistemological and pedagogical constructs as well as pragmatic, useful and effective ways of promoting the virtues of compassion and recognition of our common humanity in eliminating the ills of domination and control that are guided by greed, hatred, jealousy, and intolerance. Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu paves the way for a better understanding of the critical importance of the collective search and endeavor towards achieving the virtues of nonviolence, peace, shared values of living together, global citizenship, improved quality of life for all and a better appreciation of the positive implications of interdependence.Trade Review“This volume brings together many thoughtful essays on one of the most important issues of our time: how can the almost 8 billion inhabitants of our diverse world, which has been largely shaped historically by European notions of competition, individual freedom, and capitalist power relations, can come together in more constructive, cooperative ways to build a better world society. The authors focus on the African concept of uBuntu as a useful philosophical structure on which to develop this new approach. The book poses a multi-faceted challenge to traditional Western globalist thinking.” – Martin Carnoy, Stanford University, USA “Decolonization demands epistemic, political and philosophical shifts in how we frame and practice education. uBuntu principles capture the foundations of southern theories and decolonizing methodologies, and justifies their relevancy for a world confronted by global pandemic, environmental catastrophes and nationalistic geopolitics. Through uBuntu, this text delivers a cogent framework for moral and values-based education. This is a recommended read for educators, students and leaders who pursue a socially-just and sustainable world.” – Juliana McLaughlin, Queensland University of Technology, Australia “The world is getting increasingly globalized stressing that one nation cannot prosper while others suffer. Peace and prosperity should prevail collectively in the entire world. This principle articulated as vasudhaiva kutumbakam in Vedic philosophy and as uBuntu in African culture is of paramount importance today. Towards this goal, education systems have to prepare children to become not just good citizens, but to become global citizens imbibed with rich eternal universal human values, taking the concept ‘global citizenship’ to an altogether higher pedestal than what is being commonly interpreted. The volume edited by N’Dri Thérèse Assié-Lumumba et al., consisting of fifteen chapters, is a rich, timely contribution on this theme and I am sure, scholars around the world would immensely benefit from reading it.” – Jandhyala B. G. Tilak, Council for Social Development, India “Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu is one of those gemlike books distilled from a lifetime’s research and study. It brings together twenty leading scholars (most of them from Africa) to present a provocative and timely reckoning with what remains one of the central challenges of the modern world: how to live together in a rapidly changing, often divisive world. UBuntu’s core philosophy, ‘I am because we are’, is central to every chapter in this book. Whether they are discussing the rights of women, inclusive education, indigenous systems of knowledge, or life skills development, the authors acknowledge one’s humanity through the recognition of ‘the others’ in their unique and different selves. Drawing on the inaugural WCCES symposium held at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg, in 2018, the book is dedicated to the memory of its Director, Professor Michael Cross. We miss and honor this scholar of remarkable intellectual power and social insight, who was a great friend of WCCES and UNESCO IBE. The WCCES remains a home for engaging many voices are still kept from fully entering the dialogue, and who lend the field a weight and force consistently informed by intellectual savvy and enlightening writing. I am happy to support the publication of this important book and to continue to grow our partnership.” – Yao Ydo, Director, UNESCO International Bureau of Education, Geneva, SwitzerlandTable of ContentsForeword  Tshilidzi Marwala Preface and Acknowledgements  N’Dri Thérèse Assié-Lumumba Dedication List of Figures and Tables Notes on Contributors 1 Introduction  N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake 2 Educating for Global Citizenship, Peace and Harmony through uBuntu  Moeketsi Letseka 3 Global Citizenship Education and the (Post)Human Condition  Lesley Le Grange 4 ‘Jumping on the Band Wagon’: Is Global Citizenship an Illusion?  Steve Azaiki and Gertrude Shotte 5 African Philosophy of Higher Education and uBuntu  Yusef Waghid 6 Beyond Classroom Pedagogies: Embracing Student-Driven Activities in Students’ Social and Intellectual Development in South African Higher Education  Elizabeth Ndofirepi and Michael Cross 7 “Creative Resistance”: Establishing a World-Minded Indian University in Colonial British India  Mousumi Mukherjee 8 The Education of the Girl Child in Algeria and the Condition of the Woman between Tradition and Change: Alienation or Emancipation?  Aïcha Maherzi 9 UBuntu Philosophy and the Gender Crisis within South Africa’s Higher Education Sector  Phefumula Nyoni and Olaide Agbaje 10 Teaching National Languages as an Instrument of Inclusion and Unity in Angola  Teresa Almeida Patatas and António Teodoro 11 Imparting Academic Work Ethic in Undergraduate Students through Religiosity  Dennis Zami Atibuni 12 Inclusion of Students with Disabilities in the United Kingdom: Lessons for South Africa  Sibonokuhle Ndlovu 13 Educational Response to COVID-19 Pandemic with an uBuntu Lens: The Kenyan Experience (December 2019 to June 2020)  Daniel Komo Gakunga 14 Peace and Harmony through uBuntu in a Globalized World  Joel Mukwedeya 15 Conclusion  N’Dri Thérèse Assié-Lumumba, Michael Cross, Kanishka Bedi and Sakunthala Ekanayake Index

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Book SynopsisUnderstanding the processes related to gender construction requires a multi and interdisciplinary approach. Complexity emerges as a category of investigation and an end to be pursued, giving space to a plurality of voices, interpretations, and points of view. With such intellectual curiosity, the volume's authors questioned the inclusion and exclusion of these multiple voices in education. How has teaching on gender made room for this complexity? What views were included? Which ones were overlooked? What have educational models for children been privileged in the imagination? Which histories and stories have accompanied them in acquiring an awareness linked to gender? Through such important questions and many more, the volume highlights the gender changes that took place from mid-eighteen century to today in various contexts relating to formal and informal education through an international comparative perspective. The multiplicity of approaches, methodologies, and perspectives allows us to read and analyze these changes in a composite way, underlining little-known aspects of gender studies in the historical-educational field.Table of ContentsForeword  Elisabetta Serafini List of Figures and Tables Notes on Contributors Introduction  Maria Lucenti PART 1: School and University 1 Talking about Gender in Teacher Education: Historicizing Educator’s Responses and Their Implications  Marie-Hélène Brunet 2 Gender Relations through History Textbooks: An Analysis of German History Textbooks for Girls’ Schools in the 19th Century  Timm Gerd Hellmanzik 3 Women in Higher Education in Québec: 50 Years of University Feminism in Quebec – A Testimony  Yolande Cohen 4 The Education of Girls in the Schools of the Alliance Israélite Universelle in Morocco: When the Colonizer Is the Co-religionist  Christine Chevalier-Caron PART 2: Portrayals of Women and Their Role in Society in Popular Literature 5 Boudica and Evangeline – Female Characters in National Identity: A History of Controversial Representations  Maria Lucenti 6 Between Sex Revolt and ‘Relationship Stuff’: Gender Relations in Comics of the 1968 Generation  Sylvia Kesper-Biermann 7 Not Just Pippi Longstocking: Girl Protagonists of Female Emancipation in Italy  Anna Antoniazzi 8 Gender Stereotypes in French Picture Books  Julie Fette Conclusion  Maria Lucenti Index

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Book SynopsisThis book presents the scholarship of Miriam Ben-Peretz, a pioneering female professor and university leader who held the highest academic honors in Israel and was an American Educational Research Fellow and a member of the National Academy of Education in the United States. With opening comments by F. Michael Connelly and an Afterword by Lee Shulman, the volume shows how Miriam Ben-Peretz continued in the academic footsteps of her advisor, Seymour Fox (Hebrew University), and his advisor, Joseph J. Schwab (University of Chicago), who also supervised Connelly and Shulman. Some book chapters reflect the influence of Miriam Ben-Peretz’s academic lineage; some others, instead, feature her signature research; and the final chapters capture her advocacy work with the MOFET Institute, a consortium of Israeli colleges of education created by the Ministry of Education that focuses on research, curriculum, and program development for teacher educators.Table of ContentsNotes on Original Publications Notes on Contributors PART 1: Introduction 1 Looking Back with Hope: Remembering Dr. Miriam Ben-Peretz  Lily Orland-Barak, Maria Assunção Flores and Cheryl J. Craig 2 Miriam Ben-Peretz: Window on a Scholar’s Soul  F. Michael Connelly 3 Eros and Education: Miriam Ben-Peretz’s Favorite Work  Cheryl J. Craig PART 2: Miriam Ben-Peretz’s Schwab-Influenced Works 4 Time: The Fifth Commonplace in Curricular Deliberations  Miriam Ben-Peretz 5 The Concept of Curriculum Potential  Miriam Ben-Peretz 6 The Impossible Role of Teacher Educators in a Changing World  Miriam Ben-Peretz PART 3: Signature Works 7 Thirty Years of School Based Curriculum Development: A Case Study  Miriam Ben-Peretz and Ben Zion Dor 8 Retired Teachers Reflect on Learning with Experience  Miriam Ben-Peretz 9 Teacher Knowledge: What Is It? How Do We Uncover It? What Are Its Implications for Schooling?  Miriam Ben-Peretz PART 4: National and International Collaborations SECTION 1: National Collaboration 10 Educators of Educators: Their Goals, Perceptions and Practices  Miriam Ben-Peretz, M., Sara Kleeman, Rivka Reichenberg and Sarah Shimoni SECTION 2: International Collaborations 11 Tensions and Paradoxes in Teaching: Implications for Teacher Education  Miriam Ben-Peretz and Maria Assunção Flores 12 Intergenerational Impact of a Curriculum Enigma: The Scholarly Legacy of Joseph J. Schwab  Miriam Ben-Peretz and Cheryl J. Craig PART 5: Conclusion 13 Developing Theory, Practice and Policymaking in Teacher Education: Ben-Peretz’s Work at the MOFET Institute  Ainat Guberman 14 My Journey in the Curriculum Field: Looking Back with Hope  Miriam Ben-Peretz Afterword: Golden Moments: Memories of Miriam Ben-Peretz  Lee Shulman Index

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Book SynopsisThis book presents the scholarship of Miriam Ben-Peretz, a pioneering female professor and university leader who held the highest academic honors in Israel and was an American Educational Research Fellow and a member of the National Academy of Education in the United States. With opening comments by F. Michael Connelly and an Afterword by Lee Shulman, the volume shows how Miriam Ben-Peretz continued in the academic footsteps of her advisor, Seymour Fox (Hebrew University), and his advisor, Joseph J. Schwab (University of Chicago), who also supervised Connelly and Shulman. Some book chapters reflect the influence of Miriam Ben-Peretz’s academic lineage; some others, instead, feature her signature research; and the final chapters capture her advocacy work with the MOFET Institute, a consortium of Israeli colleges of education created by the Ministry of Education that focuses on research, curriculum, and program development for teacher educators.Table of ContentsNotes on Original Publications Notes on Contributors PART 1: Introduction 1 Looking Back with Hope: Remembering Dr. Miriam Ben-Peretz  Lily Orland-Barak, Maria Assunção Flores and Cheryl J. Craig 2 Miriam Ben-Peretz: Window on a Scholar’s Soul  F. Michael Connelly 3 Eros and Education: Miriam Ben-Peretz’s Favorite Work  Cheryl J. Craig PART 2: Miriam Ben-Peretz’s Schwab-Influenced Works 4 Time: The Fifth Commonplace in Curricular Deliberations  Miriam Ben-Peretz 5 The Concept of Curriculum Potential  Miriam Ben-Peretz 6 The Impossible Role of Teacher Educators in a Changing World  Miriam Ben-Peretz PART 3: Signature Works 7 Thirty Years of School Based Curriculum Development: A Case Study  Miriam Ben-Peretz and Ben Zion Dor 8 Retired Teachers Reflect on Learning with Experience  Miriam Ben-Peretz 9 Teacher Knowledge: What Is It? How Do We Uncover It? What Are Its Implications for Schooling?  Miriam Ben-Peretz PART 4: National and International Collaborations SECTION 1: National Collaboration 10 Educators of Educators: Their Goals, Perceptions and Practices  Miriam Ben-Peretz, M., Sara Kleeman, Rivka Reichenberg and Sarah Shimoni SECTION 2: International Collaborations 11 Tensions and Paradoxes in Teaching: Implications for Teacher Education  Miriam Ben-Peretz and Maria Assunção Flores 12 Intergenerational Impact of a Curriculum Enigma: The Scholarly Legacy of Joseph J. Schwab  Miriam Ben-Peretz and Cheryl J. Craig PART 5: Conclusion 13 Developing Theory, Practice and Policymaking in Teacher Education: Ben-Peretz’s Work at the MOFET Institute  Ainat Guberman 14 My Journey in the Curriculum Field: Looking Back with Hope  Miriam Ben-Peretz Afterword: Golden Moments: Memories of Miriam Ben-Peretz  Lee Shulman Index

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Book SynopsisThe purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning. AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.Table of ContentsForeword  Joi L. Moore Series Editors’ Foreword  Christopher Thomas Miller and Anthony A. Piña Acknowledgments List of Figures and Tables PART 1: DVI in the Visual Instruction and Radio Era: 1923–1947 Introduction to Part 1: DVI in the Visual Instruction and Radio Era: 1923–1947  Michael H. Molenda 1 AECT in Its First Fifty Years (DVI and DAVI)  Michael H. Molenda 2 Reading between the Lines: A Herstory of Instructional Design and Technology  Rebecca Clark-Stallkamp, Linda Wiley and Barbara B. Lockee 3 F. Dean McClusky: Leader Spotlight  Michael H. Molenda 4 AECT and the Visual Instruction Movement (1918–1928)  Wendell Johnson 5 Charles F. Hoban, Jr.: Leader Spotlight  Michael H. Molenda 6 James D. Finn’s Contribution to Establishing Infrastructure for Our Field  Jill Stefaniak and Laura Stapleton 7 James D. Finn: Leader Spotlight  Kenneth H. Silber 8 Celluloid Classrooms: Promise and Outcomes of the Visual Instruction Movement  William Sugar 9 Cone of Experience: The Legacy of Edgar Dale  Monalisa Dash 10 Edgar Dale: Leader Spotlight  Michael H. Molenda 11 Elizabeth Golterman: Leader Spotlight  Michael H. Molenda PART 2: DAVI and the Post WWII Audio Visual Education and Television Era: 1947–1969 Introduction to Part 2: DAVI in the Post-World War II AV Education and Television Era: 1947–1969  Michael H. Molenda 12 The Audiovisual Education Era: A Hidden History  Michael H. Molenda and Robert L. Appelman 13 Richard B. Lewis: Leader Spotlight  Michael H. Molenda 14 Anna L. Hyer: Leader Spotlight  Michael H. Molenda 15 James W. Brown: Leader Spotlight  Michael H. Molenda 16 L. C. “Ole” Larson: Leader Spotlight  Michael H. Molenda 17 The Lake Okoboji Leadership Conference: A Legacy of Leadership Development  Christopher Thomas Miller 18 Lee and Lida Cochran: Leader Spotlight  Christopher T. Miller 19 Charles F. Schuller: Leader Spotlight  Michael H. Molenda 20 Programmed Instruction and Its Successor Technologies  Michael H. Molenda and Phillip L. Harris 21 Susan Meyer Markle: Leader Spotlight  Michael H. Molenda 22 Robert Heinich: Leader Spotlight  Michael H. Molenda 23 William F. Kruse—Socialist, Documentary Filmmaker, & DAVI Archivist: Leader Spotlight  Matthew Sheldon Ames PART 3: AECT in the Instructional Design and Computer Era: 1970–1999 Introduction to Part 3: AECT in the Instructional Design and Computer Era: 1970–1999  Michael H. Molenda 24 AECT in Its Second Fifty Years  Michael H. Molenda, Christopher T. Miller, Phillip L. Harris, Barbara B. Lockee and Anthony A. Piña 25 Editors’ Perspectives of Educational Technology Research and Development (ETR&D) Journal: Reflecting the Growth of ETR&D through Editors’ Personal Journeys  Steven Ross, James Klein, J. Michael Spector, Abbas Johari, Gloria Natividad Beltrán del Río, Patricia Young, Tristan Johnson, Hale Ilgaz, Gwendolyn Morel and Lin Lin-Lipsmeyer 26 Jerrold E. Kemp: Leader Spotlight  Michael H. Molenda 27 AECT’s Leadership Role in the Field of Visual Literacy and Message Design: 1975–1995  Lauren Cifuentes 28 Richard E. Clark: Leader Spotlight  Michael H. Molenda 29 The AECT Foundation: Five Decades of Recognizing Achievement and Supporting Leadership Development  Anthony A. Piña 30 What Do a Jet Fighter Trainer, a Drag Racer, and a Long-Distance Canoeist Have in Common?  Robert Doyle 31 Making Visible the History of MIM in AECT: Excavating the History of the Affiliate Minorities in Media (MIM)  Peggy A. Lumpkin and Denise Tolbert 32 Wesley Joseph McJulien: Leader Spotlight  Patricia Young 33 The Evolution of Instructional Design Models  Robert Maribe (Rob) Branch and Rebecca Clark-Stallkamp PART 4: AECT in the Information Age: 2000–2023 Introduction to Part 4: AECT in the Information Age: 2000–2023  Anthony A. Piña 34 Lessons from Hindsight: Revisiting AECT’s Turn of the Century ‘Existential Crisis’  Kerry Burner and Marcy Driscoll (with contributions of Robert Harrell, Phillip Harris and Kyle L. Peck) 35 TechTrends  John Curry, Rebeca Peacock and Hannah Digges-Elliott 36 Culture, Learning, and Technology and the Promise of Diversity, Equity, and Inclusion: Leading AECT into a More Inclusive Future  Angela D. Benson, Bernadette Beavers-Forrest, Lisa Giacumo, Constance Harris, Akesha Horton and Juhong Christie Liu 37 Robert Maribe Branch: Leader Spotlight  Joi L. Moore and Gary Powell 38 The AECT Design and Development Competition History: 2004–2023  Dan Schuch 39 The AECT Summer Research Symposium  Brad Hokanson PART 5: Perspectives: Past, Present, and Future Introduction to Part 5: Perspectives: Past, Present, and Future  Barbara B. Lockee 40 How Much Did Teachers Use Media during the AV Era?  Michael H. Molenda and Robert L. Appelman 41 How Do We Understand the Historic Artifacts That Form the History of Instructional Design and Technology? Research and Recommendations  Matthew Sheldon Ames 42 Association for Educational Communications and Technology (AECT) Legends & Legacies: Historical Narratives  Rebecca Clark-Stallkamp 43 A Critical and Generative History of Systems in Educational Technology  Alison A. Carr-Chellman and Gordon Rowland 44 History of AECT Professional Ethics  Vicki S. Napper, Abbas Johari and Andrew R.J. Yeaman 45 A Bibliometric View of Educational Technology: A Domain Analysis of the Conference Proceedings of the AECT, 1979–2009  Vandy Pacetti-Donelson 46 AECT and Social Justice: A Retrospective Look and a Critical Path Forward  Kristin Herman, Paula Marcelle, Chris Luchs and Kae Novak 47 Challenges for the Epoch ahead and an Undivided World at Large  Jan Visser Appendix A: 100 Years of AECT Presidents Appendix B: AECT Legends and Legacies Notes on Contributors Name Index Subject Index

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Book SynopsisThe purpose of AECT at 100: A Legacy of Leadership is to highlight the Association for Educational Communications and Technology’s 100 years of leadership in educational technology and learning. AECT has a rich history, evolving from the National Education Association’s (NEA) Department of Visual Instruction (DVI) and later the Department of Audio-Visual Instruction (DAVI). Over its 100 years, AECT and its members have had a substantial impact on the evolution of American educational technology and learning, including in the areas of audiovisual instruction, instructional design, and online learning. AECT at 100: A Legacy of Leadership brings together writers and experts in the organization to explore various periods of history within the field and how AECT and its membership stood as a leader within the field. Topics such as visual instruction, the audiovisual movement, leadership development, programmed instruction, diversity leadership, AECT and educational technology topics, journals, ethics, and social justice are explored. Additionally, a number of leaders are explored from the early days of AECT such as James Finn, F. Dean McClusky, Edgar Dale, and Elizabeth Golterman all the way to recent leaders such as Rob Branch.Table of ContentsForeword  Joi L. Moore Series Editors’ Foreword  Christopher Thomas Miller and Anthony A. Piña Acknowledgments List of Figures and Tables PART 1: DVI in the Visual Instruction and Radio Era: 1923–1947 Introduction to Part 1: DVI in the Visual Instruction and Radio Era: 1923–1947  Michael H. Molenda 1 AECT in Its First Fifty Years (DVI and DAVI)  Michael H. Molenda 2 Reading between the Lines: A Herstory of Instructional Design and Technology  Rebecca Clark-Stallkamp, Linda Wiley and Barbara B. Lockee 3 F. Dean McClusky: Leader Spotlight  Michael H. Molenda 4 AECT and the Visual Instruction Movement (1918–1928)  Wendell Johnson 5 Charles F. Hoban, Jr.: Leader Spotlight  Michael H. Molenda 6 James D. Finn’s Contribution to Establishing Infrastructure for Our Field  Jill Stefaniak and Laura Stapleton 7 James D. Finn: Leader Spotlight  Kenneth H. Silber 8 Celluloid Classrooms: Promise and Outcomes of the Visual Instruction Movement  William Sugar 9 Cone of Experience: The Legacy of Edgar Dale  Monalisa Dash 10 Edgar Dale: Leader Spotlight  Michael H. Molenda 11 Elizabeth Golterman: Leader Spotlight  Michael H. Molenda PART 2: DAVI and the Post WWII Audio Visual Education and Television Era: 1947–1969 Introduction to Part 2: DAVI in the Post-World War II AV Education and Television Era: 1947–1969  Michael H. Molenda 12 The Audiovisual Education Era: A Hidden History  Michael H. Molenda and Robert L. Appelman 13 Richard B. Lewis: Leader Spotlight  Michael H. Molenda 14 Anna L. Hyer: Leader Spotlight  Michael H. Molenda 15 James W. Brown: Leader Spotlight  Michael H. Molenda 16 L. C. “Ole” Larson: Leader Spotlight  Michael H. Molenda 17 The Lake Okoboji Leadership Conference: A Legacy of Leadership Development  Christopher Thomas Miller 18 Lee and Lida Cochran: Leader Spotlight  Christopher T. Miller 19 Charles F. Schuller: Leader Spotlight  Michael H. Molenda 20 Programmed Instruction and Its Successor Technologies  Michael H. Molenda and Phillip L. Harris 21 Susan Meyer Markle: Leader Spotlight  Michael H. Molenda 22 Robert Heinich: Leader Spotlight  Michael H. Molenda 23 William F. Kruse—Socialist, Documentary Filmmaker, & DAVI Archivist: Leader Spotlight  Matthew Sheldon Ames PART 3: AECT in the Instructional Design and Computer Era: 1970–1999 Introduction to Part 3: AECT in the Instructional Design and Computer Era: 1970–1999  Michael H. Molenda 24 AECT in Its Second Fifty Years  Michael H. Molenda, Christopher T. Miller, Phillip L. Harris, Barbara B. Lockee and Anthony A. Piña 25 Editors’ Perspectives of Educational Technology Research and Development (ETR&D) Journal: Reflecting the Growth of ETR&D through Editors’ Personal Journeys  Steven Ross, James Klein, J. Michael Spector, Abbas Johari, Gloria Natividad Beltrán del Río, Patricia Young, Tristan Johnson, Hale Ilgaz, Gwendolyn Morel and Lin Lin-Lipsmeyer 26 Jerrold E. Kemp: Leader Spotlight  Michael H. Molenda 27 AECT’s Leadership Role in the Field of Visual Literacy and Message Design: 1975–1995  Lauren Cifuentes 28 Richard E. Clark: Leader Spotlight  Michael H. Molenda 29 The AECT Foundation: Five Decades of Recognizing Achievement and Supporting Leadership Development  Anthony A. Piña 30 What Do a Jet Fighter Trainer, a Drag Racer, and a Long-Distance Canoeist Have in Common?  Robert Doyle 31 Making Visible the History of MIM in AECT: Excavating the History of the Affiliate Minorities in Media (MIM)  Peggy A. Lumpkin and Denise Tolbert 32 Wesley Joseph McJulien: Leader Spotlight  Patricia Young 33 The Evolution of Instructional Design Models  Robert Maribe (Rob) Branch and Rebecca Clark-Stallkamp PART 4: AECT in the Information Age: 2000–2023 Introduction to Part 4: AECT in the Information Age: 2000–2023  Anthony A. Piña 34 Lessons from Hindsight: Revisiting AECT’s Turn of the Century ‘Existential Crisis’  Kerry Burner and Marcy Driscoll (with contributions of Robert Harrell, Phillip Harris and Kyle L. Peck) 35 TechTrends  John Curry, Rebeca Peacock and Hannah Digges-Elliott 36 Culture, Learning, and Technology and the Promise of Diversity, Equity, and Inclusion: Leading AECT into a More Inclusive Future  Angela D. Benson, Bernadette Beavers-Forrest, Lisa Giacumo, Constance Harris, Akesha Horton and Juhong Christie Liu 37 Robert Maribe Branch: Leader Spotlight  Joi L. Moore and Gary Powell 38 The AECT Design and Development Competition History: 2004–2023  Dan Schuch 39 The AECT Summer Research Symposium  Brad Hokanson PART 5: Perspectives: Past, Present, and Future Introduction to Part 5: Perspectives: Past, Present, and Future  Barbara B. Lockee 40 How Much Did Teachers Use Media during the AV Era?  Michael H. Molenda and Robert L. Appelman 41 How Do We Understand the Historic Artifacts That Form the History of Instructional Design and Technology? Research and Recommendations  Matthew Sheldon Ames 42 Association for Educational Communications and Technology (AECT) Legends & Legacies: Historical Narratives  Rebecca Clark-Stallkamp 43 A Critical and Generative History of Systems in Educational Technology  Alison A. Carr-Chellman and Gordon Rowland 44 History of AECT Professional Ethics  Vicki S. Napper, Abbas Johari and Andrew R.J. Yeaman 45 A Bibliometric View of Educational Technology: A Domain Analysis of the Conference Proceedings of the AECT, 1979–2009  Vandy Pacetti-Donelson 46 AECT and Social Justice: A Retrospective Look and a Critical Path Forward  Kristin Herman, Paula Marcelle, Chris Luchs and Kae Novak 47 Challenges for the Epoch ahead and an Undivided World at Large  Jan Visser Appendix A: 100 Years of AECT Presidents Appendix B: AECT Legends and Legacies Notes on Contributors Name Index Subject Index

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Book SynopsisThe book is a collection of five significant articles that highlight Professor Baokui QU's research on the evolution of the eduational discipline in China, the classfication of educational sciences, and the metatheory of education. One of the features of his research on these topics is that he integrated the perspectives from scholars in many countries, and reflected critically on the past and future of education as a discipline.Table of ContentsForeword Preface 1 One Hundred Years of the Discipline of Education in China: Narrating the Past and Anticipating the Future  Qu Baokui 2 The Discipline of Education in China: A Hundred-Year Odyssey  Qu Baokui, Zheng Jinzhou and Cheng Liang 3 An Overview of Metatheory and Metatheory of Education  Qu Baokui and Tang Ying 4 The Logical Starting Point of Pedagogy: Yesterday’s Perspectives and Today’s Understanding  Qu Baokui and Zheng Jinzhou 5 The Classification of Educational Sciences: Issues and Framework  Qu Baokui and Tang Ying Index

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Book SynopsisIn this book, Ying Zhou argues that educational reform filled a critical role in bridging the precarious gap between democratic ideals and political realities in late Qing and Republican China, where institutional change in education and the cultivation of a qualified citizenry were two sides of the same coin in the development of democratic education. Through a multi-level analysis of the (re)arrangements of national education and teachings of citizenship, Zhou unravels the complex political and educational nexus in China between 1901–1937, where the hope of education was to bring both political modernity and social progress.Table of ContentsAcknowledgements Note on Romanisation List of Figures and Tables List of Abbreviations Introduction  1 Intertwining Themes of Education: Institutional Change and Enlightenment of the People  2 Aims and Objectives of the Book  3 Methodological Outline  4 Structure of the Book 1 A Seismic Shift in Education in the Last Decade of the Empire, 1901–1911  1 The Gestation of Fundamental Reform in Education  2 The 1904 Educational System: A Trade-off as well as a Breakthrough  3 The Constitutional Reform and its Implication for Education, 1905–1911  4 Conclusion 2 New Education and Republican Politics, 1912–1923  1 Educational Rearrangement and the Early Republican Politics, 1912–1916  2 Whose Victory? the “New System” and Disputes on Education for Democracy, 1916–1922  3 Actualising the Democratic Ideal: The 1923 Curricula  4 Conclusion 3 Education, Democracy, and Nationalism in the Republic, 1923–1937  1 Reflections on and Criticisms of New Education  2 Education in the Nanjing Decade  3 Education for Nationalist Democracy  4 Conclusion 4 Self-cultivation: Moral Education under Challenge, 1904–1923  1 Selection of Textbook Sources  2 Self-Cultivation as a School Subject  3 Self-Cultivation during 1904–1915: Teaching Morality, Democracy, and Citizenship  4 Self-cultivation during 1915–1923: Failing to Offer an Arena for Democratic Education  5 Conclusion 5 Citizenship: Education for Diverse Models of Democracy, 1923–1936  1 Selection of textbook sources  2 Citizenship as a School Subject  3 Education for Citizenship in an Era of Intellectual Pluralism, 1923–1927  4 Party education at the beginning of political tutelage, 1928–1932  5 Citizenship Education in the Transition to Constitutional Rule, 1932–1936  6 Conclusion 6 Conclusion: Education in a Society that Persistently Pursues Democracy  1 Education within a Context of Constant Changes  2 Educational and Socio-Political Reforms  3 Democratic Ideals and the Actualisation of Education for Democracy Appendix Bibliography Index

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