Harvey R. Brown
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780199275830
- eISBN:
- 9780191603914
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199275831.003.0001
- Subject:
- Philosophy, Philosophy of Science
Following Einstein's brilliant 1905 work on the electrodynamics of moving bodies, and its geometrization by Minkowski which proved to be so important for the development of Einstein's general theory ...
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Following Einstein's brilliant 1905 work on the electrodynamics of moving bodies, and its geometrization by Minkowski which proved to be so important for the development of Einstein's general theory of relativity, it became standard to view the FitzGerald-Lorentz hypothesis as the right idea based on the wrong reasoning. This chapter expresses doubts that this standard view is correct, and believes that posterity will look kindly on the merits of the pre-Einsteinian, ‘constructive’ reasoning of FitzGerald, if not Lorentz. The theories of FitzeGerald, Michelson, Heaviside, Einstein, and Bell are discussed. The chapter also considers what space-time is not.Less
Following Einstein's brilliant 1905 work on the electrodynamics of moving bodies, and its geometrization by Minkowski which proved to be so important for the development of Einstein's general theory of relativity, it became standard to view the FitzGerald-Lorentz hypothesis as the right idea based on the wrong reasoning. This chapter expresses doubts that this standard view is correct, and believes that posterity will look kindly on the merits of the pre-Einsteinian, ‘constructive’ reasoning of FitzGerald, if not Lorentz. The theories of FitzeGerald, Michelson, Heaviside, Einstein, and Bell are discussed. The chapter also considers what space-time is not.
Erin Twohig
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781789620214
- eISBN:
- 9781789629576
- Item type:
- book
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781789620214.001.0001
- Subject:
- Literature, World Literature
Contesting the Classroom is the first scholarly work to analyze both how Algerian and Moroccan novels depict the postcolonial classroom, and how postcolonial literature is taught in Morocco and ...
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Contesting the Classroom is the first scholarly work to analyze both how Algerian and Moroccan novels depict the postcolonial classroom, and how postcolonial literature is taught in Morocco and Algeria. Drawing on a corpus of contemporary novels in French and Arabic, it shows that authors imagined the fictional classroom as a pluralistic and inclusive space, often at odds with the narrow nationalist vision of postcolonial identity. Yet when authors wrote about the school, they also had to consider whether their work would be taught in schools. As this book’s original research on the teaching of literature shows, Moroccan and Algerian schools have largely failed to promote the works of local authors in public school curricula. This situation has dramatically altered literary portraits of education: novels marginalized in the public education system must creatively reimagine what pedagogy looks like and where it can take place.Less
Contesting the Classroom is the first scholarly work to analyze both how Algerian and Moroccan novels depict the postcolonial classroom, and how postcolonial literature is taught in Morocco and Algeria. Drawing on a corpus of contemporary novels in French and Arabic, it shows that authors imagined the fictional classroom as a pluralistic and inclusive space, often at odds with the narrow nationalist vision of postcolonial identity. Yet when authors wrote about the school, they also had to consider whether their work would be taught in schools. As this book’s original research on the teaching of literature shows, Moroccan and Algerian schools have largely failed to promote the works of local authors in public school curricula. This situation has dramatically altered literary portraits of education: novels marginalized in the public education system must creatively reimagine what pedagogy looks like and where it can take place.
Stephen M. Kosslyn and Ben Nelson (eds)
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780262037150
- eISBN:
- 9780262343695
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262037150.001.0001
- Subject:
- Education, Educational Policy and Politics
Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world’s students. But how would you reinvent it for the twenty-first century—how would you build it ...
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Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world’s students. But how would you reinvent it for the twenty-first century—how would you build it from the ground up? Many have speculated about changing higher education, but Minerva has actually created a new kind of university program. Its founders raised the funding, assembled the team, devised the curriculum and pedagogy, recruited the students, hired the faculty, and implemented a bold vision of a new and improved higher education. This book explains that vision and how it is being realized. The Minerva curriculum focuses on “practical knowledge” (knowledge students can use to adapt to a changing world); its pedagogy is based on scientific research on learning; it uses a novel technology platform to deliver small seminars in real time; and it offers a hybrid residential model where students live together, rotating through seven cities around the world. Minerva equips students with the cognitive tools they need to succeed in the world after graduation, building the core competencies of critical thinking, creative thinking, effective communication, and effective interaction. The book offers readers both the story of this grand and sweeping idea and a blueprint for transforming higher education.Less
Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world’s students. But how would you reinvent it for the twenty-first century—how would you build it from the ground up? Many have speculated about changing higher education, but Minerva has actually created a new kind of university program. Its founders raised the funding, assembled the team, devised the curriculum and pedagogy, recruited the students, hired the faculty, and implemented a bold vision of a new and improved higher education. This book explains that vision and how it is being realized. The Minerva curriculum focuses on “practical knowledge” (knowledge students can use to adapt to a changing world); its pedagogy is based on scientific research on learning; it uses a novel technology platform to deliver small seminars in real time; and it offers a hybrid residential model where students live together, rotating through seven cities around the world. Minerva equips students with the cognitive tools they need to succeed in the world after graduation, building the core competencies of critical thinking, creative thinking, effective communication, and effective interaction. The book offers readers both the story of this grand and sweeping idea and a blueprint for transforming higher education.
Brigitte Weltman-Aron
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780231172561
- eISBN:
- 9780231539876
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231172561.003.0002
- Subject:
- Literature, Criticism/Theory
An analysis of each author's response to the partitions enacted by colonial school and pedagogical methods. Colonial school is a contradictory space that provides partial openings, and enhances ...
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An analysis of each author's response to the partitions enacted by colonial school and pedagogical methods. Colonial school is a contradictory space that provides partial openings, and enhances different competing memories.Less
An analysis of each author's response to the partitions enacted by colonial school and pedagogical methods. Colonial school is a contradictory space that provides partial openings, and enhances different competing memories.
Hillary Eklund and Wendy Beth Hyman (eds)
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781474455589
- eISBN:
- 9781474477130
- Item type:
- book
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474455589.001.0001
- Subject:
- Literature, Criticism/Theory
Shakespeare scholars regularly encounter social justice issues in the material that we study and teach. Most often in the classroom our engagement with such issues takes the form of thematic ...
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Shakespeare scholars regularly encounter social justice issues in the material that we study and teach. Most often in the classroom our engagement with such issues takes the form of thematic identification and critical parsing. Yet we struggle to form more direct, material connections between coursework and social justice work. This book is for professors of early modern literature who want to heighten the intellectual impact of their courses by thoughtfully using their classrooms as laboratories for social formation and action. Much as Paolo Freire sought to reformat the relationship between teachers and students through his “pedagogy of the oppressed,” this book seeks to reformat the relationship between students and this challenging material in ways that move them and us toward social action. To that end, it offers a global perspective on Shakespeare and early modern literature, including competing “Renaissance world pictures,” non-canonical authors, and collaborative practices. Its 21 chapters describe and model ways of doing social justice work with and through early modern texts, and claim the academic—not merely social—benefits of integrating social justice work into courses.Less
Shakespeare scholars regularly encounter social justice issues in the material that we study and teach. Most often in the classroom our engagement with such issues takes the form of thematic identification and critical parsing. Yet we struggle to form more direct, material connections between coursework and social justice work. This book is for professors of early modern literature who want to heighten the intellectual impact of their courses by thoughtfully using their classrooms as laboratories for social formation and action. Much as Paolo Freire sought to reformat the relationship between teachers and students through his “pedagogy of the oppressed,” this book seeks to reformat the relationship between students and this challenging material in ways that move them and us toward social action. To that end, it offers a global perspective on Shakespeare and early modern literature, including competing “Renaissance world pictures,” non-canonical authors, and collaborative practices. Its 21 chapters describe and model ways of doing social justice work with and through early modern texts, and claim the academic—not merely social—benefits of integrating social justice work into courses.
Shannon L. Mariotti
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780813167336
- eISBN:
- 9780813167411
- Item type:
- book
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813167336.001.0001
- Subject:
- Political Science, Political Theory
As a German critical social theorist associated with the Frankfurt School, Adorno is not typically studied in the context of American political thought or democratic theory. But because of his Jewish ...
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As a German critical social theorist associated with the Frankfurt School, Adorno is not typically studied in the context of American political thought or democratic theory. But because of his Jewish background, during the World War II era he immigrated to the United States and resided in New York and California for nearly eleven years. Drawing from neglected essays, radio addresses, and lectures originally composed in English in the United States, Adorno and Democracy: The American Years revises the traditional understanding of Adorno as a high modernist aesthete, a cultural elitist, and a notoriously inaccessible theorist. This book traces his theory of democracy as it both develops in and is practically applied to the United States. Adorno enacts and encourages a novel project for democratic leadership that operates through specifically democratic forms of education and pedagogy. We see Adorno translating and introducing his ideas to a broader public in ways that reflect a desire to understand and inform the problems and possibilities of American democracy at the level of the everyday customs and conventions of citizens. Reframing our image of Adorno in the process of drawing out the lessons of these neglected and unexplored writings, this book shows why we should begin to read him as a twentieth-century democratic theorist. Adorno’s unconventional perspectives may help revitalize our democratic politics, add conceptual rigor to democratic theory, and remind us of the normative promise that used to attach more closely to the concept of “democracy.”Less
As a German critical social theorist associated with the Frankfurt School, Adorno is not typically studied in the context of American political thought or democratic theory. But because of his Jewish background, during the World War II era he immigrated to the United States and resided in New York and California for nearly eleven years. Drawing from neglected essays, radio addresses, and lectures originally composed in English in the United States, Adorno and Democracy: The American Years revises the traditional understanding of Adorno as a high modernist aesthete, a cultural elitist, and a notoriously inaccessible theorist. This book traces his theory of democracy as it both develops in and is practically applied to the United States. Adorno enacts and encourages a novel project for democratic leadership that operates through specifically democratic forms of education and pedagogy. We see Adorno translating and introducing his ideas to a broader public in ways that reflect a desire to understand and inform the problems and possibilities of American democracy at the level of the everyday customs and conventions of citizens. Reframing our image of Adorno in the process of drawing out the lessons of these neglected and unexplored writings, this book shows why we should begin to read him as a twentieth-century democratic theorist. Adorno’s unconventional perspectives may help revitalize our democratic politics, add conceptual rigor to democratic theory, and remind us of the normative promise that used to attach more closely to the concept of “democracy.”
Yeandle Peter
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780719080128
- eISBN:
- 9781781708354
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719080128.001.0001
- Subject:
- History, Imperialism and Colonialism
Citizenship, Nation, Empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial ...
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Citizenship, Nation, Empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified ‘enlightened patriotism’ to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching. Rather, enlightened patriotism was a concept used in the development of a carefully crafted curriculum for all children which fused civic intentions alongside imperial ambitions. The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, Nation, Empire is a timely study of the formative influences that shaped the history curriculum in English schools.Less
Citizenship, Nation, Empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified ‘enlightened patriotism’ to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching. Rather, enlightened patriotism was a concept used in the development of a carefully crafted curriculum for all children which fused civic intentions alongside imperial ambitions. The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, Nation, Empire is a timely study of the formative influences that shaped the history curriculum in English schools.
Daniel Thomas Cook
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781479899203
- eISBN:
- 9781479881413
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479899203.003.0003
- Subject:
- Sociology, Marriage and the Family
This chapter examines mid- to late-nineteenth-century Victorian middle-class concerns with taste—the child’s taste in particular—and how this notion drew on and wrestled with virtually the same ...
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This chapter examines mid- to late-nineteenth-century Victorian middle-class concerns with taste—the child’s taste in particular—and how this notion drew on and wrestled with virtually the same constellation of tensions evident in the struggles with depravity and salvation regarding the Protestant child. Ever-present and ever-looming child malleability imperilled social reproduction and implicated mothers as those responsible not only for the material well-being of children but, more importantly, for their appropriate disposition toward things and the world of things. Both cases, in this sense, worked toward fashioning a moral architecture whereby the making of social persons, and of consequent subjectivities, guided the counsel imparted on the pages of periodicals. By examining discourses regarding children and taste—particularly, but not exclusive, girls’ taste—it is argued that taste operated in a pedagogical register thought to educate and direct the child toward proper objects and a proper relationship to objects. In this way, taste emplaced materiality directly into the moral education of bourgeois children and offered another way to theorize or otherwise configure the interiority of the child—i.e., to discern and determine the shape and consequences of their wants and desires.Less
This chapter examines mid- to late-nineteenth-century Victorian middle-class concerns with taste—the child’s taste in particular—and how this notion drew on and wrestled with virtually the same constellation of tensions evident in the struggles with depravity and salvation regarding the Protestant child. Ever-present and ever-looming child malleability imperilled social reproduction and implicated mothers as those responsible not only for the material well-being of children but, more importantly, for their appropriate disposition toward things and the world of things. Both cases, in this sense, worked toward fashioning a moral architecture whereby the making of social persons, and of consequent subjectivities, guided the counsel imparted on the pages of periodicals. By examining discourses regarding children and taste—particularly, but not exclusive, girls’ taste—it is argued that taste operated in a pedagogical register thought to educate and direct the child toward proper objects and a proper relationship to objects. In this way, taste emplaced materiality directly into the moral education of bourgeois children and offered another way to theorize or otherwise configure the interiority of the child—i.e., to discern and determine the shape and consequences of their wants and desires.
Benjamin D. Hagen
- Published in print:
- 2020
- Published Online:
- May 2021
- ISBN:
- 9781949979275
- eISBN:
- 9781800341692
- Item type:
- book
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781949979275.001.0001
- Subject:
- Literature, 20th-century Literature and Modernism
Though the differences in style and politics between Virginia Woolf (1882–1941) and D. H. Lawrence (1885–1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf ...
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Though the differences in style and politics between Virginia Woolf (1882–1941) and D. H. Lawrence (1885–1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf taught history and composition courses at Morley College while Lawrence spent nearly a decade in the field of elementary education between 1902 and 1912. This study reframes Woolf’s and Lawrence’s later experiments in fiction, memoir, and literary criticism as the works of former teachers who remain deeply preoccupied with pedagogy. Across their respective writing careers, moreover, they conceptualize problems of teaching and learning as problems of sensation, emotion, or intensity. The “sensuous pedagogies” Woolf and Lawrence depict and enact are not limited to classroom spaces or strategies; rather, they pertain to non-institutional relationships, developmental narratives, spaces, and needs. Friendships and other intimate relationships in Lawrence’s fiction, for instance, often take on a pedagogical shape or texture (one person playing the student; the other, the teacher) while Woolf’s literary criticism models a novel approach to taste-training that prioritizes the individual freedom of common readers who must learn to attend to books that give them pleasure. Sensuous Pedagogies also reads Lawrence’s literary criticism as reparative, Woolf’s fiction as sustained feminist pedagogy, and their respective theories of life and love as fundamentally entangled with pedagogical concerns.Less
Though the differences in style and politics between Virginia Woolf (1882–1941) and D. H. Lawrence (1885–1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf taught history and composition courses at Morley College while Lawrence spent nearly a decade in the field of elementary education between 1902 and 1912. This study reframes Woolf’s and Lawrence’s later experiments in fiction, memoir, and literary criticism as the works of former teachers who remain deeply preoccupied with pedagogy. Across their respective writing careers, moreover, they conceptualize problems of teaching and learning as problems of sensation, emotion, or intensity. The “sensuous pedagogies” Woolf and Lawrence depict and enact are not limited to classroom spaces or strategies; rather, they pertain to non-institutional relationships, developmental narratives, spaces, and needs. Friendships and other intimate relationships in Lawrence’s fiction, for instance, often take on a pedagogical shape or texture (one person playing the student; the other, the teacher) while Woolf’s literary criticism models a novel approach to taste-training that prioritizes the individual freedom of common readers who must learn to attend to books that give them pleasure. Sensuous Pedagogies also reads Lawrence’s literary criticism as reparative, Woolf’s fiction as sustained feminist pedagogy, and their respective theories of life and love as fundamentally entangled with pedagogical concerns.
Laurence McKeown
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447353065
- eISBN:
- 9781447353089
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447353065.003.0019
- Subject:
- Sociology, Education
Surviving the H-Block prisons and hunger strikes of the 1970s and 1980s in northern Ireland, Laurence McKeown connects his political struggles as an Irish republican to his learning journey with The ...
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Surviving the H-Block prisons and hunger strikes of the 1970s and 1980s in northern Ireland, Laurence McKeown connects his political struggles as an Irish republican to his learning journey with The Open University. The politics of struggle mesh with the politics of learning as Republican autonomy and resistance to British attempts to criminalise their struggle collide with The Open University’s demands for academic assessment. McKeown’s intriguing account of exceptionally challenging circumstances is extraordinary testament to The Open University’s innovative courage, the determination of a brilliant student and the power of a good mentor.Less
Surviving the H-Block prisons and hunger strikes of the 1970s and 1980s in northern Ireland, Laurence McKeown connects his political struggles as an Irish republican to his learning journey with The Open University. The politics of struggle mesh with the politics of learning as Republican autonomy and resistance to British attempts to criminalise their struggle collide with The Open University’s demands for academic assessment. McKeown’s intriguing account of exceptionally challenging circumstances is extraordinary testament to The Open University’s innovative courage, the determination of a brilliant student and the power of a good mentor.
David Huddart
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9781781380253
- eISBN:
- 9781781381540
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/liverpool/9781781380253.003.0006
- Subject:
- Linguistics, English Language
This chapter studies the relationship between pedagogy, criticism, and creativity, in the postcolonial classroom. The specific example of Hong Kong is the focus, an example that emphasizes the limits ...
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This chapter studies the relationship between pedagogy, criticism, and creativity, in the postcolonial classroom. The specific example of Hong Kong is the focus, an example that emphasizes the limits of certain paradigms, as de-essentializing the native speaker for the Hong Kong classroom, while something that students can understand, is something that is resisted to the extent that the acceptance Hong Kong English is itself resisted. Global English implies restriction, the exonormative, the instrumental, and emotional distance. World Englishes studies encourages the liberation of difference, against this globalizing linguistic force. However, this chapter argues that this desire, while appropriate for a context such as Singapore, is not necessarily appropriate for apparently comparable contexts.Less
This chapter studies the relationship between pedagogy, criticism, and creativity, in the postcolonial classroom. The specific example of Hong Kong is the focus, an example that emphasizes the limits of certain paradigms, as de-essentializing the native speaker for the Hong Kong classroom, while something that students can understand, is something that is resisted to the extent that the acceptance Hong Kong English is itself resisted. Global English implies restriction, the exonormative, the instrumental, and emotional distance. World Englishes studies encourages the liberation of difference, against this globalizing linguistic force. However, this chapter argues that this desire, while appropriate for a context such as Singapore, is not necessarily appropriate for apparently comparable contexts.
Joseph W. Campbell
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781496824721
- eISBN:
- 9781496824776
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496824721.003.0005
- Subject:
- Literature, 20th-century and Contemporary Literature
Chapter 4 examines pedagogy related to using science fiction and dystopian works in the classroom. Here, too, there is a specific history of pedagogical approaches and thoughts on students so that ...
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Chapter 4 examines pedagogy related to using science fiction and dystopian works in the classroom. Here, too, there is a specific history of pedagogical approaches and thoughts on students so that readers may find useful in their own exploration and use of these texts. It also briefly discusses the author’s own experience teaching a class where the goal was to make the very distinction between science fiction and dystopian texts when read side by side that this book is based on.Less
Chapter 4 examines pedagogy related to using science fiction and dystopian works in the classroom. Here, too, there is a specific history of pedagogical approaches and thoughts on students so that readers may find useful in their own exploration and use of these texts. It also briefly discusses the author’s own experience teaching a class where the goal was to make the very distinction between science fiction and dystopian texts when read side by side that this book is based on.
Tim Allender
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780719085796
- eISBN:
- 9781526104298
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719085796.003.0007
- Subject:
- History, Imperialism and Colonialism
Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north ...
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Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north India that created official legal boundaries that formalised the racialization of colonial female teaching aimed principally at producing Eurasian teachers. A new influx of European women professionals to India began after the opening of the Suez canal in 1869. They deployed new networks of limited interaction. Now identified by name by the raj, these women professional teachers set about capturing an emerging middle class female student market, transferring accomplishments education more directly from Europe. The transference forced them to negotiate new feminine cultural terrain in India and, in this competitive market, compete with each other in ways that showed strong variability in their willingness to accommodate new teacher training approaches, particularly Froebel kindergarten philosophy. This chapter also identifies luminaries from this European cohort who were able to indigenize European pedagogy for the benefit of young learners who were Indian girls.Less
Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north India that created official legal boundaries that formalised the racialization of colonial female teaching aimed principally at producing Eurasian teachers. A new influx of European women professionals to India began after the opening of the Suez canal in 1869. They deployed new networks of limited interaction. Now identified by name by the raj, these women professional teachers set about capturing an emerging middle class female student market, transferring accomplishments education more directly from Europe. The transference forced them to negotiate new feminine cultural terrain in India and, in this competitive market, compete with each other in ways that showed strong variability in their willingness to accommodate new teacher training approaches, particularly Froebel kindergarten philosophy. This chapter also identifies luminaries from this European cohort who were able to indigenize European pedagogy for the benefit of young learners who were Indian girls.
Rebecca Tarlau
- Published in print:
- 2019
- Published Online:
- June 2019
- ISBN:
- 9780190870324
- eISBN:
- 9780190870331
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190870324.001.0001
- Subject:
- Sociology, Politics, Social Movements and Social Change, Education
Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by ...
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Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil’s Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST’s educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST’s educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.Less
Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil’s Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST’s educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST’s educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.
Jessica Pykett
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9781847428462
- eISBN:
- 9781447307259
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847428462.003.0002
- Subject:
- Social Work, Children and Families
This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how ...
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This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how these practices produce idealised conceptions of young people as simultaneously public citizens to be governed and contrastingly highly personalised brains to be trained. The chapter shows how the concepts of space and spatiality are useful in understanding the politics of schooling, but argues that educational scholars need to be more eclectic in their turn to spatial theory. Foucault's work on theorising space and power is used to develop an alternative account of how particular knowledges become legitimate and how schools shape young people. It is argued that rather than simply mirroring social relations, schools play an important role in producing new social realities.Less
This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how these practices produce idealised conceptions of young people as simultaneously public citizens to be governed and contrastingly highly personalised brains to be trained. The chapter shows how the concepts of space and spatiality are useful in understanding the politics of schooling, but argues that educational scholars need to be more eclectic in their turn to spatial theory. Foucault's work on theorising space and power is used to develop an alternative account of how particular knowledges become legitimate and how schools shape young people. It is argued that rather than simply mirroring social relations, schools play an important role in producing new social realities.
Paul White
- Published in print:
- 2013
- Published Online:
- January 2015
- ISBN:
- 9780197265543
- eISBN:
- 9780191760358
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197265543.001.0001
- Subject:
- History, European Early Modern History
Jodocus Badius Ascensius (1462-1535), also known as Josse Bade, was a scholar and printer who played a central role in the flourishing of humanism and print culture in the French Renaissance. In a ...
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Jodocus Badius Ascensius (1462-1535), also known as Josse Bade, was a scholar and printer who played a central role in the flourishing of humanism and print culture in the French Renaissance. In a career spanning four decades, he was involved with the print publication of something approaching one thousand editions. He was known for the ‘familiar’ commentaries he wrote and published as introductions to the major authors of Latin (and less frequently, Greek) antiquity, as well as on texts by medieval and contemporary authors. His commentaries and prefaces document the early stages of French humanism, and his texts played a major role in forming the minds of future generations. This book provides an account of Badius’s contributions to pedagogy, scholarship, printing and humanist culture. Its main focus is on Latin language commentaries on classical texts. It examines Badius’s multiple roles in the light of changing conceptions of textual culture during the Renaissance. It also explores the wider context of the communities with which Badius cultivated relationships: scholars and printers, figures from religious orders, the university and officialdom. It considers the readerships for which Badius produced texts in France, England, Scotland, the Low Countries, and beyond. It explores the ways in which humanists understood the circulation of knowledge in terms of economy and commerce, and their conceptualizations of commentary as a site of cultural mediation.Less
Jodocus Badius Ascensius (1462-1535), also known as Josse Bade, was a scholar and printer who played a central role in the flourishing of humanism and print culture in the French Renaissance. In a career spanning four decades, he was involved with the print publication of something approaching one thousand editions. He was known for the ‘familiar’ commentaries he wrote and published as introductions to the major authors of Latin (and less frequently, Greek) antiquity, as well as on texts by medieval and contemporary authors. His commentaries and prefaces document the early stages of French humanism, and his texts played a major role in forming the minds of future generations. This book provides an account of Badius’s contributions to pedagogy, scholarship, printing and humanist culture. Its main focus is on Latin language commentaries on classical texts. It examines Badius’s multiple roles in the light of changing conceptions of textual culture during the Renaissance. It also explores the wider context of the communities with which Badius cultivated relationships: scholars and printers, figures from religious orders, the university and officialdom. It considers the readerships for which Badius produced texts in France, England, Scotland, the Low Countries, and beyond. It explores the ways in which humanists understood the circulation of knowledge in terms of economy and commerce, and their conceptualizations of commentary as a site of cultural mediation.
Girishwar Misra (ed.)
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9780199498840
- eISBN:
- 9780190990596
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199498840.001.0001
- Subject:
- Psychology, Developmental Psychology, Cognitive Models and Architectures
This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume One of this survey, ...
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This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume One of this survey, Cognitive and Affective Processes, discusses the developments in the study of cognitive and affective processes within the Indian context. It offers an up-to-date assessment of theoretical developments and empirical studies in the rapidly evolving fields of cognitive science, applied cognition, and positive psychology. It also analyses how pedagogy responds to a shift in the practices of knowing and learning. Additionally, drawing upon insights from related fields it proposes epithymetics–desire studies – as an upcoming field of research and the volume investigates the impact of evolving cognitive and affective processes in Indian research and real life contexts. The development of cognitive capability distinguishes human beings from other species and allows creation and use of complex verbal symbols, facilitates imagination and empowers to function at an abstract level. However, much of the vitality characterizing human life is owed to the diverse emotions and desires. This has made the study of cognition and affect as frontier areas of psychology. With this in view, this volume focuses on delineating cognitive scientific contributions, cognition in educational context, context, diverse applications of cognition, psychology of desire, and positive psychology. The five chapters comprising this volume have approached the scholarly developments in the fields of cognition and affect in innovative ways, and have addressed basic as well applied issues.Less
This survey of research on psychology in five volumes is a part of a series undertaken by the ICSSR since 1969, which covers various disciplines under social science. Volume One of this survey, Cognitive and Affective Processes, discusses the developments in the study of cognitive and affective processes within the Indian context. It offers an up-to-date assessment of theoretical developments and empirical studies in the rapidly evolving fields of cognitive science, applied cognition, and positive psychology. It also analyses how pedagogy responds to a shift in the practices of knowing and learning. Additionally, drawing upon insights from related fields it proposes epithymetics–desire studies – as an upcoming field of research and the volume investigates the impact of evolving cognitive and affective processes in Indian research and real life contexts. The development of cognitive capability distinguishes human beings from other species and allows creation and use of complex verbal symbols, facilitates imagination and empowers to function at an abstract level. However, much of the vitality characterizing human life is owed to the diverse emotions and desires. This has made the study of cognition and affect as frontier areas of psychology. With this in view, this volume focuses on delineating cognitive scientific contributions, cognition in educational context, context, diverse applications of cognition, psychology of desire, and positive psychology. The five chapters comprising this volume have approached the scholarly developments in the fields of cognition and affect in innovative ways, and have addressed basic as well applied issues.
Erin Twohig
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781789620214
- eISBN:
- 9781789629576
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781789620214.003.0003
- Subject:
- Literature, World Literature
This chapter asks how literature portrays classroom scenes during times of trauma and political crisis, and whether literary depictions of historical moments of trauma can, themselves, be ...
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This chapter asks how literature portrays classroom scenes during times of trauma and political crisis, and whether literary depictions of historical moments of trauma can, themselves, be pedagogical. It focuses in particular of literary portraits of the Black Decade of the 1990s. a time when students and teachers inside classrooms were targets of violence. The literary classroom depicting this time became a vacant or fractured space, replaced by direct encounters outside the school between teachers and students, writers and readers. Novels depicting the 1990s feature teachers and students meeting in bars and cafés, young girls who read and teach each other at home, and former teachers writing to their students from exile. Along with two central novels, Wahiba Khiari’s Nos silences (Our silences) and Bashir Mefti’s Ghurfat al thikrayat (The room of memories), this chapter discusses Nacira Belloula’s Visa pour la haine (Visa for hatred), Boualem Sansal’s Le serment des barbares (The barbarians’ oath), and Ahlam Mosteghanemi’s Al aswad yaliq bik (Black becomes you). The portraits of education in these works are applicable beyond the context of the Black Decade, as they show how novels bear witness to and reach readers in a hostile political and educational environment.Less
This chapter asks how literature portrays classroom scenes during times of trauma and political crisis, and whether literary depictions of historical moments of trauma can, themselves, be pedagogical. It focuses in particular of literary portraits of the Black Decade of the 1990s. a time when students and teachers inside classrooms were targets of violence. The literary classroom depicting this time became a vacant or fractured space, replaced by direct encounters outside the school between teachers and students, writers and readers. Novels depicting the 1990s feature teachers and students meeting in bars and cafés, young girls who read and teach each other at home, and former teachers writing to their students from exile. Along with two central novels, Wahiba Khiari’s Nos silences (Our silences) and Bashir Mefti’s Ghurfat al thikrayat (The room of memories), this chapter discusses Nacira Belloula’s Visa pour la haine (Visa for hatred), Boualem Sansal’s Le serment des barbares (The barbarians’ oath), and Ahlam Mosteghanemi’s Al aswad yaliq bik (Black becomes you). The portraits of education in these works are applicable beyond the context of the Black Decade, as they show how novels bear witness to and reach readers in a hostile political and educational environment.
Erin Twohig
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781789620214
- eISBN:
- 9781789629576
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781789620214.003.0005
- Subject:
- Literature, World Literature
The fifth chapter analyzes the use of parody and satire to depict education in Mohamed Nedali’s Grâce à Jean de la Fontaine! (Thanks to Jean de la Fontaine!) and Yacine Adnan’s Hūt Marūk (Hot Maroc). ...
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The fifth chapter analyzes the use of parody and satire to depict education in Mohamed Nedali’s Grâce à Jean de la Fontaine! (Thanks to Jean de la Fontaine!) and Yacine Adnan’s Hūt Marūk (Hot Maroc). Nedali’s novel describes the satiric misadventures of a teacher-in-training who, upon finding himself surrounded by incompetency at the school where he works, learns to play along with absurdity rather than fight it. Hūt Marūk, in a similarly satiric tone, describes a young man who embodies the new kind of author produced by a failing education system: a comments section troll on an online blog. These novels offer a dramatic departure from the earnest striving heroes examined in the fourth chapter. They poke fun at education, exaggerating the foibles of incompetent administrators, skewering teachers who know nothing about their subject, and presenting the classroom as a space of meaningless failed communication. These narratives do more than point a literary finger at current political controversies and educational failings. They bring the entire educational institution into question through their clear refusal to ever be taught to future generations in the classroomLess
The fifth chapter analyzes the use of parody and satire to depict education in Mohamed Nedali’s Grâce à Jean de la Fontaine! (Thanks to Jean de la Fontaine!) and Yacine Adnan’s Hūt Marūk (Hot Maroc). Nedali’s novel describes the satiric misadventures of a teacher-in-training who, upon finding himself surrounded by incompetency at the school where he works, learns to play along with absurdity rather than fight it. Hūt Marūk, in a similarly satiric tone, describes a young man who embodies the new kind of author produced by a failing education system: a comments section troll on an online blog. These novels offer a dramatic departure from the earnest striving heroes examined in the fourth chapter. They poke fun at education, exaggerating the foibles of incompetent administrators, skewering teachers who know nothing about their subject, and presenting the classroom as a space of meaningless failed communication. These narratives do more than point a literary finger at current political controversies and educational failings. They bring the entire educational institution into question through their clear refusal to ever be taught to future generations in the classroom
Erin Twohig
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781789620214
- eISBN:
- 9781789629576
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781789620214.003.0006
- Subject:
- Literature, World Literature
The five chapters of Contesting the Classroom show how authors have reimagined and renegotiated literature’s place within the schools that create future generations of readers. In many cases, these ...
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The five chapters of Contesting the Classroom show how authors have reimagined and renegotiated literature’s place within the schools that create future generations of readers. In many cases, these reimaginations are suffused with palpable anxiety over the state of education. Yet they also creatively rethink the educational endeavor, and literature’s relationship to it. Indeed, a common thread in the novels examined in this work is the idea that literature's pedagogical potential does not stop at the doors of the classroom, nor is it limited by traditional classroom definitions of pedagogy. Accordingly, the conclusion of this work poses a series of questions in the spirit of these texts, that open themselves up to other spaces of encounter besides the public school classroom, and other forms of pedagogical writing besides linear narrative prose. In what spaces outside of the classroom do students encounter local literature? And what are the unexpected genres and styles, beyond the print narrative, that engage with education? New locations of pedagogical encounter discussed include small publishers, book fairs, and online spaces; other genres include photography and song.Less
The five chapters of Contesting the Classroom show how authors have reimagined and renegotiated literature’s place within the schools that create future generations of readers. In many cases, these reimaginations are suffused with palpable anxiety over the state of education. Yet they also creatively rethink the educational endeavor, and literature’s relationship to it. Indeed, a common thread in the novels examined in this work is the idea that literature's pedagogical potential does not stop at the doors of the classroom, nor is it limited by traditional classroom definitions of pedagogy. Accordingly, the conclusion of this work poses a series of questions in the spirit of these texts, that open themselves up to other spaces of encounter besides the public school classroom, and other forms of pedagogical writing besides linear narrative prose. In what spaces outside of the classroom do students encounter local literature? And what are the unexpected genres and styles, beyond the print narrative, that engage with education? New locations of pedagogical encounter discussed include small publishers, book fairs, and online spaces; other genres include photography and song.
