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Descriptors:
Instructional Materials; Kindergarten; Ethnography; Foreign Countries; Educational Change; Early Childhood Education; Local Government; Young Children; Qualitative Research; Rural Areas; Educational History; Educational Policy; Mentors; Faculty Development; Social Change; Economic Change; Interviews; Teacher Attitudes; Administrator Attitudes

Abstract:
By far, literature regarding Chinese early childhood education and care (ECEC) has primarily focused on Youeryuan in urban settings. Youeryuan is the everyday Chinese term used for ECEC programs serving children ages three to six, which does include the U.S. version of the kindergarten year. This paper will refer to Youeryuan rather than the Western definitions of preschool or kindergarten so as to maintain authenticity. Furthermore, this paper will focus on the history and development of rural Youeryuan based on a qualitative study of the government-owned, privately operated Youeryuan that represent the current reform initiatives in early childhood in China. Through teacher and administrator interviews, onsite observations using ECERS-R, and school documents, the lead author immersed herself in rural Youeryuan as part of a larger ethnographic study in China in the midst of economic and educational transformations. The findings of this study revealed themes related to increased government investment, improved school policies, the lack of instructional materials, curriculum and instruction issues, local government support for professional development, administrative support for instruction, and the need for mentoring for teachers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Educational Mobility; Educational History; Foreign Countries; Social Control; Foreign Policy; Social Class; Rural Education; Nationalism; Political Attitudes; Role

Abstract:
This paper examines the educational policy implemented by the British for the Malays, the indigenous community of Malaya. Underpinned by the policy of divide and rule, the British implemented a dualistic system of education for the indigenous Malays: one for the Malay peasantry and another for the Malay nobility. The two systems of education served different purposes and needs of the British. The Malay peasantry was provided with a rural-based Malay education which only had limited value in terms of educational mobility. This rural-based education was to serve as a means of social control for the British by entrapping the Malays in the semi-subsistence economy. On the other hand, the British provided the Malay nobility with an elitist English education that was intended to co-opt the ruling Malay traditional elites into their fold. But contrary to the intention of the British, the Malay-educated intelligentsia, in particular those from the Sultan Idris Training College became radical nationalists who adopted an anti-British stand. Such an unintended development was the result of the role played by O.T. Dussek (the college principal), the infusion of nationalistic sentiment from neighboring Indonesia and the threat posed by the Chinese immigrants. However, the radical stand of the Malay-educated intelligentsia was neutralized by the Malay traditional elites who adopted a pro-British stand. It was the Malay traditional elites who eventually led the Malays toward the independence of Malaya. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Jews; Foreign Countries; Hidden Curriculum; Textbooks; Educational History; Mathematics; Nationalism; Judaism; Ideology; Teaching Methods; Geography

Abstract:
This paper discusses the attempts of Israeli education, in a similar fashion to other national educational systems, to shape a territorial identity for the pupils of the new State. The Israeli school used a variety of educational means to shape a person who would be modelled on his new birthplace's landscape, including the use of textbooks, illustrations, and maps, to aid in the process of creating a desired image of the homeland's landscape. The hidden curriculum used textbooks employing mathematics questions to learn details about the geographical expanse. Alongside the use of a written curriculum, Israeli education made use of the extra curriculum by becoming physically familiar with a place and creating a local time based on the seasons of the year. Local nature was studied during "moledet" (homeland) lessons, similar to the Weimar Republic of Germany's Heimatkunde studies, as well as during other subjects, such as nature studies and Bible. These studies integrated national goals and progressive humanistic educational schools of thought which viewed a child's encounter with nature as a vital part of his or her education. The readers, which were built on a timeline of the seasons and the school celebrating nature festivals, created a natural time frame for the pupils in which they acted and studied. The discussion about the ways territorial identity was structured by the Israeli education system is another chapter in the wider debate about national education and illustrates the schools' function as one of the State's national social agents, particularly in its early years. (Contains 1 figure and 79 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Discipline; Politics of Education; School Restructuring; Progressive Education; Values Education; Educational History; Foreign Countries; Power Structure

Abstract:
This article examines the vision of the Swedish comprehensive school reform between 1946-1962 as it pertains to the ever-troubling questions of discipline and order in school. Inspired primarily by the work of Michel Foucault and his genealogical perspective, the article problematises the notion that character formation and school discipline during this period underwent a radical democratic transformation, and that this was the successful result of a progressive political agenda. This account of school discipline is shown to be problematic since it conceals a complex and even ironic historical process, where a disciplinarian discourse in school lingered and even widened and deepened disciplinary practice during the period. (Contains 57 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Freedom; College Faculty; Gender Discrimination; Anthropology; Tenure; Equal Opportunities (Jobs); Females; Court Litigation; Inquiry; Institutional Autonomy; Departments; Educational History; Universities

Abstract:
In 1974, Brown University's Department of Anthropology denied tenure to assistant professor Louise Lamphere. Convinced that her dismissal was the product of sex discrimination, Lamphere filed suit against Brown. Lamphere and three other female scholars who joined her suit successfully pressed Brown into an out-of-court settlement in 1977. Significantly, the settlement required Brown not only to provide redress to the plaintiffs but also to take sweeping action in rectifying its faculty's inequitable gender ratio. While Lamphere's case marked a rare victory for academic women in the male preserve of the Ivy League, this study concerns the bearing of the lawsuit on academic freedom. It argues that academic freedom entails two interlocking principles: freedom of inquiry and departmental autonomy. Lamphere emphasised the former while Brown advocated the latter. Ultimately, the Lamphere case illustrates how academic freedom loses its efficacy when freedom of inquiry and departmental autonomy are decoupled. (Contains 97 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Isolation; Foreign Countries; Student Mobility; Nationalism; Foreign Students; Educational History; Social Capital; Social Mobility; Power Structure; Social Networks; Advantaged; Universities

Abstract:
Since Luxembourg became independent in 1839, practically the entire political, economic and intellectual elite of the country has been socialised abroad. It was only in 2003 that the Grand Duchy set up its own university; before then, young Luxembourgers had to study in foreign countries. Over the past 150 years, Luxembourg has thus experienced exceptionally lively student migration. This migration is almost unique in Europe; however, academic research has paid little attention to the consequences of the migration experience of whole student generations on Luxembourgish society. The data presented in this paper demonstrate that migration has opened up chances for participation and access to positions of social power, while at the same time the networks of students became an instrument of social exclusion. Thus, the migration experience over the past 150 years not only led to a strong degree of social-cultural cohesion within the national elite; paradoxically, international student mobility has also had deep effects on the preservation of national identity. (Contains 5 figures and 88 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Foreign Countries; War; Educational Change; Political Power; Educational History; Advantaged; Power Structure; Politics of Education; Social Class; Futures (of Society)

Abstract:
In this article, I reopen some of the seminal theoretical debates among critical scholars on the nature of educational reform, arguing that there has been a consistent tendency in the literature to dismiss or downplay the significance of "instrumentalist" analyses in favour of cultural/hegemonic and structuralist explanations. As a result, education scholars who advance the instrumentalist emphasis on elite intervention in the policy process and the importance of organised class action have often been dismissed as one-dimensional and conspiratorial. To support this argument--and, by extension, those made by instrumentalist theorists--I bring together historical evidence from Canada and the United States in three historical periods: the mid-nineteenth century, the early twentieth century and post-Second World War. In each of these historical periods, I demonstrate how the structure and purpose of educational institutions were modified largely at the behest of economic elites (closely associated with political power and the professional educational establishment) in order to shape and implement a particular model of educational reform. Central to my argument is that powerful economic actors have always recognised the political nature of schooling and that elite class consciousness is and has been well-developed with respect to educational issues. The concluding section outlines the implications of my arguments for the future of educational reform. (Contains 100 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Teaching Methods; Surgery; Foreign Countries; Medical Services; Patients; Expertise; Physicians; Injuries; Diseases; Urban Areas; Competition; Medical Education; Networks; Moral Values; Experiential Learning; Standards; Educational History

Abstract:
Due to its ascendancy as the administrative and commercial center of early modern England, London experienced sustained growth in the latter half of the sixteenth century, as waves of rural immigrants sought to enhance their material conditions by tapping into the city's bustling occupational and civic networks. The resultant crowded urban landscape fostered mounting demand for medical services, since injuries and ailments, ranging from consumption to contusions, proliferated within the city's teeming streets and markets. Due to consistently strong patient demand and the conventions of English common law, which stipulated that legal authorization to practice medicine was solely contingent upon patient consent, peddling medical services to the city's ill and infirm became an increasingly appealing--and potentially lucrative--venture. Consequently, London's largely unregulated medical marketplace--characterized by competition for patients, the mounting influence of print culture, and the emergence of small commercial networks--attracted a diverse array of practitioners, including university-educated physicians, guild-licensed surgeons, and a medley of specialist and itinerant practitioners. In the absence of effective institutional regulation, distinctions between medical practitioners and modes of treatment were often difficult to discern due to a lack of clearly defined legal demarcations. In response to such occupational fluidity, the Barber-Surgeons' Company--London's largest body of licensed medical practitioners and the city's only guilded branch of medicine before the advent of the Apothecaries' Company in 1617--endeavored to maintain exclusive control over the practice of surgery within the city. To prevent the encroachment of interlopers and foreign practitioners ineligible for guild membership, Company members devised an array of semiformal educational networks that reinforced their desire to train surgeons as proficient artisans, morally upright representatives of their occupational group, and agents of intellectual traditions ostensibly inaccessible to those excluded from the Company's ranks. Drawing inspiration from Andrew Abbott's notion of jurisdiction in the control of occupational skill and knowledge, this study argues that surgical education in early modern London was characterized by a synthesis of theoretical, experiential, and moral components that enabled members of the Barber-Surgeons' Company to bolster their expertise and erect occupational boundaries. By emulating prevailing paradigms of social disciplining--processes through which civic and guild authorities upheld order and stability within their communities by prescribing conventions of propriety and etiquette--the Company's self-conscious efforts to establish standards of occupational decorum and repress deviance not only mitigated the encroachment of interlopers, but also reinforced the nascent pre-professionalization of London's surgeons. (Contains 96 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Governance; Foreign Countries; Professional Services; Evidence; Power Structure; Educational History; Higher Education; Access to Education

Abstract:
A governance model is developed in which university governance is shared between the academic and governing bodies and is coordinated by the university executive. Viewing the university as a professional service organisation, and noting the importance of developing a flexible culture within a shifting, marketised external environment, it is argued that a degree of shared governance is necessary for the success of the modern university. Although the discussion is couched largely within the context and evolution of UK university governance over the past sixty years, it also draws on the US evidence and experience and the conclusions drawn are general. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Religious Education; Biblical Literature; Politics of Education; Educational History; Role of Religion

Abstract:
This article provides an outline historical-educational analysis of the King James Bible from its 1611 publication through to its four-hundredth anniversary commemoration in 2011. With particular focus on England, the article traces the educational impact of the King James Bible and charts, in the country of its origin, its progressive decline in religious education. It is argued that state involvement in English religious education (from 1870 onward) must be held partly responsible for this chronic and now acute waning of the Bible's wider educational influence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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