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Of Education (of + education)

Distribution by Scientific Domains
Humanities and Social Sciences42%
Education42%

Kinds of Of Education

  • history of education
    		•

    Selected Abstracts

    Sanctification in Milton's Academy: Reassessing the Purposes in Of Education and the Pedagogy of Paradise Lost

    MILTON QUARTERLY, Issue 1 2009
    Stephen J. Schuler
    First page of article [source]

    Asian Americans in the History of Education: An Historiographical Essay

    HISTORY OF EDUCATION QUARTERLY, Issue 1 2001
    Eileen H. Tamura
    First page of article [source]

    "Destiny Has Thrown the Negro and the Filipino Under the Tutelage of America": Race and Curriculum in the Age of Empire

    CURRICULUM INQUIRY, Issue 4 2009
    ROLAND SINTOS COLOMA
    ABSTRACT The article brings together the fields of curriculum studies, history of education, and ethnic studies to chart a transnational history of race, empire, and curriculum. Drawing from a larger study on the history of education in the Philippines under U.S. rule in the early 1900s, it argues that race played a pivotal role in the discursive construction of Filipino/as and that the schooling for African Americans in the U.S. South served as the prevailing template for colonial pedagogy in the archipelago. It employs Michel Foucault's concept of archaeology to trace the racial grammar in popular and official representations, especially in the depiction of colonized Filipino/as as racially Black, and to illustrate its material effects on educational policy and curriculum. The tension between academic and manual-industrial instruction became a site of convergence for Filipino/as and African Americans, with decided implications for the lived trajectories in stratified racialized and colonized communities. [source]

    A Life Jacket or an Art of Living: Inequality in Social Competence Education

    CURRICULUM INQUIRY, Issue 2 2003
    Geert T. M. Ten Dam
    After a period in which the emphasis in education was on "the basics," increasing attention has been paid at the turn of the century to the "moral task of education" in the Netherlands. Schools are not only expected to prepare students for further education and/or the labour market but also for participating in society in the broadest sense, for example, in politics, care, and culture. In this article we will focus on one aspect of students' development as a task of the school, namely, the furthering of students' social competence. Six case studies were conducted in which projects aimed at social competence were analysed in general secondary education and prevocational education. The results show that in the general secondary education projects the emphasis was on the meaning of changes in society for students and the contribution they can make to such changes (social competence in education as an "art of living"). The prevocational education projects focused on improving the chances of students at school and in society by developing aspects of social competence that they have not acquired at home or earlier in their school careers, such as self-confidence and social and communicative skills (social competence as a "life jacket"). We interpret these different focuses in terms of the production and reproduction of social inequality and discuss how such reproduction processes can be countered in the context of educating for social competence. [source]

    Torsions Within the Same Anxiety?

    EDUCATIONAL PHILOSOPHY AND THEORY, Issue 4 2008
    Entification, apophasis, history
    Abstract In Anglophone educational research in the United States, the name Foucault has been more pointedly celebrated in some subfields such as curriculum studies relative to its more noticeable censorship in subfields such as history of education. This paper illustrates how such differential epistemological politics might be accounted for through reapproaching the challenges to historiography that Histoire de la Folie (Madness and Civilization) raised. Through the formalist lens of performative apophasis, and with attention to the dependencies of discourse that characterize narrative prosthesis, this paper re-engages the least referenced of Foucault's major histories in the educational field to bring into noticeability other ,conditions of possibility',ones that explicate how an apophatic turn might account for divergent reactions to less familiar philosophies of history and/or to ,alternative' approaches to documents through which history is now being narrated and critiqued in education and beyond. [source]

    Education for All: Reassessing the Historiography of Education in Colonial India

    HISTORY COMPASS (ELECTRONIC), Issue 2 2009
    Catriona Ellis
    This essay won the 2007 History Compass Graduate Essay Prize, Asia Section. Despite the extensive literature on the history of education in colonial India, historians have confined their arguments to very narrow themes linked to colonial epistemological dominance and education as a means of control, resistance and dialogue. These tend to mirror the debates of the colonial period, particularly regarding the Anglicist-Orientalist controversy. This article argues that such an approach is both gendered and hierarchical, and seeks to fundamentally redress the balance. It looks firstly at formal school education , colonial and indigenous , in both philosophical and technological terms. It then turns to education as experienced by the majority of Indian children outwith the classroom, either formally or within the domestic sphere. The article then looks at the neglected recipients of education, and seeks to re-establish children as agents within these adult-driven agendas. By considering educational discourse and practice, and the emerging historiography of Indian childhood and children, we can begin to establish a more rounded and inclusive picture of what education really meant. [source]

    Paved with good intentions: the Hampstead and Clapton schools, 1873,1878

    BRITISH JOURNAL OF LEARNING DISABILITIES, Issue 2 2000
    David S. Stewart
    Summary In terms of the history of education, most people think that 1870 saw the beginning of universal elementary education in the UK, yet few consider what provision was made for those with learning disabilities. The present paper seeks to throw light on the provision made by one authority in London, the Metropolitan Asylums Board. Prior to the establishment of the schools at Darenth in 1878, later known as Darenth Park, the Board established a school in Hampstead, and later, at Clapton for pauper children with learning disabilities. Equipped with classrooms and teachers, these were the first such schools to be funded by rates, as opposed to charitable giving. The present study will reveal that there was, in fact, a strong link with the School Board for London and that certain individuals, frustrated by constraints put on them by one authority, used their considerable skills to make provision through other routes. It was not until the 1970 Education Act that all children became entitled to education in the UK, but the example of the Hampstead and Clapton Schools reveal that attempts were being made 100 years earlier to provide rate-funded education for children with learning disabilities. It might be regarded as a tragedy that philosophies in the intervening years did not reflect the optimism which policy makers in London held in the 1870s [source]