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Women and the Politics of Education in Third Republic France
In Third Republic France (1870-1940), the directrice of a normal school (école normale) for training women teachers was the most important woman representative of public primary education in each department. Her role was central to the republican educational project designed to bolster the establishment of a stable democracy after the Franco-Prussian War. The laicization of public education figured prominently in republican efforts to combat the old alliance of "throne and altar" favoring monarchy and religious instruction in public schools. Although laymen taught most boys in public schools by 1870, many nuns staffed separate girls' public schools. Thus an 1879 law mandated new departmenta...
History through Narratives of Education in Africa
Who were the actors involved in colonial and post-independence education in Africa? This book on the history of education in Africa gives a special attention to narratives of marginalized voices. With this original approach and cases from ten countries involving four colonial powers it constitutes a dynamic and rich contribution to the field. The authors have searched for narratives of education 'from below' through oral interviews, autobiographies, films and undiscovered archival sources. Throughout the book, educational settings are approached as social spaces where both contact and separtation between colonisers and colonised are constructed through social interaction, negotiations, and struggles. Contributors include Antónia Barreto, Lars Folke Berge, Clara Carvalho, Charlotte Courreye, Pierre-Éric Fageol, Frédéric Garan, Esther Ginestet, Pedro Goulart, Pierre Guidi, Lydia Hadj-Ahmed, Kalpana Hiralal, Mamaye Idriss, Mihary Jaofeno, Raoul Kahuma, Rehana Thembeka Odendaal, Roland Rakotovao, Maria da Luz Ramos, Ellen Vea Rosnes, Caterina Scalvedi, Eva Van de Velde, Pieter Verstraete.
Enfant, enfance et scandale à l'époque moderne
In the 17th Century, some scandals made childhood a category, and their literary narratives allow us to see the evolution of norms, tolerance limits and emotions.
Enfant en souffrance... élève difficile ?
« La rencontre des mal-aimés ». Par ces premiers mots de la préface, Yves Reuter introduit le lecteur à une rencontre à laquelle est souvent confronté l'enseignant sans le vouloir. Que peut-il faire pour cet élève en qui il sent un enfant en souffrance parce que mal-aimé ?
A Cultural History of Education in the Renaissance
A Cultural History of Education in the Renaissance presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. Education was the fuel for the communication and knowledge society of the Renaissance. This period saw increasing investments in educational institutions to meet the growing demand for literacy in the context of a religiously divided Europe with growing cities and emerging central governments. An essential resource for researchers, scholars, and students in history, literature, culture, and education.
Le Centre de Ressources en Langues : vers la modélisation du dispositif d'apprentissage
Les Centres de Ressources en Langues font partie intégrante du paysage universitaire, sans que leurs objectifs ou modalités de fonctionnement n'aient fait l'objet d'un cahier des charges précis dans le cadre d'une politique des langues construite, avec de grandes variantes selon les contextes universitaires.
Numérisation et médiation du patrimoine pour l’éducation
La médiation culturelle a pour objectif de conjuguer apport cognitif et dimension sensible, de faire aimer et apprécier tout autant que de faire connaître et comprendre les éléments de notre passé ou de notre environnement culturel. Numérisation et médiation du patrimoine pour l’éducation se focalise plus particulièrement sur des pratiques de médiation dans le champ du patrimoine et de la place qu’il occupe à l’école ou dans des aires d’apprentissages en France et au Canada. L’ouvrage met en lumière les formes contemporaines de médiation et de médiatisation des savoirs à partir de terrains d’études et de communautés d’acteurs professionnels, en examinant les modes d’entrée dans le patrimoine et les pratiques d’appropriation des jeunes publics. De l’analyse des politiques publiques en éducation artistique et culturelle aux pratiques des bibliothécaires en passant par les principes de numérisation d’oeuvres patrimoniales, l’accent est mis sur le rôle et la place des dispositifs de médiation dans l’accès et le partage du patrimoine.
Researching History Education
Any attempt to improve history education depends on a sound knowledge of its current state as well as of possible alternatives. Aiming to broaden nationally limited educational discourse, this book brings together twelve perspectives on history education research from across Europe and America. With a focus on empirical research, each chapter outlines national as well as disciplinary traditions, discusses findings and methodology and generates perspectives for future research, thus allowing insight into remarkably rich and diverse academic traditions. Since the publication of the first edition of this book, empirical research on historical thinking and learning has intensified and diversified. Therefore, each chapter was revised and extensively updated for this second edition. In order to adequately reflect the ever-growing field of research, several authors chose to bring on a coauthor for the updated version of their paper. Additionally, a new introduction provides a comparative perspective on the chapters contained in this volume.
Institutional Ethnography
Outlines a method of inquiry that uses everyday experience as a lens to examine social relations and social organization. This book is suitable for classes in sociology, ethnography, and women's studies.
