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By Subject: Educational Studies

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• October 2011

  Anthropologies of Education

  A Global Guide to Ethnographic Studies of Learning and Schooling

  Anderson-Levitt, K. M. (ed)

  Despite international congresses and international journals, anthropologies of education differ significantly around the world. Linguistic barriers constrain the flow of ideas, which results in a vast amount of research on educational anthropology that is not published in English or is difficult for international readers to find. This volume responds to the call to attend to educational research outside the United States and to break out of “metropolitan provincialism.” A guide to the anthropologies and ethnographies of learning and schooling published in German, French, Spanish, Portuguese, Italian, Slavic languages, Japanese, and English as a second language, show how scholars in Latin America, Japan, and elsewhere adapt European, American, and other approaches to create new traditions. As the contributors show, educators draw on different foundational research and different theoretical discussions. Thus, this global survey raises new questions and casts a new light on what has become a too-familiar discipline in the United States.

  Subjects: Educational Studies General Anthropology

• December 2001

  Bedouin Century

  Education and Development among the Negev Tribes in the Twentieth Century

  Abu-Rabia, A.

  The Bedouin in the Negev region have undergone a remarkable change of life style in the course of the 20th century: within a few generations they changed from being nomads to an almost sedentary and highly educated population. The author, who is a Bedouin himself and has worked in the Israeli Ministry of Education and Culture as Superintendent of the Bedouin Educational Schools in the Negev for many years, offers the first in-depth study of the development of Bedouin society, using the educational system as his focus.

  Subjects: Development Studies Educational Studies General Anthropology

• March 2011

  Children, Families, and States

  Time Policies of Childcare, Preschool, and Primary Education in Europe

  Hagemann, K., Jarausch, K. H. & Allemann-Ghionda, C. (eds)

  Due to the demand for flexible working hours and employees who are available around the clock, the time patterns of childcare and schooling have increasingly become a political issue. Comparing the development of different “time policies” of half-day and all-day provisions in a variety of Eastern and Western European countries since the end of World War II, this innovative volume brings together internationally known experts from the fields of comparative education, history, and the social and political sciences, and makes a significant contribution to this new interdisciplinary field of comparative study.

  Subjects: General History Educational Studies Gender Studies

• March 2004

  Civil Enculturation

  Nation-State, School and Ethnic Difference in The Netherlands, Britain, Germany, and France

  Schiffauer, W. , Baumann†, G., Kastoryano, R. & Vertovec, S, (eds)

  For several years now, the concepts of 'civil culture' and 'civil society' have been widely discussed in the social sciences. Theoretically innovative and empirically rich, this volume is one of few studies that offer solid and focused ethnographic research on how the tenets and assumptions of civil culture are inculcated in schools. The authors examined school curricula, texts and pedagogical practices, observed daily interaction within the schools and outside, and conducted numerous interviews and discussion groups. The experience of students from Turkish backgrounds in the four countries was given special attention, thus offering valuable insights into the changing dynamics of nation-state civil cultures in multicultural societies.

  Subject: Educational Studies

• March 2014

  Connecting Histories of Education

  Transnational and Cross-Cultural Exchanges in (Post)Colonial Education

  Bagchi, B., Fuchs, E. & Rousmaniere, K. (eds)

  The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems. 

  Subjects: Colonialism Educational Studies General Cultural Studies

• November 2016

  Creating a New Public University and Reviving Democracy

  Action Research in Higher Education

  Levin, M. & Greenwood, D. J.

  Public universities are in crisis, waning in their role as central institutions within democratic societies. Denunciations are abundant, but analyses of the causes and proposals to re-create public universities are not. Based on extensive experience with Action Research-based organizational change in universities and private sector organizations, Levin and Greenwood analyze the wreckage created by neoliberal academic administrators and policymakers. The authors argue that public universities must be democratically organized to perform their educational and societal functions. The book closes by laying out Action Research processes that can transform public universities back into institutions that promote academic freedom, integrity, and democracy.

  Subjects: General Anthropology Educational Studies Sociology

• April 2001

  Creating Our Common Future

  Educating for Unity in Diversity

  Campbell, J. (ed)

  Looking back at the last century with its devastating wars, genocides, environmental disasters, more often than not caused by humans, an urgent need for a paradigmatic shift in human relationships suggests itself. Other factors point in the same direction, such as movement towards globalization, reflected in greater fragmentation of society, of growing migration of persons across state boundaries, resulting in ethnic clashes of culture and competing claims over territories. This means that greater social cohesion is needed while at the same time a heightened awareness of difference and mutual respect has to be fostered.

  It is widely accepted that education is a crucial agency in developing a new awareness of "the self" and "the other" - education at the formal, informal and non-formal level. The essays in this collection reflect on the possibilities of a "common future" and on educational programs and projects that are aimed at transforming the vision of a more humane world into reality.

  Subjects: Educational Studies General Cultural Studies

• December 2007

  Cultural Diversity and the Empowerment of Minorities

  Perspectives from Israel and Germany

  Al-Haj, M. & Mielke, R. (eds)

  Conflicts between different racial, ethnic, national and other social groups are becoming more and more salient. One of the main sources of these internal conflicts is social and economic inequality, in particular the increasing disparities between majority and minority groups. Even societies that had been successful in dealing with external conflicts and making the transition from war to peace have realized that this does not automatically resolve internal conflicts. On the contrary, the resolution of external conflicts may even sharpen the internal ones. This volume, a joint publication of the University of Haifa and the International Center for Graduate Studies (ICGS) at the University of Hamburg, addresses questions of how to deal with internal issues of social inequality and cultural diversity and, at the same time, how to build a shared civility among their different national, ethnic, religious and social groups.

  Subjects: General Cultural Studies Educational Studies

• February 2004

  Current Policies and Practices in European Social Anthropology Education

  Dracklé, D. and Edgar, I. R. (eds)

  As Europe becomes more integrated at the economic and political level, attempts are being made to harmonize education policies as well. This volume offers an important contribution in that the authors examine, for the first time,the politics and practices of social anthropology education across Europe. They look at a wide variety of current developments, including new teaching initiatives, the use of participatory teaching materials, film and video, fieldwork studies, applied anthropology, student perspectives, the educational role of museums, distance learning and the use of new technologies.

  Subjects: Applied Anthropology Educational Studies

• May 2017

  Death of the Public University?

  Uncertain Futures for Higher Education in the Knowledge Economy

  Wright, S. & Shore, C. (eds)

  Universities have been subjected to continuous government reforms since the 1980s, to make them ‘entrepreneurial’, ‘efficient’ and aligned to the predicted needs and challenges of a global knowledge economy. Under increasing pressure to pursue ‘excellence’ and ‘innovation’, many universities are struggling to maintain their traditional mission to be inclusive, improve social mobility and equality and act as the ‘critic and conscience’ of society. Drawing on a multi-disciplinary research project, University Reform, Globalisation and Europeanisation (URGE), this collection analyses the new landscapes of public universities emerging across Europe and the Asia-Pacific, and the different ways that academics are engaging with them.

  Subjects: Educational Studies General Anthropology

• May 2018

  Dreams Made Small

  The Education of Papuan Highlanders in Indonesia

  Munro, J.

  For the last five decades, the Dani of the central highlands of West Papua, along with other Papuans, have struggled with the oppressive conditions of Indonesian rule. Formal education holds the promise of escape from stigmatization and violence. Dreams Made Small offers an in-depth, ethnographic look at journeys of education among young Dani men and women, asking us to think differently about education as a trajectory for transformation and belonging, and ultimately revealing how dreams of equality are shaped and reshaped in the face of multiple constraints.

  Subjects: General Anthropology Educational Studies General Cultural Studies

• November 2001

  Durkheim and Foucault

  Perspectives on Education and Punishment

  Cladis, M. (ed)

  Education and punishment are two crucial sites of the "disciplinary society," approached by Durkheim and Foucault from different perspectives, but also in a shared concern with what kind of society might constitute an "emancipatory" alternative. This collection of essays explores the issues that are involved and that are illuminated through a comparison and contrast of two social theorists who at first sight might seem an "unlikely couple" - Durkheim and Foucault.

  Subjects: Educational Studies Sociology

• June 2006

  The Education of Nomadic Peoples

  Current Issues, Future Perspectives

  Dyer, C.

  Educational provision for nomadic peoples is a highly complex, as well as controversial and emotive, issue. For centuries, nomadic peoples educated their children by passing on from generation to generation the socio-cultural and economic knowledge required to pursue their traditional occupations. But over the last few decades, nomadic peoples have had to contend with rapid changes to their ways of life, often as a consequence of global patterns of development that are highly unsympathetic to spatially mobile groups. The need to provide modern education for nomadic groups is evident and urgent to all those concerned with achieving Education For All; yet how they can be included is highly controversial. This volume provides a series of international case studies, prefaced by a comprehensive literature review and concluding with an end note drawing themes together, that sets out key issues in relation to educational services for nomadic groups around the world.

  Subjects: Educational Studies Development Studies General Anthropology

• February 1996

  Education for the New Europe

  Benner, D. & Lenzen, D. (eds)

  Up to now European unification has primarily been considered a matter of political and economic concern. Very little attention has been paid to education and training, although many resolutions of various treaties, especially regarding the labor market, would remain ineffectual without any synchronization of the various systems of education and training. Moreover, if popular support for political and economic integration is to be secured, the citizens of Europe, in Delors' words, must "genuinely have the feeling that they are involved in this joint adventure (Europe)," whichwill be achieved only through a better understanding of each other's history and also an awareness of common European history and common cultural traditions. This volume presents a selection of papers given at a recent meeting, attended by representatives from about thirty European countries who had come together to take stock after Maastricht and to develop new perspectives for a future European educational system.

  Subject: Educational Studies

• December 2011

  Education Policy and Equal Opportunity in Japan

  Okada, A.

  In many societies today, educational aims or goals are commonly characterized in terms of “equality,” “equal opportunity,” “equal access” or “equal rights,” the underlying assumption being that “equality” in some form is an intelligible and sensible educational ideal. Yet, there are different views and lively debates about what sort of equality should be pursued; in particular, the issue of equality of educational opportunity has served as justification for much of the postwar restructuring of educational systems around the world. The author explores different interpretations of the concept of equality of educational opportunity in Japan, especially as applied to post-World War II educational policies. By focusing on the positions taken by key actors such as the major political parties, central administrative bodies, teachers’ unions, and scholars, he describes how their concepts have developed over time and in what way they relate to the making of educational policy, especially in light of Japan’s falling birthrate and aging society.

  Subjects: Educational Studies General History Sociology

• June 2003

  Educational Histories of European Social Anthropology

  Dracklé, D., Edgar, I. R. & Schippers, T. K. (eds)

  Aimed at professional anthropologists, their students and academic policy-makers, the contributions to this volume provide an unprecedented array of insights into the current teaching and learning of social anthropology across Europe. With case-studies from eighteen different countries this volume presents a rich panorama of local histories, contexts and experiences, which are essential contributions to current debates on the role and significance of anthropology in an era of converging Higher Education policies. More practically,the volume offers teachers and students the possibility ofdeveloping international exchanges supported by a previously unobtainable knowledge of institutional historiesand differing local contexts.

  Subjects: Educational Studies Theory & Methodology in Anthropology

• October 1997

  Educational Studies in Europe

  Amsterdam and Berlin Compared

  Heyting, F., Koppen, J., Lenzen, D. and Thiel, F. (eds)

  Reflecting the growing integration of the European Union, this volume presents one of the results of an increasing cooperation between the education departments of Berlin, Amsterdam and London universities. The aim is to achieve a better understanding of the cultural and socio-political differences of the educational sciences and, more generally, the educational consequences and possibilities of both globalizing and pluralist developments in European countries. The areas covered include theoretical discussions of educational developments in contemporary society, education organization and policy, intercultural and integration pedagogics, education for young children as well as higher education.

  Subject: Educational Studies

• August 2018

  Empathy and History

  Historical Understanding in Re-enactment, Hermeneutics and Education

  Retz, T.

  Since empathy first emerged as an object of inquiry within British history education in the early 1970s, teachers, scholars and policymakers have debated the concept’s role in the teaching and learning of history. Yet over the years this discussion has been confined to specialized education outlets, while empathy’s broader significance for history and philosophy has too often gone unnoticed. Empathy and History is the first comprehensive account of empathy’s place in the practice, teaching, and philosophy of history. Beginning with the concept’s roots in nineteenth-century German historicism, the book follows its historical development, transformation, and deployment while revealing its relevance for practitioners today.

  Subjects: General History Educational Studies

• May 2018

  The Experience of Neoliberal Education

  Urciuoli, B. (ed)

  The college experience is increasingly positioned to demonstrate its value as a worthwhile return on investment. Specific, definable activities, such as research experience, first-year experience, and experiential learning, are marketed as delivering precise skill sets in the form of an individual educational package.

  Through ethnography-based analysis, the contributors to this volume explore how these commodified "experiences" have turned students into consumers and given them the illusion that they are in control of their investment. They further reveal how the pressure to plan every move with a constant eye on a demonstrable return has supplanted traditional approaches to classroom education and profoundly altered the student experience.

  Subjects: Educational Studies General Anthropology

• July 2015

  Figuration Work

  Student Participation, Democracy and University Reform in a Global Knowledge Economy

  Nielsen, G. B.

  What role should students take in shaping their education, their university, and the wider society? These questions have assumed new importance in recent years as universities are reformed to become more competitive in the “global knowledge economy.” With Denmark as the prism, this book shows how negotiations over student participation — influenced by demands for efficiency, flexibility, and student-centered education — reflect broader concerns about democracy and citizen participation in increasingly neoliberalised states. Combining anthropological and historical research, Gritt B. Nielsen develops a novel approach to the study of policy processes and opens a timely discussion about the kinds of future citizens who will emerge from current reforms.

  Subjects: Educational Studies General Anthropology

• October 2017

  Global Exchanges

  Scholarships and Transnational Circulations in the Modern World

  Tournès, L. & Scott-Smith, G. (eds)

  Exchanges between different cultures and institutions of learning have taken place for centuries, but it was only in the twentieth century that such efforts evolved into formal programs that received focused attention from nation-states, empires and international organizations. Global Exchanges provides a wide-ranging overview of this underresearched topic, examining the scope,  scale and evolution of organized exchanges around the globe through the twentieth century. In doing so it dramatically reveals the true extent of organized exchange and its essential contribution for knowledge transfer, cultural interchange, and the formation of global networks so often taken for granted today.

  Subjects: General Mobility Studies 20th Century History Educational Studies

• October 2017

  Growing Up in Transit

  The Politics of Belonging at an International School

  Tanu, D.

  In this compelling study of the children of serial migrants, Danau Tanu argues that the international schools they attend promote an ideology of being “international” that is Eurocentric. Despite the cosmopolitan rhetoric, hierarchies of race, culture and class shape popularity, friendships and romance on campus. By going back to high school for a year, Tanu befriended transnational youth, often called “Third Culture Kids”, to present their struggles with identity, belonging and internalized racism in their own words. The result is the first engaging, anthropological critique of the way Western-style cosmopolitanism is institutionalized as cultural capital to reproduce global socio-cultural inequalities.

  Subjects: General Mobility Studies General Anthropology Educational Studies

• January 2014

  Hindi Is Our Ground, English Is Our Sky

  Education, Language, and Social Class in Contemporary India

  LaDousa, C.

  A sea change has occurred in the Indian economy in the last three decades, spurring the desire to learn English. Most scholars and media venues have focused on English exclusively for its ties to processes of globalization and the rise of new employment opportunities.  The pursuit of class mobility, however, involves Hindi as much as English in the vast Hindi-Belt of northern India.  Schools are institutions on which class mobility depends, and they are divided by Hindi and English in the rubric of “medium,” the primary language of pedagogy. This book demonstrates that the school division allows for different visions of what it means to belong to the nation and what is central and peripheral in the nation. It also shows how the language-medium division reverberates unevenly and unequally through the nation, and that schools illustrate the tensions brought on by economic liberalization and middle-class status.

  Subjects: Educational Studies General Anthropology

• August 2006

  The Kinning of Foreigners

  Transnational Adoption in a Global Perspective

  Howell, S.

  Since the late nineteen sixties, transnational adoption has emerged as a global phenomenon. Due to a sharp decline in infants being made available for adoption locally, involuntarily childless couples in Western Europe and North America who wish to create a family, have to look to look to countries in the poor South and Eastern Europe. The purpose of this book is to locate transnational adoption within a broad context of contemporary Western life, especially values concerning family, children and meaningful relatedness, and to explore the many ambiguities and paradoxes that the practice entails. Based on empirical research from Norway, the author identifies three main themes for analysis: Firstly, by focusing on the perceived relationship between biology and sociality, she examines how notions of child, childhood and significant relatedness vary across time and space. She argues that through a process of kinning, persons are made into kin. In the case of adoption, kinning overcomes a dominant cultural emphasis placed upon biological connectedness. Secondly, it is a study of the rise of expert knowledge in the understanding of ‘the best interest of the child’, and how the part played by the ‘psycho.technocrats’ effects national and international policy and practice of transnational adoption. Thirdly, it shows how transnational adoption both depends upon and helps to foster the globalisation of Western rationality and morality. The book is an original contribution to the anthropological study of kinship and globalisation.

  Subjects: General Anthropology Educational Studies

• July 2009

  Learning Democracy

  Education Reform in West Germany, 1945-1965

  Puaca, B. M.

  Scholarship on the history of West Germany’s educational system has traditionally portrayed the postwar period of Allied occupation as a failure and the following decades as a time of pedagogical stagnation. Two decades after World War II, however, the Federal Republic had become a stable democracy, a member of NATO, and a close ally of the West. Had the schools really failed to contribute to this remarkable transformation of German society and political culture?

  This study persuasively argues that long before the protest movements of the late 1960s, the West German educational system was undergoing meaningful reform from within. Although politicians and intellectual elites paid little attention to education after 1945, administrators, teachers, and pupils initiated significant changes in schools at the local level. The work of these actors resulted in an array of democratic reforms that signaled a departure from the authoritarian and nationalistic legacies of the past. The establishment of exchange programs between the United States and West Germany, the formation of student government organizations and student newspapers, the publication of revised history and civics textbooks, the expansion of teacher training programs, and the creation of a Social Studies curriculum all contributed to the advent of a new German educational system following World War II. The subtle, incremental reforms inaugurated during the first two postwar decades prepared a new generation of young Germans for their responsibilities as citizens of a democratic state.

  Subjects: Educational Studies Postwar History

• March 2015

  Learning Under Neoliberalism

  Ethnographies of Governance in Higher Education

  Hyatt, S. B., Shear, B. W., & Wright, S. (eds)

  As part of the neoliberal trends toward public-private partnerships, universities all over the world have forged more intimate relationships with corporate interests and more closely resemble for-profit corporations in both structure and practice.  These transformations, accompanied by new forms of governance, produce new subject-positions among faculty and students and enable new approaches to teaching, curricula, research, and everyday practices. The contributors to this volume use ethnographic methods to investigate the multi-faceted impacts of neoliberal restructuring, while reporting on their own pedagogical responses, at universities in the United States, Europe, and New Zealand.

  Subjects: Educational Studies General Anthropology

• July 2009

  Meaningful Inconsistencies

  Bicultural Nationhood, the Free Market, and Schooling in Aotearoa/New Zealand

  Doerr, N. M.

  School differentiates students-and provides differential access to various human and material resources-along a range of axes: from elected subjects and academic "achievement" to ethnicity, age, gender, or the language they speak. These categorizations, affected throughout the world by neoliberal reforms that prioritize market forces in transforming educational institutions, are especially stark in societies that recognize their bi- or multicultural makeup through bilingual education. A small town in Aotearoa/New Zealand, with its contemporary shift toward official biculturalism and extensive free-marketization of schooling, is a prime example. Set in the microcosm of a secondary school with a bilingual program, this important volume closely examines not only the implications of categorizing individuals in ethnic terms in their everyday life but also the shapes and meaning of education within the discourse of academic achievement. It is an essential resource for those interested in bilingual education and its effects on the formations of subjectivities, ethnic relations, and nationhood.

  Subjects: Educational Studies General Anthropology

• April 2005

  The Nation, Europe, and the World

  Textbooks and Curricula in Transition

  Schissler, H. & Soysal, Y.N. (eds)

  Textbooks in history, geography and the social sciences provide important insights into the ways in which nation-states project themselves. Based on case studies of France, Germany, the Netherlands, Spain, Greece, Turkey Bulgaria, Russia, and the United States, this volume shows the role that concepts of space and time play in the narration of ‘our country’ and the wider world in which it is located. It explores ways in which in western European countries the nation is reinterpreted through European lenses to replace national approaches in the writing of history. On the other hand, in an effort to overcome Eurocentric views,’world history’ has gained prominence in the United States. Yet again, East European countries, coming recently out of a transnational political union, have their own issues with the concept of nation to contend with. These recent developments in the field of textbooks and curricula open up new and fascinating perspectives on the changing patterns of the re-positioning process of nation-states in West as well as Eastern Europe and the United States in an age of growing importance of transnational organizations and globalization.

  Subjects: Educational Studies 20th Century History

• September 2012

  Playing with Languages

  Children and Change in a Caribbean Village

  Paugh, A. L.

  Over several generations villagers of Dominica have been shifting from Patwa, an Afro-French creole, to English, the official language. Despite government efforts at Patwa revitalization and cultural heritage tourism, rural caregivers and teachers prohibit children from speaking Patwa in their presence. Drawing on detailed ethnographic fieldwork and analysis of video-recorded social interaction in naturalistic home, school, village and urban settings, the study explores this paradox and examines the role of children and their social worlds. It offers much-needed insights into the study of language socialization, language shift and Caribbean children’s agency and social lives, contributing to the burgeoning interdisciplinary study of children’s cultures. Further, it demonstrates the critical role played by children in the transmission and transformation of linguistic practices, which ultimately may determine the fate of a language.

  Subjects: General Anthropology Educational Studies

• July 2002

  The Politics of Education

  Teachers and School Reform in Weimar Germany

  Lamberti, M.

  Although the early history of progressive education is often associated with John Dewey in America, the author argues convincingly that the pedagogues in the elementary schools in the big cities of Imperial Germany were in the avant garde of this movement on the European Continent. Far more than a history of ideas, this study provides the first comprehensive analysis of the culture wars over the schools in Germany in the 1920s. Going up to the Nazi seizure of power, the author's narrative sheds new light on the courageous defense of the republican state by the progressive educators in the 1930s and the relationship between the traditionalists' opposition to school reform and the attraction of certain sections of the teaching profession to the Nazi movement.

  Subjects: Educational Studies 20th Century History

• June 2012

  The Politics of Education Reform in the Middle East

  Self and Other in Textbooks and Curricula

  Alayan, S., Rohde, A., & Dhouib, S. (eds)

  Education systems and textbooks in selected countries of the Middle East are increasingly the subject of debate. This volume presents and analyzes the major trends as well as the scope and the limits of education reform initiatives undertaken in recent years. In curricula and teaching materials, representations of the “Self” and the “Other” offer insights into the contemporary dynamics of identity politics. By building on a network of scholars working in various countries in the Middle East itself, this book aims to contribute to the evolution of a field of comparative education studies in this region.

  Subjects: Educational Studies Sociology

• November 2000

  Preserving Order Amid Chaos

  The Survival of Schools in Uganda, 1971-1986

  Paige, J.

  To say that education in Africa is under stress is all to obvious. News reports from that continent seem to describe only war and violence, poverty and malnutrition, corruption and mismanagement, or natural disasters that destroy or threaten already frail infrastructures - most news from Africa is bad news. When an education system survives in a country like Uganda, long subjected to the whims of despotic leadership, it warrants an investigation. This book tells the story of four senior secondary schools during a time of war and intractable social conflict, examining a complex topic through multiple perspectives such as documentary history, oral history, ethnography, and organization theory. The author develops a broad picture of the Amin/Obote years and the accompanying political and social chaos in Uganda, while at the same time filling in the crucial details essential for developing an understanding of school survival in the Kaborole District.

  The author's intensive field work gives this study a unique dimension: by preserving a record of African voices - students, teachers, parents, alumni, board members, community leaders - a rich tableau of theh local conditions for school survival emerges. At the same time the discussion is situated within the larger Ugandan historical and political context, thus offering an excellent example of the application of multiple research perspectives to a complex social, cultural and political setting.

  Subjects: Educational Studies 20th Century History

• February 2019

  Public Engagement and Education

  Developing and Fostering Stewardship for an Archaeological Future

  Erdman, K. M. (ed)

  The world’s collective archaeological heritage is threatened by war, development, poverty, climate change, and ignorance. To protect our collective past, archaeologists must involve the general public through interpersonal experiences that develop an interest in the field at a young age and foster that interest throughout a person’s life. Contributors to this volume share effective approaches for engaging and educating learners of all ages about archaeology and how one can encourage them to become stewards of the past. They offer applied examples that are not bound to specific geographies or cultures, but rather, are approaches that can be implemented almost anywhere.

  Subjects: Archaeology Educational Studies

• September 2010

  Raising Citizens in the 'Century of the Child'

  The United States and German Central Europe in Comparative Perspective

  Schumann, D. (ed)

  The 20th century, declared at its start to be the “Century of the Child” by Swedish author Ellen Key, saw an unprecedented expansion of state activity in and expert knowledge on child-rearing on both sides of the Atlantic. Children were seen as a crucial national resource whose care could not be left to families alone. However, the exact scope and degree of state intervention and expert influence as well as the rights and roles of mothers and fathers remained subjects of heated debates throughout the century. While there is a growing scholarly interest in the history of childhood, research in the field remains focused on national narratives. This volume compares the impact of state intervention and expert influence on theories and practices of raising children in the U.S. and German Central Europe. In particular, the contributors focus on institutions such as kindergartens and schools where the private and the public spheres intersected, on notions of “race” and “ethnicity,” “normality” and “deviance,” and on the impact of wars and changes in political regimes.

  Subjects: 20th Century History Educational Studies

• December 1998

  Reconstructing Education

  East German Schools after Unification

  Pritchard, R. M. O.

  After the unification of Germany had first been greeted with euphoria on both sides of the Wall, it did not take long for disillusion to set in when it became obvious that structures, mentality, values and outlook were very different in the Old and New Bundesländer. Moreover, whereas during the initial phase the East Germans were hoping just for a reform of their existing systems, they were soon disappointed and had to accept the fact that a fusion was out of the question; instead, East German structures were expected to assimilate to those of West Germany which led to the accusation of the latter's "colonization" of East Germany.

  The restructuring of the education system played a crucial role in the transformation of East Germany; consequently, enormous sums were pumped into East German schools and the training of teachers. This is the first study in any language that closely examines the process re-education and addresses such vital questions as whether the reforms were educationally sound, to what degree they meshed with local circumstances, what measures were taken to fill the vacuum in moral and social values that was left by the discrediting of Marxism-Leninism, and what happened to the notion of "equality", the key principle of a socialist society. Contrasting the old and the new regime in the East, the author addresses these and many more critical issues. Numerous case studies and substantial interview material richly illustrate the author's arguments.

  Subjects: Educational Studies Postwar History

• November 2003

  Remembering and Forgetting Nazism

  Education, National Identity, and the Victim Myth in Postwar Austria

  Utgaard, P.

  The Myth of Austrian victimization at the hands of both Nazi Germany and the Allies became the unifying theme of Austrian official memory and a key component of national identity as a new Austria emerged from the ruins. In the 1980s, Austria's myth of victimization came under intense scrutiny in the wake of the Waldheim scandal that marked the beginning of its erosion. The fiftieth anniversary of the Anschluß in 1988 accelerated this process and resulted in a collective shift away from the victim myth. Important themes examined include the rebirth of Austria, the Anschluß, the war and the Holocaust, the Austrian resistance, and the Allied occupation. The fragmentation of Austrian official memory since the late 1980s coincided with the dismantling of the Conservative and Social Democratic coalition, which had defined Austrian politics in the postwar period. Through the eyes of the Austrian school system, this book examines how postwar Austria came to terms with the Second World War.

  Subjects: Educational Studies Postwar History

• February 2010

  Rhodes Scholars, Oxford, and the Creation of an American Elite

  Schaeper, T. & Schaeper, K.

  Each year thirty-two seniors at American universities are awarded Rhodes Scholarships, which entitle them to spend two or three years studying at the University of Oxford. The program, founded by the British colonialist and entrepreneur Cecil Rhodes and established in 1903, has become the world's most famous academic scholarship and has brought thousands of young Americans to study in England. Many of these later became national leaders in government, law, education, literature, and other fields. Among them were the politicians J. William Fulbright, Bill Bradley, and Bill Clinton; the public policy analysts Robert Reich and George Stephanopoulos; the writer Robert Penn Warren; the entertainer Kris Kristofferson; and the Supreme Court Justices Byron White and David Souter.

  Based on extensive research in published and unpublished documents and on hundreds of interviews, this book traces the history of the program and the stories of many individuals. In addition it addresses a host of questions such as: how important was the Oxford experience for the individual scholars? To what extent has the program created an old-boy (-girl since 1976) network that propels its members to success? How many Rhodes Scholars have cracked under the strain and failed to live up to expectations? How have the Americans coped with life in Oxford and what have they thought of Britain in general? Beyond the history of the program and the individuals involved, this book also offers a valuable examination of the American-British cultural encounter.

  Subjects: Educational Studies 20th Century History General Cultural Studies

• August 1995

  Roads to the Palace

  Jewish Texts and Teaching

  Rosenak, M.

  Is Jewish education simply an ancient and archaic type of socialization into "customs and ceremonies" or a sophisticated practice, based on rich cultural conceptions of the educated individual, the decent society and the relationship of knowledge and virtue? This author, rather than offering a dry analysis, takes the reader on a leisurely yet careful excursion into the world of Jewish tradition in order to discover models of the educated human being within it. In the process, the reader discovers dialogues between Western philosophy and Talmudic Midrash and is offered a fresh view of culture, faith and identity.

  Subjects: Jewish Studies Educational Studies

• December 2016

  Sensitive Pasts

  Questioning Heritage in Education

  Boxtel, C. van, Grever, M., & Klein, S. (eds)

  Heritage, as an area of research and learning, often deals with difficult historical questions, due to the strong emotions and political commitments that are often at stake. In this, it poses particular challenges for teachers, museum educators and the publics they serve. Guided by a shared focus on these “sensitive pasts,” the contributors to this volume draw on new theoretical and empirical research to provide valuable insights into heritage pedagogy. Together they demonstrate the potential of heritage as a historical-educational domain that transcends myopic patriotism, parochialism and simplistic relativism, helping to enhance critical and sophisticated historical thinking.

  Subjects: General History Educational Studies

• January 2005

  Social Limits to Learning

  Essays on the Archeology of Domination, Resistance, and Experience

  Mergner, G.

  At the heart of the historical and social sciences lies the remarkable gray area of learning processes. "Learning" is usually perceived as individual childhood development at home and at school and has been written about extensively. However, little is known about learning processes outside primary and secondary socialization although insight into these learning processes appears indispensable for an understanding of social changes or the lack thereof. On the basis of historical and current case studies, philosophical reflections, and critical commentaries, Mergner (1940–1999) opened up this important area through his "theory of social limits to learning," designed to explain not only why people accept or reject structures of domination but also why people trying to emancipate themselves nonetheless form and accept new structures of domination. This anthology presents Mergner's seminal work to the non-German speaking world for the first time in order to give it the wider recognition it so clearly deserves.

  Subjects: Educational Studies General Cultural Studies Sociology

• January 2001

  Toward a Social History of Knowledge

  Collected Essays

  Ringer†, F.

  One of the foremost historians of intellectual life and education in Germany, Fritz Ringer has brought together in this volume several of his articles, most of which are not easily available are published here in English for the first time. They focus on a whole range of contemporary and historical debates about the relationship between ideas and their context, the role of education and middle-class consciousness, the social role of academics and intellectuals, and competing ideals of learning, science, and history.

  Subjects: Educational Studies General History

• March 2013

  The Transatlantic World of Higher Education

  Americans at German Universities, 1776-1914

  Werner, A.

  Between the 1760s and 1914, thousands of young Americans crossed the Atlantic to enroll in German-speaking universities, but what was it like to be an American in, for instance, Halle, Heidelberg, Göttingen, or Leipzig? In this book, the author combines a statistical approach with a biographical approach in order to reconstruct the history of these educational pilgrimages and to illustrate the interconnectedness of student migration with educational reforms on both sides of the Atlantic. This detailed account of academic networking in European educational centers highlights the importance of travel for academic and cultural transformations in nineteenth-century America.

  Subjects: Educational Studies 18th/19th Century History

• December 2018

  Transforming Study Abroad

  A Handbook

  Doerr, N. M.

  Written for study abroad practitioners, this book introduces theoretical understandings of key study abroad terms including “the global/national,” “culture,” “native speaker,” “immersion,” and “host society.” Building theories on these notions with perspectives from cultural anthropology, political science, educational studies, linguistics, and narrative studies, it suggests ways to incorporate them in study abroad practices. Through attention to daily activities via the concept of immersion, it reframes study abroad not as an encounter with cultural others but as an occasion to analyze constructions of “differences” in daily life, backgrounded by structural arrangements.

  Subjects: General Anthropology Educational Studies General Mobility Studies

• January 1995

  Universities in the Twenty-first Century

  Muller, S. (ed)

  On the eve of the twenty-first century, the United States and Germany face common but also separate challenges that will be met in part by significant activity at the university level. This volume offers views and expert opinions from leading American and German educators and university administrators on the future role of this vital educational and cultural institution in both societies.

  Subject: Educational Studies

• November 2000

  Universities Remembering Europe

  Nations, Culture and Higher Education

  Crawley, F., Smeyers, P. & Standish, P. (eds)

  Higher education plays a vital role in the sharing of the identity and culture of Europe and therefore receives considerable attention from scholars and policy makers. This volume is different in that it brings a philosophical perspective to the debate on higher education in Europe. As a work of applied philosophy, it reflects on changes in European identity with the development of the European Union after the fall of the Berlin Wall and considers the reciprocal relationship between these changes and higher education. By uncovering the unavoidable philosophical problems embedded in policies, the book sets out both to provide a clearer understanding of the current situation of higher education in Europe and to contribute to its development. It attempts to redefine the democratic basis of higher education in the light of social and political change in the evolving European society.

  Subject: Educational Studies

• October 2007

  Ways of Knowing

  New Approaches in the Anthropology of Knowledge and Learning

  Harris, M. (ed)

  That there are multiple ways of knowing the world has become a truism. What meaning is left in the sheer familiarity of the phrase? The essays here consider how humans come to know themselves and their worlds. Should anthropologists should seek complexity or simplicity in their analyses of other societies? By going beyond the notion that a way of knowing is a perspective on the world, this book explores paths to understanding, as people travel along them, craft their knowledge and shape experience. The topics examined here range from illness to ignorance, teaching undergraduates in Scotland to learning a Brazilian martial arts dance, Hegels concept of the dialectic to the poetry of a Swahili philosopher. A central concern is how anthropologists can know and write about the silent, theconcealed and theembodied.

  Subjects: Theory & Methodology in Anthropology Educational Studies

• February 2001

  Women, Power, and the Academy

  From Rhetoric to Reality

  Kearney, M.-L. (ed)

  Many nations affirm the principle of gender equality. As women continue to advance in most walks of life, the impression that equality has been reached and that gender issues no longer pose real problems has naturally gained ground. Yet, many cultural, economic, and social barriers remain. Although as many women as men possess the skills necessary to shape social and economic development, women are still prevented from fully participating in decision-making processes. The papers collected in this volume focus on universities as one of the key institutions providing women with the education and leadership skills necessary for their advancement. Equally important is the role universities play in the shaping of a society's cultural fabric and, consequently, of attitudes towards women and their place in society. Both aspects are examined in this volume on the basis of a number of case studies carried out in western and non-western societies.

  Subjects: Gender Studies Educational Studies