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A Taste for Purity
In nineteenth-century Europe and North America, an organized vegetarian movement began warning of the health risks and ethical problems of meat eating. Presenting a vegetarian diet as a cure for the social ills brought on by industrialization and urbanization, this movement idealized South Asia as a model. In colonial India, where diets were far more varied than Western admirers realized, new motives for avoiding meat also took hold. Hindu nationalists claimed that vegetarianism would cleanse the body for anticolonial resistance, and an increasingly militant cow protection movement mobilized against meat eaters, particularly Muslims. Unearthing the connections among these developments and ma...
The Sisters of Our Lady of the Missions
This book traces the journey taken by the Canadian Province of Our Lady of the Missions (RNDM) from their establishment in Manitoba in 1898 until 2008, when the congregation as a whole redefined its mission and vision. Using archival research conducted in Winnipeg, Manitoba as well as in England and Italy, and incorporating oral interviews with RNDM sisters, this book explores the historical work of sisters in schools and the part they played in the educational state in formation. The details of the congregation's activity in schools show how the sisters' educational work was related to the social characteristics of the communities (e.g., those of French Canadian settlers, British immigrants...
Difference and Sameness in Schools
Presenting European Anthropology of Education through eleven studies of European schools, this volume explores the constructing and handling of difference and sameness in the central institutions of schools. Based on ethnographic studies of schools in Greece, England, Norway, Italy, Switzerland, the Czech Republic, Spain, Austria, Russia, Germany, the Netherlands and Denmark, it illustrates how anthropological studies of schools provide a window to larger society. It thus offers insights into cultural lessons taught to children through policies, institutional structures and everyday interactions, as well as into schools’ entanglement in state projects, cultural processes, societal histories and conflicts, and hence into contemporary Europe.
Erster Weltkrieg, Schule und Volksbildung in der Deutschschweiz
Das Beziehungsgeflecht von Schule, Volksbildung und Erstem Weltkrieg ist nicht nur durch Kriegspadagogik, sondern gerade in der Deutschschweiz durch umfangreiche Padagogisierungsschube ausserhalb der Schulen gekennzeichnet. MIt weiter Optik untersucht dieser Band vielfaltige volkserzieherische Akteure aus den Bereichen Schule, Militar und Frauenbewegung, wobei auch Rechtsintellektuelle und Sozialisten in den Blick geraten. FAcettenreich wird gezeigt, wie sie an eidgenossische Mythen und Geschlechtertypologien anknupfen, neue Lehrmittel initiieren, uber Nationalerziehung debattieren sowie Krieg und Revolution als Erzieher betrachten.
International Handbook of Curriculum Research
Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.
The Transnational in the History of Education
This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.
Transformationen von Schule, Unterricht und Profession
Im vorliegenden Band setzen sich erziehungswissenschaftlich und (bildungs-)historisch arbeitende Forscherinnen und Forscher mit Perspektiven und Erträgen praxistheoretischer Forschung im Fragenkreis der Transformation von Schule, Unterricht und Profession auseinander. In den Beiträgen wird eruiert, welche Problem- und Fragestellungen aus praxistheoretischer Sicht gewinnbringend bearbeitet werden können und wo die Grenzen liegen. Der InhaltPraxeologie in der Bildungsforschung ● Aspekte einer Praxeologie ● Verstehen als Gespräch ● (Nichtgelehrte) Gelehrtenkommunikation im Medium des Briefes ● Zeitdiagnostik ● Konturierung des Klassenunterrichts um 1800 ● Die deutsche Unterricht...
Transitionen exemplarisch
Ein Erstklässler, der selbst artikuliert, dass er "in diese Klasse nicht passt" - Ein Mädchen, welches einen angebotenen Klassenstufensprung ablehnt - Ein grundschulisches Mathegenie, welches in der Klassenstufe 5 einbricht. Gibt's doch gar nicht? Doch - im täglich gelebten Leben. Biografische Übergänge waren (und sind) schon immer von Interesse für eine Reihe von Wissenschaftsbereichen gewesen. Der Übergang in die Schule hinein, das Überspringen einer ganzen Klassenstufe und der Übertritt von der Grundschule und die weiterführende Stufen ... sie werden hinreichend theoretisiert und analysiert. Aber es ist offenbar so wie mit den Philosophen, von denen Karl Marx in seiner elften Fe...
