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Exhibiting the Past
With respect to public issues, history matters. With the worldwide interest for historical issues related with gender, religion, race, nation, and identity, public history is becoming the strongest branch of academic history. This volume brings together the contributions from historians of education about their engagement with public history, ranging from musealisation and alternative ways of exhibiting to new ways of storytelling.
School Memories
This book reveals how school memories offer not only a tool for accessing the school of the past, but also a key to understanding what people today know (or think they know) about the school of the past. It describes, in fact, how historians’ work does not purely and simply consist in exploring school as it really was, but also in the complex process of defining the memory of school as one developed and revisited over time at both the individual and collective level. Further, it investigates the extent to which what people “know” reflects the reality or is in fact a product of stereotypes that are deeply rooted in common perceptions and thus exceedingly difficult to do away with. The book includes fifteen peer-reviewed contributions that were presented and discussed during the International Symposium “School Memories. New Trends in Historical Research into Education: Heuristic Perspectives and Methodological Issues” (Seville, 22-23 September, 2015).
International Teaching and Learning Settings in the Academic Professionalisation of Adult Education
Academic education plays an important role in the development of professionalism of adult educators. Given the interconnectedness of adult education with global and international developments, this international and comparative study illustrates the need for a systematic and comprehensive internationalisation of adult education programmes and the relevance of international teaching and learning settings for the development of professionalism in adult education. Based on focus group and graduate interviews of three master’s programmes with a focus on adult education at the Universities of Würzburg, Belgrade and Florence, similarities and differences in the internationalisation of the programmes are revealed and supporting factors for the development of professionalism are highlighted.
Researches in Adult Learning and Education: The European Dimension
The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Learning. Authors and Texts and Vanna Boffo, Paolo Federighi, Ekkehard Nuissl, Empirical Research Methodology in Adult Learning and Education. Authors and Texts.
International and Comparative Studies in Adult and Continuing Education
This volume gives theoretical and practical insights in international and comparative research in the field of adult and continuing education. The 16 contributions of this volume give three perspectives on international and comparative adult education. The first perspective focuses on the question how internationalisation and comparative adult and continuing education can be taught. The second perspective gives insights into the results of comparative research that has been conducted throughout a two-week Winter School that took place in February 2019 in Würzburg. The third perspective complements the two perspectives with insights into international projects and practices in adult and continuing education. The authors of this volume are contributing to the transnational Winter School International and comparative studies in adult and continuing education in Würzburg, Germany since 2014.
The Custodians of the Gift
Emerging from more than two decades of research in the field and in the archives, the essays collected here explore the multifaceted topic of the Fijian firewalking ceremony, the vilavilairevo. The collection examines the intersection of the intertwined topics of cultural property, reproduction of tradition, and change with issues of (post)colonial representation, authenticity, and ethnic identity. The essays advance new insights on the tourist gaze and the safeguarding of intangible cultural heritage and pose serious questions regarding the role of digital and social media as tools for preserving cultural legacies and extending traditional cultural worlds into new domains. Focusing on the response of the Sawau tribe of the island of Beqa to the commodification of the vilavilairevo as their iconic practice, this essay collection ultimately illuminates how the Christian cultural dynamics and unprecedented dogmatic schism surrounding the vilavilairevo spectacle are reshaping local notions of heritage, social sentiment, and social capital.
Moral and Political Values in Teacher Education over Time
This collection brings together international teacher educators to employ a ‘long view’ of an historic and values-based dialectic in teacher education. The authors reflect how employing historical consciousness to look back can offer greater continuity to teachers’ moral and political values within their training. The book draws on research from experienced teacher educators representing different historical, social and political contexts in North America, Europe, Asia as well in post-conflict South Africa. Within each section, the authors reflect on the development of the moral and political values of pre-service and in-service teachers in an era of global neo-liberalism and how this ...
Pragmatics and Prosody
Most of the papers collected in this book resulted from presentations and discussions undertaken during the V Lablita Workshop that took place at the Federal University of Minas Gerais, Brazil, on August 23-25, 2011. The workshop was held in conjunction with the II Brazilian Seminar on Pragmatics and Prosody. The guiding themes for the joint event were illocution, modality, attitude, information patterning and speech annotation. Thus, all papers presented here are concerned with theoretical and methodological issues related to the study of speech. Among the papers in this volume, there are different theoretical orientations, which are mirrored through the methodological designs of studies pursued. However, all papers are based on the analysis of actual speech, be it from corpora or from experimental contexts trying to emulate natural speech. Prosody is the keyword that comes out from all the papers in this publication, which indicates the high standing of this category in relation to studies that are geared towards the understanding of major elements that are constitutive of the structuring of speech.
Gender Inequalities in Rural European Communities During 19th and Early 20th Century
This book provides an overview of women’s opportunities for schooling, their social activities, and the social biases they faced in rural communities in Greece, Italy and parts of the Balkans during the 19th and early 20th century. It examines such topics as female illiteracy, the efforts of women-protestant missionaries to expand knowledge through Protestantism, the prejudice against education for women, the socio-economic context, the roles women fulfilled, and the structure of the patriarchal family. The book approaches these issues from the perspective of pedagogy and social history. The fundamental questions discussed by the book are: How was female education viewed by the country folk? What was the role of women in the private and the public sphere? How did peasant women respond to the challenges of the ‘modern’ world? Were they free to express their feelings and ambitions? In what way? Were they happy?
ATEE Spring Conference 2020-2021
This book collects some of the works presented at ATEE Florence Spring Conference 2020-2021. The Conference, originally planned for May 2020, was forcefully postponed due to the dramatic insurgence of the pandemic. Despite the difficulties in this period, the Organising Committee decided anyway to keep it, although online and more than one year later, not to disperse the huge work of authors, mainly teachers, who had to face one of the hardest challenges in the last decades, in a historic period where the promotion of social justice and equal opportunities – through digital technologies and beyond – is a key factor for democratic citizenship in our societies. The Organising Committee, the University of Florence, and ATEE wish to warmly thank all the authors for their commitment and understanding, which ensured the success of the Conference. We hope this book could be, not only a witness of these pandemic times, but a hopeful sign for an equal and inclusive education in all countries.
