Looking from the inside out: rethinking university history

When Geoffrey Sherington and I set out on our project on the Australian Public University, which culminated in Sydney: The Making of a Public University (2012), we wanted to move away from the emphasis of conventional institutional history on chancellors, vice-chancellors and governing councils in order to explore the university as a social institution. Using the theoretical and methodological approach of social history, we studied how students, academics, researchers, philanthropists along with the university's governing body were all important characters in the creation and development of Australia's first university. This essay explores some of the influences in this approach, especially the relationship between oral history and women's history and the history of administration in the story of educational institutions such as universities, and examines the methodological challenges for historical analysis of bringing together these approaches.     

The Role of Mentoring in the Success of Women Leaders of Color in Higher Education

While numerous scholars have investigated the role of mentoring in the success of women of color in faculty positions, few have examined how mentoring affects the development of women leaders of color in higher education. Using qualitative data gathered from interviews with women leaders of color at Hispanic-serving institution, this study presents findings from cross-case studies to provide insights into perceptions of mentoring and various types of mentorship across the different levels within the organization. Supported by the empirical data, this paper challenges traditional notions of mentoring and advocates for a more critical approach to mentoring to reflect the multidimensionality of the mentoring process and explores how mentoring can be used as a strategy to facilitate institutional change.     

The Museum of Irish Industry,Robert Kane and education for all in the Dublin of the 1850s and 1860s 1

The Museum of Irish Industry in Dublin, in its short existence (1845–1867) facilitated the access of ordinary people to popular scientific education, became a cause célèbre and was defended by popular protest when the government recommended its abolition in 1862. Its Director, Sir Robert Kane (1809–1890) was not only an advocate of popular industrial education but also had a lifelong commitment to ‘united’ (or non‐denominational) education believing that only this type of education would achieve the ultimate result of tolerance, religious peace and national prosperity in Ireland. From 1854 a Government School of Science was part of the museum’s educational activities and from 1854 to 1867 the professors attached to the museum offered courses of lectures, both ‘popular’ and formal courses, on physics, chemistry, botany, zoology and geology, and in applied science. With its exhibition collections, its laboratories and the range of educational courses organised by its staff the museum was one of the British government’s most innovative experiments in education in Victorian Ireland. Beyond this, Kane’s determination that the courses offered by the museum would be available to all, with no distinction of creed or gender, distinguishes this institution as a pioneer in providing equal access to scientific education to all in the mid‐nineteenth century. This article will explore the role this unique education played in the educational and social life of mid‐Victorian Dublin.     

近代教会女子学堂评析

近代中国教会女学从创办到发展,经过了一段艰难曲折的道路,逐渐形成了一套完整的办学模式。虽然传教士创办近代中国教会女学的目的是为了扩大基督教的影响,加强对中国的文化侵略,以造就为其服务的知识界,但教会女学在客观上不仅培养了中国第一代新型的知识女性,还推动了近代中国女子教育的产生,加速了中国教育的近代化。     

论口述史的爱国主义教育价值及其实现路径

口述史研究能在精英人物之外不断挖掘出普通民众之中蕴藏着的饱含真挚爱国主义情怀的人物和事迹,还原爱国主义立体多维的生命层次,呈现立德树人的多维面相,因而是重要的爱国主义教育方式。与一般性的爱国主义教育活动相比,口述史研究以其研究对象的人民性、研究过程的互动性、研究题材的生活性和研究工具的便捷性等特征,具有独特的爱国主义教育优势。研究口述史可以让学生拓展爱国主义知识,培育爱国主义情感,坚定爱国主义信念,激发爱国主义行动。在实践中,学校可以通过拓展爱国主义口述史题材,提升学生口述史访谈技巧,规范口述史资料采集与整理,鼓励口述史教学与研究,扩大口述史成果宣传,推动爱国主义教育不断走进历史、贴近生活。     

Biography,Identity, and Inquiry: The making of teacher,teacher educator,and researcher

This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns.     

论口述史方法在高职教育研究中的应用

高职教育蕴藏着内容丰富的口述史料,但由于研究方法滞后导致相关口述史料至今未被学术界有效利用,影响我国高职教育研究向纵深发展。因此,挖掘口述史方法在高职教育研究中的应用价值,拓宽口述史研究的领域,提升高职教育史研究的学术品质,丰富高职教育史研究的内容,已经成为当务之急。从口述史方法的缘起入手,分析口述史方法在高职教育研究中应用的现实审视,探讨其中的价值意蕴,并阐释具体的应用路径。     

Eternal vigilance: politics,race, and the struggle for educational equity in a Central Texas Community

Abstract

This article documents the emergence of a Mexican-American political consciousness in a Central Texas Community and the efforts to dismantle decades of inequitable, exclusionary educational policies and practices. We take readers into a community on the verge of profound change by exploring primary historical data and situating the voices of community leaders in a historical context. We employ a theory of change framework (RASPPA) to chronicle a community’s response to macro-level societal changes. To understand the need for Mexican-American activism in Central Texas, we providing a survey of literature that chronicles Mexican-American experience in Texas. This is a story about a community realizing its political capacity and leveraging its own agency for change. We take a walk-through history and use place, race, identity and courage to inform a new vision for educational equity.     

Oral history in education: teacher's memory and teachers' history

This paper explores the educational experiences of a specific group of refugees, namely academic women refugees who were members of various branches of the International Federation of University Women, and who came to Britain under the auspices of the British Federation of University Women from 1933. As a result of voluntary or forced migration some 400 such women from Germany, Poland, Czechoslovakia and Austria sought entry to Britain following Hitler’s accession to power in Germany in 1933. The help they received from the specially formed Emergency Refugee Committee of the British Federation of University Women, not only in gaining entry to the country but in refashioning their pre‐migration educational and academic achievements, is looked at in detail, and the extent to which the women were able to retrain, re‐qualify or complete training courses curtailed by political events and migration is considered.     

美国女传教士与福建近代公共空间的文化传播——以夏咏美、蒲星氏和安毓明为个案

近代美国“学生志愿海外传教运动”促进了当时在华传教士教师的专业化进程。到海外传教成为美国知识女性突破国内性别壁垒的职业选择,夏咏美、蒲星氏和安毓明在这一浪潮里先后入闽从事教育与慈善等公共事业。以三个地方性个案为例,解读女性志愿者在国家力量与专业知识支持下促使福建社会公共空间向当地女性开放的进程。     

国外教师教育发展的历史沿革及经验启示

从20世纪开始，教师教育已成为发达国家教育改革的重要趋势。目前，我国师范教育的结构调整和逐步开放，使教师教育的培养模式发生了很大的变化。借鉴国外教师教育的经验，对加强和改进我国的教师教育有一定的启示作用，使之更加理性化。     

教会学校的兴起与近代中国的教育改革

近代来华传教士在中国创办了一大批教会学校,它们经过产生、发展进而走出成熟。教会兴学的目的是为了传教布道,或称之为“以学辅教”,但教会学校的出现打破了国人陈旧僵腐的教育观念,对以科举考试为中心的传统教育发出了猛烈的挑战,展示了新式教育的美好前景,并对中国近代教育改革产生了良好的影响。     

论女性心理与柔性化领导方式

当今社会,柔性化领导方式成为适应现代领导实践要求的领导方式,而女性领导在这方面具有独特的优势。女性领导比男性领导具有较强的亲和力、较强的协调能力、较高的忍耐力和责任感,善于进行共情式领导,刚柔相济,能够以柔克刚。女性领导要有效地实施柔性化领导,就要以人为本,建立有效的激励机制;重视调控组织成员的情绪情感;加强人际沟通与协调,团结合作;提高非权力因素的影响力。     

Teaching national and regional cultures: the role of teacher identities in Martinique

Schooling is widely considered to be vital to the development of modern nation-states, yet little is known about how teachers might go about transmitting national culture within schools. Using the case of history–geography lycée teachers in the French overseas department of Martinique, this article makes the argument that teachers’ professional identities must be taken into account when considering the ways in which teachers implement curricula and understand their role in passing on national and other collective identities to students. Through local-level research in schools – comprised of interviews with teachers, school administrators, local officials and others, classroom observations and archival research – it becomes evident that teachers on the island, as elsewhere in France, enjoy considerable autonomy in implementing curricula. By training students to think critically, teachers encourage students to consider new meanings of ‘French’ and ‘Martinican’ identities on an everyday basis.     

Toiling together for social cohesion: International influences on the development of teacher education in the United States

This article examines the ways in which the very idea of teacher education in the United States was transplanted from foreign lands. Teacher education, particularly normal school training, was based on a model imported from despotic Prussia, a model that was popularised by French and American visitors to the northeastern German land. Although normal schooling naturally was altered in the American context, the subsequent forms of teacher training, particularly in the emerging universities, owed a great debt to international models as well. This article also explores the ideology of the common school movement, which sought social cohesion, because that ideology helps explain why the Prussian model of teacher training became so attractive to conservative educational reformers in a democratic society.     

Concepts,policies and practices of teacher education: an analysis of studies on teacher education in Portugal

Education policies, and in particular those related to teacher education, are central to the construction of Europe as a knowledge society and for facing the social and economic challenges that European countries must respond to in this millennium. This article presents an analysis of studies on the evaluation of in-service teacher education conducted in Portugal since 1992. Based on the results of this analysis, the study develops a reflection on the concepts, policies and practices of in-service teacher education, contextualising it within a wider equation related to teachers’ education in Europe. The study consisted of content analyses of scientific articles, research reports, studies of evaluation and legal documents that provide the guidelines for in-service teacher education in Portugal. At the end, a final reflection and some general recommendations for teacher education are presented. There is a focus on the importance of placing in-service teacher education at the centre of educational contexts and on the problems that this causes in teachers’ work, emphasising its importance for social justice in Europe.     

The workplace experiences of beginning teachers in three countries: a message for initial teacher education from the field

Previous research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide information regarding beginning teachers’ complex teaching positions that is beneficial to prospective teachers and teacher educators. This transnational qualitative study, completed in Norway, South Africa and Australia, adopted a Vygotskian social constructivist theoretical stance. Gadamer’s hermeneutic philosophy was applied to offer an in-depth understanding of the effects of classroom experiences on beginning teachers’ professional identities and feelings of ‘belonging’ and ‘at homeness’ in their positions. The results of this study highlight the school leaders’ perceptions of how well graduate teachers are prepared to meet the demands of the workforce. The study concludes by demonstrating the value of linking beginning teachers’ experiences to interventions and the development of ITE programmes. This study’s evidence-based findings support its recommendations for policy-makers and its reflections on the link between ITE and employment.     

In pursuit of teacher quality in diversity: A study of the selection mechanisms of new secondary teacher education programmes in Taiwan

As the definition of teacher quality changes with time, the selection mechanism of students into teacher education programmes may also change accordingly. In Taiwan, before the 1994 teacher education reform, selection of pre-service students was based solely on academic achievement. Afterwards, the selection was delegated to individual teacher education programmes with varied missions for teacher education. This study examines the degree of diversity and selectivity of the selection mechanisms of these programmes. Data from 48 programmes, including institutional documents, telephone inquiries and governmental reports, were collected and analysed. The results show that the selection mechanisms of these programmes are diverse enough to reflect a variety of characteristics of teacher quality, and rigorous enough to ensure a certain level of quality. Related issues on teacher selection are further discussed.     

The child,the text and the teacher: reading primers and reading instruction

From the late sixteenth century, in response to the problem of how best to teach children to read, a variety of texts, such as primers, spellers and readers were produced in England for vernacular instruction. This paper describes how these materials were used by teachers to develop, first, a specific religious understanding according to the stricture of the time and, second, a moral reading practice that provided the child with a guide to secular conduct. The analysis focuses on the use of these texts as a productive means for shaping the child-reader in the context of newly emerging educational spaces, which fostered a particular, morally formative relation among teacher, child and text.