How has teachers’ work changed during the 20th century? This question is addressed in this dissertation that deals with two aspects of teachers’ work: moral education/discipline and care. The two aspects relate to two distinct, yet sometimes interconnected problems: the norm-breaking and the suffering child. Drawing on a rich source of material, consisting of handbooks, magazines and journals for teachers, interviews, life histories, school memories, novels, commission reports etcetera, and theoretically interpreted within a frame of mentalities, modernity and institutional features of schooling, the process of change is described in terms of contrasts between “the past” and “the present” or between the modern and the late modern condition. The results are presented in two parts, dealing with discipline (part II) and care (part III). Part II deals with changes in the meaning of discipline or moral education by focusing on the changes of what has been seen as a discipline problem, and the ways in which discipline problems can be counteracted. The question of the meanings of discipline problems is first illustrated by the “rise and fall” of the lying school child. The emphasis is on the ways in which the lie was held to be problematic in the early 20th century, but the fundamental aim is to understand the process of change whereby lies came to be seen as less important and dramatic as a problem for moral education. The meaning of discipline is further analysed in a study of conceptions of the school class. Contrasting the concept of bullying with the idea that the school class is characterised by a high level of solidarity (common in the first part of the 20th century), the changes of moral education are analysed. Further, the transformations of the school punishment are discussed, with a focus on ideas on the good punishment. After concluding the chapters on moral education, the focus shifts towards the teachers’ responsibility toward the suffering school child (part III). The point of departure here is that the problem of the suffering school child is not a self evident problem in the same way as the problem of the norm-breaking child. This means that the analysis of changes in caring relationships in schools has to focus on the ways in which suffering is made visible as a responsibility for the teachers. First there is an analysis of how the attitudes towards the value of being happy at school can shift historically, and how these changes can be related to shifting views on schooling as a phase of preparation. Further the process of making suffering visible is investigated. It is argued that contemporary teachers are both expected to and able to see the suffering of the child in a new way. Another chapter deals with school hygiene and “crisis pedagogy”. These are two different ways of speaking about what it means to work for wellbeing in schools that belong to two different historical time periods. The two projects are both about wellbeing, but the first had “sickness” as the fundamental concept, whereas the later has “sorrow” as its fundamental concept. The former is characterised by a belief in progress and segregation, whereas the latter is characterised by a belief in inclusion and close personal relationships. In describing aspects of teachers work that have often been perceived as difficult to handle, the dissertation’s object, in the widest sense, is to give new perspectives on the meaning of working conditions, and by implication, the historical changes of these conditions. In an even more general sense the aim is to give new perspectives on schooling in late modern societies.

In this thesis I set out to study how the reading of fictional literature is viewed, legitimatized and operationalized in two educational domains: the recently revised steering documents that all Swedish teachers must relate to, as well as a selection of teaching materials designed for education in the Swedish language for upper secondary school. The teaching material I have studied has been recently updated in order to correspond with the new steering documents. I relate my analysis to previous research about the use of fiction in education, and I also combine my analysis of the two educational domains to see whether the underlying intentions of the steering documents have influenced the revision of the teaching material. The outcome indicates that the steering documents’ previous focus on culture has diminished although a certain insecurity as to how to use the concept and deal with the issue of whose culture should be taught can be identified. The hierarchy between different “subjects” within Swedish language education remains, as well as the ambivalent view on literary canon. The steering documents for upper secondary school Swedish remain remarkably uncritical where the reading of fiction is concerned. In my analysis of the teaching material, I find that while the new steering documents’ focus on methods and concepts from traditional literary criticism has affected the material, it has not resulted in an increase of text-centered assignments in the teaching material.

This study deals with how the subjects Gardening, Handicraft, Domestic Science and Temperance Instruction were introduced and developed in elementary school (compulsory school) in Sweden during the period 1842-1919. During this same period a capitalist mode of production replaced the feudal one with consequent changes in home life for the people. The school subjects dealt with have been selected to throw light on whether and to what extent the elementary school was used to bring about a reorganization in the lives of wage earner families.The official argument, curricula and school enquiries have been examined. Teaching content in relation to workers' family conditions has been studied in the parish of Skön in the sawmill region of northern Sweden.The main official argument was that the miserable conditions of working class life were caused just as much by ignorant housewives and drunken fathers as by low wages and poor housing. The cure was therefore seen to lie in education, and the introduction of the subjects in question can be seen in the light of this.The study shows how the state gradually took over more and more of the responsibility for child upbringing, and how the schools of the sawmill companies played a part in this process. The results, however, indicate that the actual effect of elementary school teaching on the home lives of sawmill workers was insignificant. Working class poverty was ol course caused primarily by economic and structural factors, but defining the problems in pedagogical terms meant that responsibility could be apportioned at an individual level - and thereby the bourgeoisie reaped considerable ideological profits.Key word: history of education, Swedish compulsory school, Gardening, Handicraft, Domestic Science, Temperance Instruction, working class family, sawmill region. / digitalisering@umu

The 1907 <i>University of Saskatchewan Act</i> stated that no women shall by reason of her sex be deprived of any advantage or privilege accorded to male students of the university . This study explores whether or not this piece of progressive and prescriptive legislation was adhered to by university administrators, male faculty, staff, and students. Using the ample primary source material available in the University Archives Special Collections, this thesis has examined the demographic, cultural, and lived experiences of the women at the university from 1909 to 1922 and concluded that although the administration employed many inclusive policies, the internal culture and experiences of the women who worked, learned, and lived at the university were far less egalitarian than that described in <i>University Act</i>. This study offers a new prairie perspective and as such constitutes an important addition to the discussion concerning the experience of the first generation of female university scholars in Canada.

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1986. / Abstract and vita. Includes bibliographical references (leaves 80-82).

My dissertation examines how study abroad transformed education and society in early modern Europe. My works centers on Poland, a region often considered peripheral by contemporaries and scholars alike. Through combining three case studies of representative individuals with a database of Polish students, I examine how study abroad in Italy and northern Europe in the sixteenth century inserted Polish humanists into the Republic of Letters. Their close personal and scholarly ties with prominent figures like Erasmus, Philipp Melanchthon, Paolo Manuzio, and Justus Lipsius not only nurtured their scholarly interests in classical learning, but also advanced their courtly, ecclesiastical, and academic careers after their return to Poland. Patterns of study, publication, and alumni networks united foreign-educated Polish humanists into a community of intellectuals at home and abroad. Education played a particularly important role in the intellectual and social life of middling nobles and burghers. The Polish political system of a nobles' democracy allowed elites to enjoy disproportionately greater political power, religious freedom, and economic control than their peers in Western Europe. Middling nobles and burghers used study abroad to acquire the intellectual tools and cultural capital to achieve social mobility and greater political participation in sixteenth-century Poland. These Poles used their humanist education abroad to transform a political environment in which they played second fiddle to nobles whom they considered intellectually inferior. The students achieved this by redefining the meaning of nobility itself. Like Renaissance humanists before and after them, these Poles used the concept of virtus (personal excellence) to argue that learning was a constituent part of true nobility alongside birth. Besides reconceiving nobility, these humanists sought to reform and establish educational institutions within Poland to solve political infighting and the religious strife caused by the Reformation. To capture the myriad dimensions of study abroad, I combine the qualitative methods of intellectual and cultural history with quantitative approaches like social network analysis and prosopography, drawing on my database of all Polish students who studied abroad in the sixteenth century. My work thus both reinserts Poland into early modern history and provides new perspectives on the historical phenomenon of study abroad. / History

Η μελέτη αυτή αφορά στην επίδραση που άσκησε η ερβαρτιανή «σχολή» στην εξέλιξη της παιδαγωγικής σκέψης στην Ελλάδα. Η μελέτη μας καλύπτει χρονολογικά την περίοδο από το 1877 ως το 1909. / Cette étude concerne les influences que la pédagogie de Herbart a commis à l'évolution de la pensée pédagogique en Grèce. Notre étude couvre la période entre les années 1877 et 1909.

Community college enrollment doubled during the 1940s and 1950s, but during the 1940s and 1950s, it was not common to compare male and female enrollment patterns. For this study, I disaggregated male and female enrollment information from four editions of American Junior Colleges (1940, 1948, 1952, and 1956) in order to explore the gendered meaning of access in regard to two-year colleges during the 1940s and 1950s. The analysis compared male and female enrollment and graduation in pacesetter states within the community college movement. By using descriptive statistics, I gave voice to a story that previously had been untold – the story of women’s access into one segment of higher education – two-year colleges. In order to provide context for the numbers I compiled, I investigated the literature on women in higher education in the post-World War II period – a literature almost completely focused on four-year institutions – to examine the degree to which that literature captured, or failed to capture, meanings of access for women. With the overcrowding in higher education due to the preponderance of veterans returning to colleges and universities immediately following World War II, women were often crowded out of four-year institutions. The two-year college provided a means for many women to enter higher education but did not provide them the same level of access as males. For the most part women had access to programs preparing them for the dual labor market and/or reinforced their status as wife and mother.

<p> Racial disparities have been, and continue to be, a major obstacle facing post-secondary educational institutions throughout the United States. In response to the call for institutional and external accountability by stakeholders interested in higher education, the aim of this dissertation is to provide an historical analysis of race and diversity at the University of Colorado Boulder (UCB). UCB was chosen as the focus for the current study because it is the flagship public university in the state of Colorado and is recognized as such by the Colorado Commission on Higher Education (CCHE). In order to relay the history of UCB accurately, a wide variety of sources are utilized, some published and others unpublished, including information obtained from the university's archives. Data collected in this study provide evidence of the lower college admission, retention, and graduation rates of minority (African American and Hispanic) students when compared to White and Asian students at the University of Colorado Boulder. Factors that contribute to the success of minority students on college campuses in general provide a starting point from which efforts being made to rectify the racial disparities present today at UCB can be assessed and analyzed in hopes of creating a campus environment to which minority students are attracted, admitted, retained, and graduated. As the higher education community of scholars continues to embrace the crucial role of diversity on college campuses and as the use of race-conscious educational policy continues to be threatened, this study highlights the role universities play in the larger debate. As UCB has historically struggled to attract, retain, and graduate students of color, I expect that a thorough examination of the data included here will inspire educational stakeholders to find new ways to provide new opportunities for educational advancement for minorities and seek to erase all evidence of a racial achievement gap into the future.</p>

Thesis (D. Min.)--Dallas Theological Seminary, 2001. / Includes abstract. Includes bibliographical references (leaves 263-267).