The road to 1944 : the history of the development of education in south and south west Wales in the lead up to the wartime Education Act, and its implementation in the years that followedJones, Mary-Lyn Patricia 2016 (has links)
This thesis is principally concerned with the period between the two Education Acts of 1918 and 1944 and as such, builds on and contributes to the history of education in Wales. Although a number of studies1 have examined aspects of Welsh education there has not been a strong focus on its development during the interwar years. This particular period is generally regarded as one ”untouched by significant research.”2 In spite of this neglect, it was an extremely interesting period, and one when the service was faced with grave difficulties: austerity during the depression years, and severe disruption caused by evacuation during the Second World War. The period culminates with the serious negotiations which preluded the Education Act 1944, which was the only major piece of social legislation to be pass onto the statute books during the war years.3 The study is set against overarching national education legislation and considers how this affected implementation in south and south west Wales. The research differs from previous studies in that it focuses on a neglected period in the history of education in Wales. It identifies and documents the way in which two major sources of influences: politics and religion shaped the society which predisposed education provision in south and south west Wales to be modified in specific ways. It draws strongly on the work of Welsh historians to assess the effect of non-conformity in Wales and how society became radicalised after the publication of the Blue Books in 1847. It explores the part that the non-provided sector had in delaying education change and also identifies the considerable differences that developed between education in England and Wales, caused partly by the Welsh Intermediate Education Act of 1889 and partly by the attitudes and influences of Welsh politicians at all levels.
Revolutionary movements emerged from the “Arab spring” have determined undergoing socio-political changes in the region with significant implications and impacts on democratic transition and future sustainability. In this framework, the study explores Tunisian public universities’ social dimension and democratic implications of institutional partnerships in cooperation with local communities. In particular, it examines institutional, academic and students’ social responsibility as central elements of universities’ missions and students’ education. Existing complex dynamics linking social responsibility, social capital and democracy are considered within university contexts, taking also into consideration the role of Islam and Islamic values. In fact, university and students’ social responsibility have the potential to contribute to the redefinition of a post-revolution public sphere inspired by democratic participation and society-wide shared norms. Change in government policies affecting freedom of expression, restricted associational rights and political participation might result in institutional autonomy, allowing universities to fulfil their role in society while responding to economic and socio-cultural challenges. The study involved a sample of academic professors and students from Humanities and Engineering faculties from one public university. Research fieldwork was conducted combining qualitative and quantitative data collection. Questionnaires were employed to gather information from undergraduate students to explore university social responsibility, social capital creation, students’ identity formation, Islam and democracy. Interviews were used both to obtain insights from students and professors to consider their perceptions and self-awareness of social responsibility, while deepening contextual knowledge. Furthermore, official government documents and government policies in relation to higher education reforms were also consulted. In particular, the research points out the development of a structured under-utilisation of social capital for social responsibility. Government political control and socio-cultural censorship, as well as HE policies and legal frameworks have limited universities’ autonomy and their social dimension, restricting opportunities for students’ political and civic engagement in society. These aspects have also affected the provision of education for democracy and civic engagement courses; extra-curricular volunteering programs; as well as, support for community partnerships. Furthermore, Islamic associations’ social, political and cultural role has been under governmental control resulting in fragmented, marginal and often antagonist contributions to democracy and social responsibility. As such, in Tunisia, since the independence, the regime have hindered the development of a shared culture based on civically and politically active citizenship for the stabilisation and reproduction of democratic attitudes, behaviours and habits. Research findings present reflections and implications in relation to universities’ third mission in Tunisia to advance institutional and students’ autonomy to fulfil their wider civic role in society. Furthermore, suggestions for future research in the field have been made as a way to advance knowledge and provide information to support future policies and reforms.
Producing the academy school : an ethnographic study of failure, transformation, and survival in English secondary educationPennacchia, Jodie 2017 (has links)
Academy schools have been the flagship education policy in England since 2000. The policy is controversial and its evidence base is contested, but it is also resilient and academy status continues to be extended to a greater number of schools. The claim to transform, which has played a pivotal role in the construction of academies in contexts of poverty, raises a set of ontological questions that have not yet been given the detailed consideration they require. The term ontology captures the nature of being, how particular entities come to exist, and how these shape the conditions of possibility with which we live. This thesis contributes to research on the academies policy by taking up this ontological direction of inquiry to analyse how academy status and the academy school are produced in underperforming schools in contexts of poverty. Combining Foucauldian discourse analysis and an ethnography of a secondary school – Eastbank Academy – it interrogates how the academy school is produced across different discursive spaces, and how this affects the identities and experiences of staff and students. Across four analysis chapters I attend to the linguistic, material, spatial, and pedagogical shaping of the failing school that becomes an academy, making a number of central arguments. First, academies are shaped as policy objects through a set of representations and truths that enable them to mesh with other social policy narratives that are flourishing in austere times. Second, academy status is renarrativised around the recognition of poverty in Eastbank, which is part of ethical relations between staff and students. Third, academy status creates a context of threat and surveillance in a failing school in a context of poverty, the trace of which can be read through the shifting visual, material, and spatial culture of Eastbank. Fourth, academy status is produced through pedagogical shifts that divide, categorise, and monitor, resulting in unjust and exclusionary learning experiences for some students. I combine these sub-findings to argue that academy status is produced in multi-modal ways, across which, a fluctuating, divisive, and fraught academy ontology emerges. This, in turn, produces increasingly fraught and divided identities for staff and students, and is implicated in unjust educational practices and experiences. I argue that this outcome is symptomatic of the delicate process of survival that marked the production of Eastbank Academy in the current education policy context. To conclude, I outline the implications of this study for knowledge of the academy school and the methodologies required to study education policy as a complex, shifting, and multi-modal entity. This thesis highlights some of the silenced possibilities for how academy status is produced in schools that are categorised as failing, presenting academy status as a disciplinary tool. It draws attention to the negotiated nature of academy status and how these negotiations play a pivotal role in young people’s experiences of schooling, in creating possibilities for resistance, and in creating unjust schooling practices. These are important considerations given the continued policy momentum to turn schools into academies.
This thesis describes and analyses the PhD candidates in the Humanities at the Friedrich-Wilhelms-Universität zu Berlin and at Columbia University, New York, from 1871 to 1913 as well as the reforms related to the PhD programs at said institutions. The thesis uses primary sources such as the theses and curriculum vitaes of the PhD candidates but also the reports of the universities, statistics released, census records of government institutions as well as newspapers and biographical collections. The goal is to compare the PhD candidates at these two universities according to their numbers, age, gender, religion, place of birth and social background. It further includes a comparison of the reforms and transformation of the two universities with a focus on those which most affected PhD candidates. Instead of focusing on the careers of PhD candidates after they acquired their degree (as in most other studies), this thesis focuses on the background and the life of PhD candidates before they received their degree from their university. By doing so, this thesis will contribute to the understanding of the development of the universities and societies in the late 19th and early 20th centuries, taking into account the debates regarding the German Sonderweg, the professionalisation of education and cross-border exchange among academics wherever possible.
Education of deaf African Americans in Washington, DC and Raleigh, NC during the 19th and 20th centuries, through the eyes of two heroes and a sheroJoyner, Marieta Davis 1 January 2008 (has links)
My dissertation, "Education of Deaf African Americans in Washington DC and Raleigh, NC, during the 19th and Early 20th Centuries, Through the Eyes of Two Heroes and a Shero," investigates the education of deaf African Americans during Reconstruction and into the twentieth century in two cities. The document includes three narratives. The first is of Douglas Craig, a loss African American deaf child who was brought to Gallaudet University in Washington, DC in the mid 1800s by a New Hampshire Senator named Aaron Cragin. The child later became an employee who was often referred to as a “jack of all trades.” Craig was admired and loved by many until his death in 1936 which is reflected in the street named in his honor on the campus. The other two narratives tell the stories of Effie Whitaker and Manuel Crockett of Raleigh North Carolina, both hearing, both graduates of Hampton Institute, and educators who taught at the first known school for deaf and blind African American students in the United States. Their commitment to teaching greatly enhanced the quality of life for many students. The three stories demonstrate how political, social, race and economic conditions were very much intertwined with the segregated education system before the 1954 Brown v Board of Education case. ^ In addition to the narratives, I briefly note the 1952 Miller v District of Columbia Board of Education case: A victory that integrated the Kendall School in Washington, DC, which was, and still is, the most influential institution for deaf individuals in the United States. The stories about these unsung heroes and many others are rarely mentioned. However, their narratives are now a small part of a body of scholarly work that contributes to the history of one of the most understudied areas of African American education and there is much more to be done. ^
A conceptual and historical analysis of the nature, place and scope of vocational education in schools in England and Ireland, 1830-1922 and England and N. Ireland, 1922-1985Coffey, David Thompson 1986 (has links)
No description available.
Johnston, Glenn T. Laney, James Duke
Thesis (Ph. D.)--University of North Texas, May, 2008. Title from title page display. Includes bibliographical references.
An investigation into the language difficulties encountered by F.2 students in studying history in an Anglo-Chinese secondary schoolChu, Lina. 1990 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1990. Includes bibliographical references (leaf [67-68]). Also available in print.
Russell, William Fletcher
Thesis (Ph. D.)--Columbia university, 1914. Vita. Reprinted from 'The History teacher's magazine,' vol. V., pp. 203-208, 311-318, vol. VI., pp. 14-19, 44-52, 122-125." "Historical text-books published before 1861" : p. 32-35. Also available in digital form on the Internet Archive Web site.
Solis-Cohen, Rosebud Teschner
Thesis (Ph. D.)--University of Pennsylvania, 1939. Bibliography: p. 151-172.
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