History Of Education Research Articles

Decolonizing History Curricula Across Canada: Recommendations for (Re)design

This study explores how K–12 history curricula across Canada currently address—and may better address in future—decolonizing imperatives. Following a consideration of the limitations and strengths of curricula in this regard, the article identifies five recommendations for (re)designing history and social studies curricula with decolonizing goals in mind: (1) challenge hegemonic narratives, (2) value Indigenous ways of knowing and being, (3) reflect on privilege and positionality, (4) engage in the ethical dimension, and (5) focus on the future. Each recommendation is informed by the empirical study of curricula, and positioned in relation to scholarly conversations about the responsibility of history education that seeks to respond to calls for decolonization.

The Study Plans and Programs of Rural Normal Schools in Colombia 1934-1953

Objective: The main objective of this article is to analyze the study plans and programs implemented in the rural normal schools of Colombia during the period between 1934 and 1953, describing the stages that marked the training of rural teachers in the pedagogical context and the guidelines. international standards of the time that marked the general training standards for future rural teachers in the national territory. Method: This research is based on the Social History of Education, using a qualitative approach that allows us to understand the social and political dynamics that influenced rural education between the period 1934 to 1953. Primary and secondary sources were used, including brochures. , newspapers, magazines and memoirs of ministers of education, to build a robust theoretical framework that supports the historical analysis of the time, which made it possible to identify the key stages in the training of rural teachers and the challenges faced due to political and budgetary changes. Results and Discussion: The results of the study reveal three key stages in the training of rural teachers in Colombia: a) First Stage (1934-1945): Characterized by the implementation of liberal educational policies that promoted the expansion of rural normal schools, b ) Second Stage (1946-1950): Marked by a period of transition and adjustments in study programs due to political changes and c) Third Stage (1951-1953): Influenced by conservative policies that affected the financing and structure of schools rural normals. The discussion focuses on the impact of these policies on the quality of rural education and teacher training, highlighting the challenges and opportunities that arose during each stage. Research Implications: This study highlights the importance of the comprehensive training of rural teachers and its impact on rural education in Colombia. The findings contribute to the understanding of the evolution of rural education and offer a historical perspective that highlights the need for sustainable educational policies that support the continuous training of rural teachers. Originality/Value: The research provides a detailed and unique view of the evolution of rural normal schools in Colombia, contributing to the field of History of Education with a specific focus on rural education and teacher training. This study not only enriches historical knowledge, but also offers valuable lessons on the development and implementation of educational policies in the rural educational field.

Nowa Huta między wsią a miastem. Część 2. Transformacja gospodarczo-ustrojowa i nowe spojrzenie na miejsce Nowej Huty w krajobrazie Małopolski

The aim of this study is to give an insight into the phenomenon of Nowa Huta, which has been one of Krakow’s districts since 1951, although in 1949 it was planned as a separate city. Particular emphasis in this part is placed on the realisation of the potential of the XVIII District after the changes in the political and economic system that took place between 1945 and 1989. One of the ideas of Tadeusz Ptaszycki, the chief architect of Nowa Huta, was to implement the principles of the ideal city and garden city, i.e. a city with small, low-density buildings and a predominance of green areas. However, industrialisation happened so quickly that it nearly led to the extinction of many plant and animal species. Fortunately, the development did not invade the Nowohucka Meadows, allowing residents to enjoy the benefits of this unique natural site. In 2023, Nowa Huta was declared a historical monument, which gives it additional protection from poorly thoughtout investments and supports the development of cultural tourism, historical education, and the creation of cultural trails. Krakow is also covered by a sustainable tourism policy, which supports its cultural heritage and protects the natural environment. The principles adopted combine the needs of tourists with conscious consumption and long-term planning that takes into account ecological solutions and the comfort of residents in accordance with the ‘respect Krakow’ motto. It is also important to engage the local community and visitors in spreading the message about Krakow on social media, for example by using the hashtag ‘#krakow’.

Exploration of the Role of Virtual Reality and Augmented Reality in Revolutionizing Art Education

Virtual reality (VR) and augmented reality (AR) technologies have become increasingly important instruments in the field of art education as information technology develops quickly, transforming the conventional art education approach. The present situation, benefits, difficulties, and potential development tendencies of VR and AR technologies in art education will be investigated in this study. By means of literature analysis and case studies, this paper presents the fundamental ideas of VR and AR technologies together with their several uses in art education, namely virtual museums, interactive art production, art history instruction, and distant art cooperation. The research examines how these technologies might improve students’ immersion, raise their learning motivation, and encourage innovative ideas and multidisciplinary cooperation. Practical application concerns including technology costs, content production obstacles, user acceptance, privacy, and ethical questions also come under discussion. At last, the article offers ideas and suggestions to help VR and AR technologies be effectively integrated into art education through teacher training, curriculum design, technology infrastructure development, and multidisciplinary cooperation. This study offers useful advice for teachers of art as well as important references for legislators and technology developers working together to further the creative growth of art education.

Historical education of primary school children: from theory to practice

The relevance of the problem of historical education in primary school is determined by the need for younger students to develop a sustained interest in history, awareness of the importance of their own cultural and historical identity. This requires teachers to understand the essence of this process, apply innovative teaching methods and approaches aimed at actively involving students in learning history. The purpose of our research is to determine the essence of the concept of “historical education of primary school children” and the specifics of the organization of this process in primary school. Materials and methods. The following research methods are selected: 1) analysis of psychological and pedagogical literature – in order to determine achievements in solving the problem under consideration, to identify existing scientific points of view on the problem of historical education of younger schoolchildren; 2) SWOT analysis – in order to identify the advantages and disadvantages of existing programs aimed at historical education; 3) a survey – to determine the level of formation of knowledge of younger students about historical events. The sample of the study was made up of students of the 3rd and 4th grades of schools in Chelyabinsk. The sample size was 170 people. The analysis of psychological and pedagogical literature carried out by the authors allowed us to state the insufficient elaboration of the problem of historical education of younger schoolchildren in both domestic and foreign literature. The theoretical significance of the research lies in the author’s formulation of the concept of «historical education of primary school children», which refers to the activity of a teacher aimed at forming children’s initial historical knowledge in connection with an interest in the history of their Fatherland, a personal understanding of the significance of the main events, the desire to preserve historical memory. The analysis of the results of the survey indicates a lack of awareness of students in grades 3–4 about historical events. Based on the conducted SWOT analysis, threats to achieving the goals of historical education have been identified: excessive content of existing programs, planning a large number of expected results. Historical education in primary schools should be aimed at the study of reliable and scientifically based historical knowledge by children, the development of the ability to understand the causes and consequences of historical events, to assess their impact on people’s lives. It creates one of the foundations of the all-Russian civic identity and collective historical memory. One of the tasks of historical education in primary school is to form a value attitude to the world around us based on acquaintance with important and truly vivid events, personalities, and stories from the history of our country. To achieve this task, it is necessary to use the opportunities of lessons (literary reading, the outside world, ORCSE, music, art, etc.) and extracurricular activities (participation in design and research activities, visiting theaters, staging performances with a historical plot, studying epics, fairy tales, folk art, etc.).

History of education: the pedagogy of educational cinema in Brazil and Argentina in the 20th century

This paper aims at presenting the genesis of the technological use in the classroom, how the cinema, was used as educative tool in Brazil and Argentina in the beginning of the 20th century. In Brazil, it appears in the imaginary line of what they had of modernity sometimes seen as a way of educating its people located in distant regions, it was also seen as a tool for the elite. In Argentina, on the other hand, the educative cinema was totally strict to the positivist idea. An educative cinema aiming hygienic process and the scientific world, distant from any opportunity that could deviate the righteous, average, hardworking citizen. In both countries, the government started to control the educative cinematographic productions, and such action has been interpreted by some researchers as governmental propaganda since then. Other researchers, however, believed in the importance of this instrument for quality and innovative education. Today, Argentina still uses educational cinema as one of the classroom tools, unlike Brazil, which no longer has it as part of government investments.

Forensic Analysis of a Good Universal Education in a Secular Culture as a Sign of Justice for the Need for a Better Future

This article presents an analysis of the reality and the way of transmitting education based on the teaching of the Catholic faith in a culture or this secular as a sign of justice in a world of discard, taking into account the cultural value of education in our country, as well as his contributions to society, covering historical and modern characteristics of this political polemic in relation. The article consists of a bibliographic and exploratory research, with a view to raising concerns in situations presented with certain practical solutions in the application of learning in the seminar on a topic of paramount importance. In this way, the research provides a comparison between the characteristics of teaching or education starting from the educational process today in a certain place close to the parish where I am working; addresses themes inherent to the educational process regarding the origin of knowledge, the relationship between faith and science, teaching methods, worldviews, the role of religion in society and its implications for public and private education and culture, going over the Christianity's action in the History of Education and addresses this as social justice. Demonstrating that Christianity itself, not only maintains a relationship with education, but also constitutes an educational process, with objectives similar to the objectives of secular education.

Evaluating Learning Engagement in MyPerjuangan Game-Based Learning Using E-Game Flow: A Case Study of History Education in Malaysia

Passing the History subject in Malaysia is compulsory for students who want to receive the Sijil Pelajaran Malaysia (SPM) certificate. Traditional teaching methods, often focused on rote memorization, have led to disengagement and low enjoyment among students. This research addresses the need for improved learning engagement and information management by developing MyPerjuangan, a game-based learning platform focusing on Malaya's Japanese occupation. The aim is to evaluate the effectiveness of game-based learning in managing educational content and enhancing student engagement in history education. The study developed the platform using the Game Development Life Cycle (GDLC) methodology. It employed the E-Game Flow model to evaluate user experience across several dimensions: concentration, feedback, goal clarity, and knowledge improvement. Data were collected through a survey of 10 respondents, consisting of teachers and students, with an overall satisfaction rate of 94.3%. The mean values for key factors such as concentration (92%) and knowledge improvement (100%) indicate high levels of engagement and effective information management within the platform. These findings suggest that MyPerjuangan successfully manages and delivers historical information engagingly, significantly improving students’ interaction with the material. However, limitations such as the small sample size and the platform’s exclusivity to desktop use were identified. Future research should expand the study to a larger, more diverse sample and explore multi-platform accessibility to enhance the system's scalability. In conclusion, game-based learning is valuable for improving educational content management and student engagement in history education.

Education Character in the Era of Globalization: Facing the Challenges of the Modern World

Character education is a fundamental element in the education system, especially in the era of globalization, which brings cultural, social, and technological challenges. In Indonesia, character education faces various challenges, such as the influence of foreign cultures, individualism, and inequality in access to education. A values-based approach that centers on local culture is highly relevant to address these challenges. This strategy involves reinforcing traditional values through multicultural education and internalizing local cultural values at various societal levels, including families, schools, and communities. Studies have shown that integrating local values, such as tolerance, cooperation, and religiosity, can strengthen character education, making it more relevant to modern needs. Helius Sjamsuddin emphasized the importance of educational history as a foundation for building sustainable character education based on national culture. This study employs a literature review methodology as a scientific approach to collect, analyze, and synthesize information from various written sources. This study applied a descriptive approach. We collected data from multiple sources such as books, scientific journals, policy documents, articles, and research reports. The results of the analysis indicate that character education in Indonesia faces complex challenges due to globalization. These challenges impact both individuals and the education system, including the influence of foreign cultures, technology, and changes in students' mindsets. The proposed strategies include implementing local values, the positive utilization of technology, and the involvement of societal elements in the education process. Holistic-based character education can help the younger generation face global dynamics without losing their cultural and moral identity.

СОЦІАЛІЗАЦІЯ ДІТЕЙ ТА МОЛОДІВ НЕДІЛЬНИХ ШКОЛАХ УКРАЇНИ (ДРУГА ПОЛОВИНА ХІХ – ПОЧАТОК ХХ СТОЛІТТЯ)

The article, based on the analysis of historical and pedagogical sources, reveals the history of the formation and development of Sunday schools in Ukraine in the second half of the 19th - at the beginning of the 20th century as a center of socialization for children and youth. The author found out that in the history of education in the second half of the 19th- at the beginning of the 20th century a significant place is given to the educational activities of Sunday schools - non-traditional institutions of out-of-school education for children and adults, in which training took place on Sundays (for persons of Jewish nationality - on Saturdays) and holidays. Sunday schools of the researched period are considered as open public educational institutions, the principles, tasks and content of education and upbringing of which were aimed, first of all, at meeting the educational needs and requests of the people. The specificity of educational work in Sunday schools was determined, which consisted, first of all, in a special atmosphere of relations between the teacher and the student, which contributed to the socialization of children and youth. The internal rules of Sunday schools strictly prohibited corporal punishment, which, according to the teachers, hindered not only the mental, but also the moral development of students. It was proved that the constant search for flexible, constructive principles, the development and testing of new effective methods and methods of teaching and upbringing, the use of progressive achievements of Ukrainian and world pedagogy are the main components of professionalism and the main principles of the innovative activity of Sunday school teachers. The organizational principles of the activity of Sunday schools were singled out: the absence of strict internal regulations, a public approach to the management and planning of the pedagogical process, compliance with the main principle of activity – «school for students», the creation of special guardianships for the purpose of caring for students, a special atmosphere of relationships between members of the school team, humane treatment of pupils, common interests of teachers and students, etc.

ВИКОРИСТАННЯ ТВОРЧИХ ЗАВДАНЬ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІСТОРІЇ

The article, based on the analysis of the theory and practice of professional education, outlines the methodological features of training future history teachers for the organization and implementation of creative activities of students in the New Ukrainian School. It is noted that the implementation of the «New Ukrainian School» Concept actualizes the need to train a competent creative teacher who will produce rational consequences of various problems, capable of self-development and self-training in further life and professional activity.The implementation of the Concept is aimed at revealing and developing the abilities of students, which requires the creation of a modern educational environment that will stimulate the release of the creative potential of both education seekers and teachers. It is indicated that the training of the future history teacher should contribute to solving the tasks of continuous education and the formation of a creative personality capable of self-development and lifelong learning.The article defines and characterizes the components of the professional training of future teachers of history in the implementation of the process of organizing and conducting creative activities of students. The specifics of modeling of various types of training classes are specified, the forms, methods and means of training are highlighted. Emphasis is placed on the fact that the method of teaching history should provide for the design of a gradual and consistent development of students' abilities, a special aspect of which will be a set of tasks that involves the acquisition of not only formal and logical, but also operational knowledge, involvement in independent research of information, generation of a creative product.The features of the use of creative tasks in the process of training future history teachers are characterized. It is emphasized that the history teacher’s preparation for creative activities of schoolchildren should be complex and creative, which will contribute to effective preparation for professional activities.

Cultural heritage and iconic elements for history education: a study with primary education prospective teachers in Spain

Cultural heritage, both in its tangible and intangible dimensions, is a very influential element that is closely connected with history education and with identity-building. The present study seeks to identify the cultural iconic elements that pre-service social science educators associate with the history of Spain, as well as their sources of information. A semi-structured questionnaire was administered to 668 prospective teachers of four Spanish regions who were enroled in bachelor’s degrees in primary education. Participants were asked to spontaneously name the four iconic elements (monuments, works of art, places, festivities, traditions, etc.) that they considered the most representative of Spanish history. Finally, they were asked about the sources of information that they used in order to gain knowledge about these elements. Results revealed that some iconic elements connected with cultural and historical heritage were predominant in the collective consciousness of trainee teachers. Furthermore, while the influence of school was noticeable, an even stronger influence of the social context and families was detected in their selection. Results suggest that the educational potential of cultural icons that are familiar to learners should be used in initial teacher training and history education. This would allow prospective teachers to promote engagement and develop an understanding of historical multiperspectivity among their students, fostering critical citizenship.

‘Please Think Critically’: A Theoretical and Conceptual Analysis of Curriculum Delivery of Law Degrees

This paper aims to perform an analysis of pedagogy and theory of the law degree. Pedagogy is the method and practice of teaching. The paper proposes that law education may accommodate a pedagogy of the development of ‘alternative critical scholarship’ in relation to law students. It employs the phrase ‘Please think critically’ because it is common in the history of legal education that the most successful scholars, and litigators all lived by the mantra: ‘please think critically’. It does not argue that a critical law student must be trained to be disruptive without cause, but that our methodology in curriculum delivery must encourage the law student to de/construct legal doctrine or concepts. This exercise may be accommodated as an alternative model for legal research. Thus, this paper contributes knowledge to critical legal research methodology. The research problem in this paper hinges on the fact that law students learn the skills of litigation (or problem-solving in the legal context) from learning by rote legal principles that are trite. They often do not learn the skills to perform a historical, theoretical and philosophical or doctrinal analysis of a/the law. This paper argues that to address this problem, they may be encouraged to learn about the epistemology, ontology, morality, philosophy of history and African philosophy. This will arm them with the tools to approach the established legal principles with an ability to re/think, re/imagine, and/or re/de/construct the law. This type of study may, wholly or in part, be dependent on research from other disciplines. The development of this critical law student is dependent on the manner they are taught, assessed and developed in and out of the classroom. To encourage critical thinking, the student may be assessed on their ability to critique established legal instruments: the legal doctrine, nature of the law, new and proposed legislation, new case law and judges’ legal interpretations. The critical analyses and thoughts on alternative theories like decolonial schools of thought and African jurisprudence may be reflected in their dissertation.

Retrospect on seventy years of Chinese stomatology history research:focusing on papers issued by Chinese Journal of Stomatology

Chinese Journal of Stomatology has had eighty papers on Chinese stomatology history issued for seventy years. According to three stages of the journal,statistics of the quantity and themes of the issued papers are compiled: the number of issued papers increases while the theme shifts from Chinese stomatology history before 1912 to Chinese contemporary stomatology history. Research methods shifts from the comparatively scanty approach of summary and induction on literature and cultural relics materials to multidisciplinary approaches. Early researches saw the senior scholars such as Zhou Dacheng and Mao Xiejun play the role in the field while recent years research teams represented by colleges and research institutions have published varied research topics. As the research deepens, platforms for issuing stomatology papers have been expanded, more subjects have been cross-disciplined and some academic monographs on stomatology history and stomatology education history have been published, among which Zhou Dacheng's Historic textual research of Chinese stomatology can be regarded as a milestone in the field. Comparing with other fields in the stomatology, current research on stomatology history still has much more gap to fill. The academic community should put more emphasis on talent training, discipline construction, research approaches, museum construction and cooperation between Chinese and western medical sciences so that to assist in the long-term development of the research.

Boarding schools for male youth in Polish lands at the turn of the 18th and 19th cnturies

Among the schools operating in the Old Polish era, boarding schools, or institutions that accepted children and youth for education and accommodation, began to appear from the 18th century. These institutions were separate for girls and boys. This text is dedicated to the latter. Chronologically, it covers the period of the decline of the Polish-Lithuanian Commonwealth, the reforms of the Commission of National Education, the beginnings of the partitions, and the era of the Duchy of Warsaw. Various sources have been used, including diaries, regulations of the Commission of National Education and the Educational Chamber, and announcements in the “Gazeta Warszawska.” This type of educational and upbringing institution for boys has not yet attracted special interest from researchers of Old Polish education history. These were usually small, often short-lived institutions. They accepted few students, who were cared for by the person running the boarding school, assisted by directors, teachers, and servants. Because for a long time they were not subject to any regulations, they were established and run by individuals without the necessary qualifications. As a result, they were often criticized in various writings, and parents were discouraged from sending their children to them. The situation changed somewhat when the Commission of National Education issued regulations to organize their functioning, which continued in the later period. Among boarding schools for boys, two types can be distinguished. The first type were schools with boarding facilities, where the students both studied and lived together under the supervision of the boarding school owner. The second type were those where students lived but studied in separate schools.

Review of empirical studies in HPM2004 & ESU4: Empirical research in the field of using history in mathematics education

Review of empirical studies in HPM2004 & ESU4: Empirical research in the field of using history in mathematics education

CONTEMPORARY DEBATES ON CURRICULAR ADAPTATIONS: DIVERGENT OPINIONS AMONG TEACHERS

Throughout the history of education, we have witnessed different theoretical positions on curricular adaptations. When referring to curricular adaptation for people with disabilities, the debate becomes more pronounced, as there is no consensus among teachers whether or not the curriculum should be adapted. The problem that guided the reflection was: why is there still resistance from teachers to make adaptations in school curricula? The objectives of this investigative process were: to understand, in the light of the theoretical references, the reasons why the teachers of the common school almost do not make the curricular adaptations; to analyze whether it is due to the lack of initial and permanent training that teachers find it difficult to make adaptations in the curriculum; identify the main pedagogical barriers that prevent curricular adaptations in schools at all levels. The option was for qualitative research, supported by bibliographic research and documents that support the theme of curricular adaptations. References put us in front of a question: the dilemma is - to adapt or not the curriculum, considering that in the space-time of the school students with Specific Educational Needs are occupying common schools at all levels. Results found in the literature have shown us that there is no consensus among teachers as to whether or not the curriculum should be adapted. Considerations, of course, not conclusive, led us to reflect on the vehement need to invest in the permanent training of teachers, with regard to curricular adaptations in schools.

Teaching jazz history: disrupting gendered narratives

The teaching of jazz history in tertiary institutions has historically focussed on the “great men” of jazz (Whyton, 2010), with jazz historiography giving scant recognition to female-identifying musicians (Rustin and Tucker, 2008). The historicising of certain individuals and their music is fundamental to understanding jazz, yet it silences female and gender non-binary voices, overshadowing the roles they played in the evolution of the genre. This study aims to deepen our understanding of the experience of students engaging with jazz history in the 21st century. Halberstam and Halberstam’s (2005) theory of queer time and disruption serves as the primary framework for analysing shifts in teaching and learning perceptions concerning hegemonic and male-dominated narratives in jazz history. To understand the experiences and perspectives of those directly involved in jazz history pedagogy this research draws on an education-focused, polyethnographic approach utilising data derived from self-selected student research topics, student surveys, and teacher interviews. Our findings highlight both the shifting discourse within tertiary education, teaching experiences and the interwoven attitudes of students, reflecting on how these dialogues came to impact and shape the other. The study provides implications for how jazz education may continue to evolve in both attitude and enlightened access in the education of jazz learners. The objective of this paper’s outcomes is to inform the translation of more diversified narratives in tertiary jazz pedagogy and music education more broadly.

Towards a “Glocal” Teaching of the History of Graphic Design

This article examines the teaching of graphic design history in Lebanon and other Arab countries, with a focus on the incorporation of a local perspective in the curriculum. The study brings attention to overlooked elements of culture, identity, and heritage in the teaching of this topic. It advocates for the inclusion of local designers’ voices as a means to challenge the prevailing Western-centric approach found in major institutions across the Arab region. By offering recommendations derived from the author’s personal experience as a design educator in Beirut, alongside empirical research conducted in Lebanon and other Arab countries, the article presents insights and addresses the impact of colonial encounters that have resulted in the assimilation of Western-inspired methods and perceptions of modernity. It further advocates for the incorporation of local and peripheral narratives to foster a more inclusive design history and provide a broader perspective. By conducting this research, this article contributes to the broader understanding of graphic design history education and its impact on the field in the Arab region.

Experiencias docentes frente a la virtualidad durante la pandemia por covid-19: principales desafíos y estrategias de afrontamiento

This study aims to analyze the main challenges faced by teachers when adapting to virtuality during the COVID-19 pandemic, considering the particular circumstances of each one, in order to obtain relevant information on their ability to adapt and develop skills in this educational context. A qualitative methodology based on a Grounded Theory design was used, which allowed the elaboration of explanatory categories to identify the main challenges and coping strategies implemented by teachers in the face of the virtualization of education during the pandemic context. The data was collected through open questions, which facilitated the detailed compilation of their experiences. 421 teachers of different levels and educational modalities from two Argentine provinces participated in the study. The results allow identifying pedagogical, technological, communication, individual and family challenges. On the other hand, they highlight the development of adaptation, training and communication strategies. The results invite us to rethink virtuality, as an educational opportunity that allowed promoting collaboration, creativity and innovation. Educators adapted and faced challenges with determination, leaving a mark on educational history and providing valuable learning to strengthen education in the future.