History Of Social Education Research Articles

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.

Chapter One - The Social History of Education in Northern Nigeria

Chapter One - The Social History of Education in Northern Nigeria

Rethinking the history of education: considerations for a new social history of education

ABSTRACT In the 2020s, there are both societal and academic reasons to reflect on the field of history of education. In this article, we focus on the issue of the social, which remains central to the field as we acknowledge that society shapes education and education shapes society. By exploring the social on theoretical, methodological and broader societal levels, we provide suggestions for how we can rethink the field of educational history in the future. In line with a postmodern emphasis on particularity and complexity, we do not present any simple or general answers. We do not promote a return to the social history accounts of the post-war era and its emphasis on social class, economic development and the state. Instead, we encourage efforts to rethink the terms social and society on the basis of both classic social history accounts and the lessons learned from new cultural history of education. What would a new social history of education look like in the twenty-first century, and how can we write updated histories on education and society today?

Pengelolaan Yayasan Albanna sebagai Lembaga Pendidikan Islam di Denpasar Selatan 2007-2019

This research study discusses the Management of the Albanna Foundation for Islamic Education Institutions in South Denpasar 2007-2019. The purpose of this study is to find out the background of the formation of the Albanna Foundation, how the Albanna Foundation management system is and what challenges are faced by the Albanna Foundation managers. The research methodology used by the author is the social history of education. The theory used in the research by the author is called historical theory such as historical understanding and structural functional theory. The results of this study explain that the formation of the Albanna School started from the idea to pioneer an Islamic School from the Albanna builder and administrator founded by Saifuzzuhri. The Albanna Foundation is an Islamic school that has a religious character and has a global perspective in the concept of Islamic education that provides support for school efforts to advance themselves and implement a management system and infrastructure in Albanna. The challenges in managing the Albanna Foundation he faced with reference to technology and human resources.

Intelectuais negros entre o século XIX e início do XX: novas perspectivas para a história da educação brasileira

Trata-se de uma discussão sobre a presença de homens negros no cenário intelectual brasileiro no período de transição entre o século XIX e o XX. Reflete-se sobre novas perspectivas de compreensão da história da educação brasileira a partir da inclusão de pessoas negras no universo letrado. As trajetórias homens negros na Parahyba do Norte serão discutidas a partir da consulta às fontes primárias e tendo como referência teórica a história social e a história social da educação. Conclui-se sobre a importância de alargar a compreensão sobre as relações raciais entre brancos e negros no Brasil e a inclusão dessa discussão no campo da história da educação.

Knowledge to Teach and Knowledge for Teaching in Teacher Education Research

The article aims to present an excerpt from the research that investigates knowledge to teach arithmetic in practical classes in teacher training courses. More precisely, we are looking for traces of prescriptions of practices at a knowledge systematization level that we seek to objectify in a set of articles from the journal A Eschola Publica (1893-1894 and 1896-1897), which later became the book A Eschola Publica: ensaio de Pedagogia Pratica, published in 1895 by Typographia Paulista. In the late 19th century and early 20th century, Normal Schools in Brazil had attached to them, what was called a Model School, which was designed to disseminate teaching practices aligned with the renewal of the pedagogical methods and constituted the training model for teachers who taught mathematics in early childhood education. In theoretical and methodological terms, this research is based on Certeau’s writing of the history (2010) and Chartier’s cultural history (1990), considering Chervel’s history of the disciplines (1990) and Julia’ school environment (2001). The analysis is based on the studies of the Swiss Research Group on Social History of Education (ERHISE), which focused on socio-historical research on teacher education. For Hofstetter & Valente (2017), the objectified knowledge is that which is given to us as natural and necessary, usually imposed by a group that starts to say the same thing, establishing a consensus. The analysis of two articles from A Eschola Publica shows that knowledge for teaching is structured and incorporates the current pedagogical vacancies in articulation with the knowledge to teach.

“Arithmetical Complement of a Number”: A Mathematics Knowledge to Teach

This article aims to present a theoretical-methodological discussion about mathematics to teach , a theoretical category developed by Valente (2017). This concept is mobilised from studies in the perspective of the History of Mathematics Education that intends to search the history of the professional knowledge of teaching and training of teachers, in the scope of mathematics teaching. These studies have used the conceptual categories of knowledge to teach and knowledge for teaching , developed by the Research Team on Social History of Education, as a theoretical-methodological tool for their investigations, which are the basis for the theoretical construction of the concept mathematic to teach . To achieve our objective, we tried to perform an articulation between the conceptions of Charlot (2000) and Hofstetter e Schneuwly (2017) regarding the presentation of the knowledge in the form of an object. Lastly, we applied the concept of mathematics to teach, in our perspective, to point the movement that has turned the arithmetical complement in knowledge in the form of an object, that is, in a mathematics to teach .

El El arte de la educación integral

La investigación presenta la reflexión educativa-pedagógica desde el enfoque de la educación humanística bajo el modelo pedagógico del aprendizaje como un arte en contextos sociales en oposición al enfoque educativo instruccionista del modelo pedagógico de la educación programada. Desde la investigación cualitativa y el método hermeneutico y de la historia social de la educación se establece la comprensión integrada de la persona humana: el individuo y la colectividad; lo cognitivo, emotivo y volitivo; lo espiritual y lo psicosomático; la política en la sociedad y la multiculturalidad. Exige, también, aplicar en la resolución de problemas la teoría, la práctica y la poiesis. Para alcanzar este objetivo se propone la confluencia de un conjunto de artes, en el gran arte de la actual sociedad del conocimiento: el aprender a aprender desde un nuevo modelo pedagógico.

La Escuela Rural en Colombia como escenario de implementación de TIC

El presente estudio se sustentó en la historia social de la educación y la investigación cualitativa. Metodológicamente procede haciendo una aproximación a las políticas y estrategias gubernamentales para instituciones educativas rurales, en materia de Tecnologías de la Información y la Comunicación (TIC), implementadas en las últimas décadas en Colombia. Así mismo, se realiza una aproximación a la Escuela Rural como escenario de oportunidades y limitaciones socio-educativas. Se concluye que los proyectos gubernamentales de aplicación de las TIC en la educación rural, deben identificar los contextos sociales, políticos y culturales, para resituar el uso de la tecnología en la enseñanza y convertirse en escenario de empoderamiento del sector campesino presentado a la escuela como el núcleo de la transformación educativa. Además se requiere en el maestro un rol mediador, crítico y reflexivo, que le permita hacer una lectura del contexto, en cuanto a recursos y necesidades de la población, para elegir coherentemente las herramientas TIC que favorezcan los procesos de enseñanza y de aprendizaje y además reconocer cuándo es oportuno prescindir de su utilización

Filantropía, Educación y Fútbol: La Obra Benéfica de Max Bembo en Barcelona (1907-1922)

The last century has been considered as the rights of children. At the beginning of the twentieth century the economic, industrial and cultural development of the city of Barcelona entails a very important urban transformation whose effects are felt in a dense concentration of the working population that has to face a multitude of hardships and social inequalities. In this context, there is a movement of institutional beneficences that aim at education and protection of the destitute children. Among all these initiatives is the unpublished charitable work of Max Bembo (José Ruiz Rodríguez), figure in which we focus the object of study of this research. A documentary review of primary sources of hemerographic nature and the subsequent analysis of the selected texts support an interpretation around Critical Theory. Max Bembo's philanthropic work transcends the beneficial concept and is incorporated into the field of social justice by using football as a standardization and citizen integration device. With this article, we have proposed to overcome the residual space that still has the History of Social Education and advance in the construction of a discipline that supports broad social (political, cultural, economic ...) connections.

Hacia una historia de la juventud y la educación en clave histórica. Argentina 1940-1960

Abstract:Over the past few years, interest on a history of education has aroused a sort of epistemological rediscovery on the part of historians. In this context we propose to cover a redefinition of the object of study through “a social history of education”, which shouldn’t be understood as a synonym of “primary school”. This work deals with some variables and methodologies to address the history of secondary schooled population from a socio-cultural perspective and raises questions based on the study of theme- related bibliography. Furthermore, a deconstruction of the historical, pedagogical object of study which would involve the study of new aspects of the educational system: health, hygiene, school architecture, genre and behavioural patterns in youth, among others. The increasing interest in socio-educational topics and the emerging diversification of the field makes it necessary to devise new inquiring strategies to address the object of study. There is no intention to reproduce certain concepts used in the past that might bring about some conflict in the reconstruction of the educational experiences in Argentina during the XX century.

“Academicians” and the Academy: A Social History of Education and Literacy in 18th-century Ukraine [“Akademiky” i Akademiia. Sotsialna istoriia osvity i osvichenosti v Ukraini XVIII st.] by Maksym Iaremenko

“Academicians” and the Academy: A Social History of Education and Literacy in 18th-century Ukraine [“Akademiky” i Akademiia. Sotsialna istoriia osvity i osvichenosti v Ukraini XVIII st.] by Maksym Iaremenko

三時眞貴子著, 『イギリス都市文化と教育-ウォリントン・アカデミーの教育社会史-』, 昭和堂, 二〇一二・二刊, A5, 三二〇頁, 五四〇〇円

三時眞貴子著, 『イギリス都市文化と教育-ウォリントン・アカデミーの教育社会史-』, 昭和堂, 二〇一二・二刊, A5, 三二〇頁, 五四〇〇円

From Escoffier to Adria: Tracking Culinary Textbooks at the Dublin Institute of Technology 1941–2013

From Escoffier to Adria: Tracking Culinary Textbooks at the Dublin Institute of Technology 1941–2013

圓入智仁著, 『海洋少年団の組織と活動-戦前の社会教育実践史』, 九州大学出版会, 2011年5月発行, 本体価格4,600円(VI 書評・図書紹介)

圓入智仁著, 『海洋少年団の組織と活動-戦前の社会教育実践史』, 九州大学出版会, 2011年5月発行, 本体価格4,600円(VI 書評・図書紹介)

TENDENCIAS HISTORIOGRÁFICAS VISTAS A TRAVÉS DE LAS TESIS DEL DOCTORADO EN CIENCIAS DE LA EDUCACIÓN. RUDECOLOMBIA (1998 - 2007)

El presente artículo pretende hacer una reflexión sobre las temáticas y metodologías empeladas en el desarrollo de las tesis doctorales realizadas en el Doctorado en Ciencias de la Educación – RUDECOLOMBIA. Es de anotar que la base del programa de formación doctoral fue el proyecto sobre “Historia de la Universidad colombiana, 1774-1992”, el que se ha enriquecido con la investigación y aporte de las tesis doctorales. Así, el objeto de estudio que es la Universidad, ha sido estudiado desde diversas tendencias historiográficas, en las que se resalta su papel en el contexto local y nacional. Esto nos ha permitido identificar algunas tendencias así: Historia institucional, historia social de la educación, élites y poder político, historia socio – cultural, historia de los saberes escolares, que nos han permitido identificar nuevos problemas, nuevas metodologías, nuevos actores, nuevas fuentes, que se contraponen al historicismo.

The role of pedagogical historiography in forming pedagogical knowledge

This paper discuses the role of pedagogical historiography in forming pedagogical knowledge, both from the aspect of history and from the aspect of the present status of this discipline. Our aim is to observe the problems of pedagogical historiography, as a scientific and teaching discipline, in the context of forming of pedagogical knowledge. The process of transformation of heuristic function of the history of pedagogy is analyzed - from the traditional approach which emphasizes its role in forming pedagogical culture to the orientation of historical research and education in pedagogy towards theoretical and professional knowledge. The development of history of pedagogy as a scientific discipline is mostly observed through three phases: the first, focused on research of the development of pedagogical ideas and/or school system, lasted until the 1960s, when it was replaced by social history of education, while today it is mostly spoken about the 'cultural history of education'. The evolution of pedagogical historiography is also followed by the changes in its relation towards theory and practice of education, which is especially dealt with in this paper. In the conditions of radical changes in epistemology of social sciences and university reform, pedagogical historiography faces the question of its own relevance.

Human Remolding in North Korea: A Social History of Education (review)

Human Remolding in North Korea: A Social History of Education (review)

It’s a long way to … an international social history of education: in search of Brian Simon’s legacy in today’s educational historiography

Appreciation, respect and perhaps even friendship for Brian Simon are not immediately the best conditions for a critical and detached investigation of his legacy. So we would do best to take accoun...

The Young Colonials: A Social History of Education in Trinidad and Tobago, 1834-1939

The Young Colonials: A Social History of Education in Trinidad and Tobago, 1834-1939