Educational Legacy Research Articles

‘Why should not Citadels become Academies?’ Transatlantic Tercentenaries, Higher Education and Local Pasts in Britain after the First World War

AbstractThis article examines two transatlantic tercentenaries that took place around the end of the First World War: that of the execution of Sir Walter Raleigh (1918) and that of the sailing of the Mayflower (1920). By sheer historical happenstance, these two major commemorative events were both centred on the county of Devon. Raleigh was associated with the city of Exeter, while the Mayflower pilgrims were indelibly linked with the maritime city of Plymouth. This thrusting into the limelight of two Devonian cities coincided with a regional effort to expand university education in the southwest. This article examines these two tercentenaries as case studies in the interaction between the transnational, regional and local dimensions of commemorative culture and historical narrative in Britain. It shows how, in both cases, internationalism fed regional rivalries, with national agendas peripheral at best. The article's second, related aim is to highlight a neglected aspect of scholarship on twentieth‐century memorialisation, namely educational institutions as legacies of historical commemorative events. In both the Raleigh and the Mayflower anniversaries, links between the British locale and internationalism superseded any national aims or agendas, with both Exeter and Plymouth vying to be the regional leader in higher education, each bolstered by their claims to significance in America. Although neither scheme ultimately came to fruition, the tercentenaries nevertheless left behind educational legacies, calling into question the stark divide between ‘public’ and ‘academic’ history.

Professor H. Gutfreund, FRS (21 October 1921 to 21 March 2021)

Professor H. Gutfreund, FRS (21 October 1921 to 21 March 2021)

PESQUISA COM O COTIDIANO: AÇÃO, PARTICIPAÇÃO E TRANSFORMAÇÃO NA EDUCAÇÃO PÚBLICA

This article seeks to present the Research with the quotidian as a participatory methodology that taking the dialogue as a methodological and epistemological principle, marked by the subject-subject relationship, has allowed us to understand the quotidian as a space-time of claim, contestation, reflection, elaboration of the concrete reality and knowledge production. Such an understanding linked to the legacy of popular education in Brazil and Latin America helps us to formulate possibilities in search of guaranteeing the right to free, quality and public education for children, adolescents, youth and adults of the popular classes.

Challenges arising from the special education legacy in Russia and South Africa: a cross-case analysis

ABSTRACT The pursuit of inclusive education in different countries is shaped by the extent and the nature of existing special educational provisions. We focus on two authoritarian regimes in the previous century: Soviet Russia (USSR) with its ideology of class (proletarian humanism and egalitarian universalism) and South Africa with its ideology of race (apartheid and discrimination). We make two assertions on the basis of a cross-case analysis based on a policy historiography. First, state ideology is visible, explicit and prominent in the shaping of special education. Second, the challenges of transitioning to a more inclusive education system are compounded by the ideological legacy of these regimes. Current moves towards inclusive education in both countries must contend with these ideological legacies, and we argue for greater recognition of the role of state ideologies in international and comparative studies of special and inclusive education.

‘Lessons from Lockdown: The Educational Legacy of COVID- 19’ by Tony Breslin

‘Lessons from Lockdown: The Educational Legacy of COVID- 19’ by Tony Breslin

Cai Yuanpei’s Vision of Aesthetic Education and His Legacy in Modern China

Cai Yuanpei is widely understood to have been a traditionally educated Chinese scholar who then turned his attention to Western philosophy. He is known to have played a central role in the development of Republican educational philosophies and institutions, with a legacy that continues to inform education in China. Studies tend to interpret Cai Yuanpei’s approach to aesthetic education in light of his educational experience in Germany, regarding him as a Kantian scholar. However, the Confucian roots of his aesthetic education seldom draw scholarly attention. To fill the gap, this article examines Cai’s vision of aesthetic education based on both his academic background in the East and his knowledge of Western philosophy and maps out his influence on and legacy in aesthetic education in China. It argues that Cai’s vision of aesthetic education has influenced modern Chinese education in three main ways: by bridging the gap between moral education and aesthetic education to nurture citizenship, by encouraging aesthetic education for whole-person development, and by adopting an interdisciplinary approach to school aesthetic education. The article concludes by reflecting on the enduring value of Cai’s vision of aesthetic education to modern Chinese education.

The Impact of a Sport Mega Event in the Right to Access Public Education: The Case of the Porto Alegre Communities Affected by the 2014 Brazil World Cup

This article addresses key issues of sport mega events’ social and educational legacies. The rhetoric of the “legacy” of mega events has been imprinted in every bid presented to different countries and cities to influence their decision whether to host or not this type of event. Visible and also intangible effects are often cited as part of the “legacy” packaged to convince host citizens to adhere to the events. In the past few decades, several studies have been questioning the “legacy” rhetoric, presenting data demonstrating that despite the positive outcomes implied in the concept, these events often cause major impacts in the lives of host countries through several dimensions that cannot be painted with a “positive” tone. This study aims to analyze the educational legacies left by the 2014 FIFA World Cup (WC) in Porto Alegre, capital city of the Brazilian Southernmost state of Rio Grande do Sul. We gathered data using participant observation methodology, surveys, and interviews with inhabitants of communities affected by the WC works. Our data reveal that the lives of public schools, students, and families in the region affected by the event were severely disrupted by the WC works without neither the Local Organizing Committee nor the local authorities offering adequate compensation or plan to alleviate these communities’ damages. We conclude by arguing that the WC has provoked a negative educational impact over communities that were already socially disadvantaged and most in need of good functioning of their schools.

How Far Can We Learn Anything of Practical Value from Our Pioneers? Reconsidering Wu Yifang’s Legacy of Higher Education

The dilemma confronting modern university development presents a challenge to the management ability of university presidents, hence a need to review how successful presidents of the past managed. Wu Yifang, the first Chinese woman president with remarkable achievements in education, has thus come to our attention. As President of Ginling College (GC), she was confronted with a preponderance of contradictions, including the conflicts between the ideas of Western universities and Chinese traditional culture, between Christian spirit and social responsibility, between educational logic and the political environment, between traditional inheritance and innovation, and between universal university governance experience and the unique needs of GC. She eventually succeeded in balancing these contradictions with her superb management wisdom, with the management ideas in China’s classical text, the Mean playing an important role in facilitating GC’s development. Wu Yifang’s management style demonstrated a remarkable balance in prioritizing both the pursuit of talent cultivation and social services, based on carefully catering to core principles pertaining to the development of universities and students. Wu Yifang’s management practices and philosophy can thus provide important inspiration for university presidents.

Reclaiming Language! Reclaiming Life!

This essay is part of a larger legacy project entitled “Retracing My Steps”. The legacy project is my response to a recent challenge from a professor from my undergraduate years at the University of Western Ontario, who observed that it was important that I consider what he referred to as launching my legacy in Anti-Racist education. These reflections capture key elements of my practice and in particular, the conscious use of language from a sociolinguistic perspective.

Mexican American Parrhesia at Troy

In the late 1960s, Mexican American and Chicana/o students and faculty began to create new cultural and academic spaces at the University of Southern California (USC). As outspoken advocates, they promoted a collective social identity as they questioned USC’s commitment to fulfilling the moral and humanistic responsibilities of its educational mission. These students and faculty members took part in the formation of ethnic studies and Chicana/o studies on their campus and in higher education generally. Their activist contributions, however, have been ignored by USC and by most of the scholarly community. Yet, through their work and use of parrhesia (saying what one means with frank speech), the core Chicana/o movement concepts of Aztlán (the conception of a sacred homeland, borrowed from the Aztec cosmovision archetype of origins) and Chicanismo (a collective Chicana/o cultural nationalism) have been woven into the mythology of USC, creating a Chicana/o legacy of deep education and learning.

Growing Threats to the Scientific and Educational Legacies of Research Stations and Field CoursesKelly Swing, Elizabeth Braker, Peggy Fiedler, Ian Billick, Christopher Lorentz, and David Wagner

Growing Threats to the Scientific and Educational Legacies of Research Stations and Field CoursesKelly Swing, Elizabeth Braker, Peggy Fiedler, Ian Billick, Christopher Lorentz, and David Wagner

Enlightenment and Education, Then and Now

Ideas about education and its power to transform people’s intellectual, social, political, and personal lives were central to Enlightenment thought. They were also central to the Enlightenment belief that new ways of thinking engendered new ways of living (and vice versa). Taken together, these points placed education at the heart of early modern debates over the constitution of society, the organization and administration of the polity, the nature and purpose of civil society, and the relations that govern everyday life. To understand this view of education and the Enlightenment debates to which it gave rise, this essay highlights the role of skepticism and uncertainty in Enlightenment thought, the philosophes’ interest in education as an instrument of moral and social improvement, and their commitment to the idea that both individual and collective progress stemmed from critical forms of social intercourse. As a result, we see that the Enlightenment’s educational legacy is not a particular platform or pedagogy, but an ongoing experiment in how the critical and collective pursuit of useful knowledge might reform or remake human society.

Role of ranganathan's legacy in LIS education and research in India

The Department of Library & Information Science started at the initiative of S.R. Ranganathan was the first school in the country to offer Master's and PhD programmes in Library Science. This study explores the role of professionals graduating from the LIS Department of the University of Delhi in LIS education and research, an attempt has been made to present a state-wise picture of the pioneering role played by the alumni of the Department. The study finds that sixteen prominent LIS departments were setup in the country by the alumni of Delhi University.

Abordagem freireana na educação escolar e não-escolar: uma mediação educativa/pedagógica que conscientiza

his Merleau-pontyan phenomenological essay shares fundamental dimensions of Paulo Freire’s legacy for school and non-school education. The text deals with popular methodological mediations/strategies that promote the dialogical construction of knowledge and awareness. The objective is to present relevant aspects of this historical-epistemological problematization based on readings, studies and research carried out by the Pedagogical Mediation and Citizenship Research Group from the Vale do Rio dos Sinos University - UNISINOS, coordinated by PhD Professor Danilo Streck. The dialogue articulates Freire’s readings with discussions conducted by Gohn (2006). The challenge of the necessary interface between school and non-school spaces in order to strengthen the emancipatory potential of the Freirean theoretical-methodological legacy in the different pedagogical times-places is highlighted.

АРХИТЕКТУРА И ДИЗАЙН: НОВАЦИИ В ХУДОЖЕСТВЕННОЙ ПОДГОТОВКЕ ПО ИЗОБРАЗИТЕЛЬНЫМ ДИСЦИПЛИНАМ В ПРОЕКТНОЙ СФЕРЕ

The purpose of our exploration is to investigate the computer technology impact on the development of art component in the modern design and engineering education. This is a case in the first instance of traditional arts such as Drawing, Painting and Sculpture. The thematic justification there is to analyse transformation trends of art image creation in a changing development context in the design area. The evolving methodological modern concept requires preservation and development the evolution way of things from its realistic perception (image) to its usage in the capacity of artistic tools and modern information technology tools. It would be instructive to examine the painting methodology of such authors as Nikolai Beschastnov, Vadim Kulakov, Irina Stor, Yuriy Avdeev, Gusein Guseinov, Victor Dyminskiy, Aleksey Sheboldaev (Painting), Yuriy Kirtser (Drawing and painting) as well as the legacy of classic and modern painters. In process of training painting and decorative transformations, information technology adaptation and appliance aim to educate high-level designers and architects. Careful study of nature combine with information technology art tools – this is a key stone of student training of Fine Arts departure of Institute of Architecture and Design Altay State Technical University. Perfect art skills together with technical achievements provides an opportunity to expand and enrich creative potential in carrying out tasks of any kind of complexity importing an art component in the modern design culture. Interest in information technology in a class-room environment Drawing-Painting-Sculpture is no doubt. It’s fascinatingly for students. New methodologies of Institute of Architecture and Design test and endorse in several subjects: Painting and Coloristics, Drawing, Colour transformations in design culture. Based on methodological experiments developed in Fine Arts departure of Institute of Architecture and Design Altay State Technical University and other Russian universities authors suppose that the modern information technology impact on new art architect training methodologies, student abilities for abstract creative reasoning, preserving art component legacy in architect education.

Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister by Charlotte Enns, Jonathan Henner, and Lynn McQuarrie

Reviewed by: Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister by Charlotte Enns, Jonathan Henner, and Lynn McQuarrie Ronice Müller de Quadros (bio) Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister, edited by Charlotte Enns, Jonathan Henner, and Lynn McQuarrie (New York: Routledge Taylor & Francis Group, 2021, 250pp. hardbound, $128.00. ISBN: 978-0-367-37376-4; paperback, $39.16, ISBN: 978-0-367-40719-3; ebook, $39.16, ISBN: 978-0-367-80868-6) It is a great pleasure to review the book Discussing Bilingualism in Deaf Children in honor of Robert Hoffmeister. There are several reasons why I delight in doing this analysis. Among them, I highlight two: first, because the area of bilingual deaf education accompanies me throughout my professional life; second, because Robert Hoffmeister contributed directly to my own perception as a Coda, the child of deaf parents, and as a researcher in the field of Deaf studies. Carrying out an analytical reading of this work allowed me to visualize the breadth of Robert Hoffmeister's legacy for deaf education in the United States and worldwide. The editors' decision to organize the volume into three major parts, (I) Seaworthy Construction: Theoretical Underpinnings of Bilingual Deaf Education, (II) Launching the Voyage: Bilingual Teaching Strategies for Deaf Education, and (III) Sailing into the Wind: Challenges of Signed Language Assessment, was a perfect metaphor, especially considering that this volume honors Robert Hoffmeister. This teacher and researcher, the son of deaf parents, who dedicated his life to denouncing the errors and mistakes in how deaf education has been conducted, was able, at the same time, to succeed in managing his own anger by seeking an ecological balance through sailing. The volume and its organization are exquisite in the way they capture the man. The contributions to [End Page 349] this volume were organized to reflect three parts that metaphorically comprise the planning, the launching of the proposals, and, finally, the harvesting of the fruits of all the work previously ruminated. This book was organized by former students of Robert Hoffmeister's to record this moment in his life in which he ended his academic career at Boston University. However, it is noteworthy that he continues to work on his life project, sailing through the ocean. In the first part, the volume provides us with a historical retrospective elaborated by Brian H. Greenwald covering deaf education in the United States from its foundation to the present day. The author presents this historical overview succinctly, but at the same time manages to map the foundations on which the studies launched by Robert Hoffmeister were based: the question of whether ASL should be used in the classroom; the imposition of restrictions on the use of ASL, the resistance of American deaf communities, and the advances despite all these challenges. To the story told by Greenwald, the other authors of this section add important foundational elements: the acquisition of sign language by Jenny L. Singleton and Richard Meier, focusing on its contextualization; Naomi Caselli, Amy Lieberman, and Jennie Pyers bring up possible threats for ASL acquisition due to the lack of recognition of ASL; Frances Colin addresses additional specific issues related to sign language acquisition; Mathew Dye and Brennan Terhune-Cotter discuss the issue of visual attention in deaf children; and Catherine L. Caldwell-Harris ends this section with a discussion of theoretical aspects on the acquisition of English by deaf children based on a study carried out in co-authorship with Robert Hoffmeister. The first part, therefore, lays out the bases of deaf education, which rest on the acquisition of language via a natural sign language, one of the flags raised insistently by Robert Hoffmeister throughout his career. In the second part, the focus of the chapters is on teaching strategies in deaf education, and, therefore, the boat is launched in this process. In this part, discussion of deaf education takes place in the context of different education strategies. Marlon Kuntz and Debbie Gloss share important pedagogical aspects for promoting the literacy of deaf children, including ways to ensure that deaf children recognize their deaf identity through literacy by using books and media [End Page...

The Influence of Confucius’s Educational Thoughts on China’s Educational System

This study aimed at exploring Confucius’s thoughts on education and its influence on China’s educational system. The primary method for exploring the influence of Confucius’s educational thoughts on China’s educational system was a systematic review. The study found out that Confucius’s educational thoughts have greatly influenced the modern Chinese educational system. Confucius’s educational thought and the experience he accumulated in his many years of teaching constitute a valuable Chinese education legacy. Above all, Confucius laid great emphasis on moral education to cultivate an individual as a person. His moral education aimed to improve character and behavior, training people to become completely virtuous. Confucianism has greatly influenced the Chinese purpose of education, method of education, subject matter, and moral values. This study recommends that more studies should be carried out on how Confucius's educational thoughts have contributed to school leadership and management in China.

EDITORIAL

This second edition, of the well-received, Buckingham Journal of Education, gathers a series of articles around the educational legacy of the Rt. Hon. Michael Gove MP. This eclectic range of articles seeks to explore some of the facets of his influence, intention and policy from the period of 2010 through to 2014 when he was the Secretary of State for Education in the Conservative / Liberal Coalition.

Professor Daniel I.C. Wang: A Legacy of Education, Innovation, Publication, and Leadership.

Professor Daniel I.C. Wang: A Legacy of Education, Innovation, Publication, and Leadership.

Politics of care in the early years in Australia since the pandemic

Almost every part of human society have been impacted by COVID-19 and it has exposed our world’s economic and social fault lines. How each country cared for their youngest members rapidly became obvious as one of those fault lines. Many countries had inadequate early education and care systems that quickly started to buckle under the impact of lockdowns. What happened in Australia, although unique in the exact way it played out, was essentially replicated around the world. Education and care of our youngest citizens was realised to be essential, market based care systems began to crumble, the government poured more subsidies into the system, and educators and teachers watched as their roles were reduced in the public’s eye to childminders. Educators and teachers had to take on more work as they sought to engage with children at home, and sought to keep themselves safe. Eventually the government granted everybody that needed it, free ‘childcare’, a move that would see economists, feminists and families call for it to remain free once the country re-opened. The main opposition party has now joined that call and we may see a legacy of a re-imagined education and care system in Australia in the wake of the pandemic.