Educational Legacy Research Articles

Under the Law: The education legacy of Justice John Paul Stevens

Julie Underwood reflects on the legacy of retired Supreme Court Justice John Paul Stevens after his death in July 2019. During his 35-year term, he served on the court through various ideological configurations — liberal, conservative, and split. As such, he may be remembered for both dissents and majority opinions in numerous areas related to education, particularly in the areas of separation of church and state, desegregation, sex discrimination, and student rights.

How Social Dynamics Influence a Developing Country’s Language Planning and Policy

Social dynamics of a developing country undergo constant changes because of the demand of economic growth and people’s cater for social mobility. English has become important in all economic activities globally. Bangladesh was a British colony for almost 200 years. The legacy of English education still continues and it has not formulated any language policy, though the policy is to use mother tongue in all affairs of national/state functioning. Violating government rules, innumerable English education institutions operate taking advantage of the absence of government policy. This empirical study investigates unofficially how elements of social dynamics influence its language planning and policy.

French and British Colonial Legacies in Education: Evidence from the Partition of Cameroon

Cameroon was partitioned between France and the United Kingdom after WWI and then reunited after independence. I use this natural experiment to investigate colonial legacies in education, using a border discontinuity analysis of historical census microdata from 1976. I find that men born in the decades following partition had, all else equal, one more year of schooling if they were born in the British part. This positive British effect disappeared after 1950, as the French increased education expenditure, and because of favoritism in school supply towards the Francophone side after reunification. Using 2005 census microdata, I find that the British advantage resurfaced more recently: Cameroonians born after 1970 are more likely to finish high school, attend a university, and have a high-skilled occupation if they were born in the former British part. I explain this result by the legacy of high grade repetition rates in the French-speaking education system and their detrimental effect on dropout.

Paul Rudolph and the Psychology of Space:

The chapels at Tuskegee University and Emory University are among the most inventive—and least known—works of the American modernist architect Paul Rudolph (1918–97). In Paul Rudolph and the Psychology of Space: The Tuskegee and Emory University Chapels, Karla Cavarra Britton and Daniel Ledford analyze these buildings as significant exemplars of the postwar American university chapel, finding them subject to three seminal influences in Rudolph's life: his childhood experience of Southern Methodism, his encounters with the architecture of Frank Lloyd Wright, and his admiration for Le Corbusier's religious works. The chapels evoke powerful aesthetic and emotive experiences in their audiences, reflecting Rudolph's ambition that architecture should be grounded in a “psychology of space.” The Tuskegee Chapel, designed at the apex of Rudolph's career (1960–69), engages the university's African American musical and educational legacy. The Cannon Chapel at Emory, meanwhile, built late in Rudolph's professional life (1975–81) as a multiuse space for the university's school of theology, exhibits a contrasting pattern of complexity and intransigence.

Marshmallow claps and frozen children: sitting on the carpet in the modern ‘on-task’ primary classroom

ABSTRACT This paper examines how young children experience the moral and bodily discipline of the modern English ‘on-task’ primary classroom, in which they are expected to sit quietly and still for long periods on the classroom carpet, listening to what teachers know. It details the conditions of the classrooms, a performance-focused environment centred on delivering a knowledge-based curriculum, rooted in educational legacies emphasising social order and conformity. Staff employ different strategies to ensure compliance, including controlling the physical and sonic environment, and children’s bodies themselves. The paper details how this leaves children feeling physically uncomfortable and vulnerable to difficult emotional experiences, as well as how they find ways to move and speak their critique of this education model. The study draws on a multimodal ethnography of a Year One classroom, within an ordinary English primary school, and a week-long ‘rapid’ ethnography in a Year One class in an ‘outstanding’ teaching school.

Jesuits and the Natural Sciences in Modern Times, 1814–2014

Abstract After their restoration of 1814, the Jesuits made significant contributions to the natural sciences, especially in the fields of astronomy, meteorology, seismology, terrestrial magnetism, mathematics, and biology. This narrative provides a history of the Jesuit institutions in which these discoveries were made, many of which were established in countries that previously had no scientific institutions whatsoever, thus generating a scientific and educational legacy that endures to this day. The essay also focuses on the teaching and research that took place at Jesuit universities and secondary schools, as well as the order’s creation of a worldwide network of seventy-four astronomical and geophysical observatories where particularly important contributions were made to the fields of terrestrial magnetism, microseisms, tropical hurricanes, and botany.

A great legacy of muscle research and education from Dr. Sumiko Kimura.

Dr. Sumiko Kimura, a former professor of biology at Chiba University, was known as a distinguished biochemist who contributed considerably to our knowledge about the cytoskeleton of muscle cells, especially through her work on connectin (also called titin) and actin regulatory proteins. Sadly, she suddenly passed away in Tokyo on November 1, 2018 at the age of 71. She succumbed to multiple organ failure caused by a bacterial infection following a third operation on her heart. Dr. Kimura had been continuing her research into connectin right up until several months before her decease.

Development of the Credit System in Kazakhstan

Since independence in 1991, Kazakhstan has had the aim to increase the quality of its higher education. The system has a strong Soviet educational legacy. By constantly reforming its educational system, Kazakhstan has attempted to become a part of both the European and the American systems. The credit system employed at Kazakhstani universities is unique. It evolved from a time when graduates of the Soviet educational system were required to prove their qualifications and degrees by calculating or converting their learning hours into international grading systems. It took a long journey before Kazakhstan introduced its own credit system model, preserving the country’s political, ideological, economic, social and cultural background.

Confronting “dark” colonial pasts: a historical analysis of practices of representation in Belgian and Congolese schools, 1945–2015

ABSTRACT Over half a century since the last wave of political decolonisation, the handling of “dark” colonial histories remains topical. Influenced by the postcolonial turn, this study aims to examine, from a novel historical and comparative perspective, evolving textbook representations of Belgian colonialism and its legacy in Belgian and Congolese school history education since 1945. Its diachronic and synchronic narrative analysis identifies continuity and change, and convergences and divergences, in perspectives, emphases, and silences in textbook narratives. Pinpointing the influence of colonialism and postcolonial discourse on educational practices of representation, the study explores the sometimes contradictory influences on these practices of politics, academic historiography, popular historical culture, and processes of educationalisation. The analysis illuminates parallel shifts in the two countries from triumphalist colonialist ideologies towards more critical postcolonial perspectives. In relation to educational practices of representation, often aimed at socialising citizens into worldviews sanctioned by the political dispensation of the time, the traces of these shifts have reflected dominant societal discourses while being largely at odds with historiographical advances. These dynamics are evidence of a slow process of decolonisation of existing power structures and knowledge systems which only gradually gave way to a postcolonial world still in the making.

Современное состояние и перспективы развития научной школы Л.И. Божович

The paper describes outcomes of a study that was carried out within the research project of the Moscow State University of Psychology & Education called “The Scientific School of L.I. Bozhovich: Analyzing the Current Situation”. The study explored how the ideas developed within L.I. Bozhovich’s school of thought evolved at the end of the 20th century and the beginning of the 21st; it revealed a growing interest in these ideas among scholars and an increase in the number of works aimed at gaining new data and refining Bozhovich’s concept in modern settings. The paper highlights the most essential features of current situation and future perspectives of Bozhovich’s school of thought and also gives a detailed overview of the International Conference “L.I. Bozhovich’s Scientific Legacy and Modern Psychology of Education” that was held in Moscow on September 24—25, 2018 by the Moscow State University of Psychology & Education together with the Psychological Institute of the Russian Academy of Education.

About This Issue

About This Issue Nicholas Rademacher, Co-editor In this issue’s cover essay, Margaret M. McGuinness (La Salle University) commemorates the 300th anniversary of the death of St. John Baptist de la Salle by reflecting on the legacy and contemporary significance of Lasallian higher education in the United States. Michael A. Skaggs (University of Notre Dame) presents the interlocking history of Catholics’ response to the Second Vatican Council and the Civil Rights Movement through a study of developments in the Archdiocese of Cincinnati. He argues that the two must be read together. He illustrates the tension between a desire to maintain the status quo and progressive efforts to promote racial justice in both church and state. Susan Bigelow Reynolds (Emory University) brings to our attention the implications of contemporary communion ecclesiology for racial justice in the church. She argues that the current, dominant paradigm of communion ecclesiology fails to account for diversity in twenty-first parish communities because it posits a unity that does not actually exist. As a counterpoint, drawing on the work of Jamie T. Phelps, Elizabeth A. Johnson, and M. Shawn Copeland, Reynolds offers the retrieval of a feminist and womanist communion ecclesiology that emphasizes liberation and solidarity across difference. Their vision of communion, she holds, can serve as a valuable resource in responding to the lived diversity of Catholic parish life in the United States today. In the second installment of our ongoing “Forgotten Classics” feature, Anthony E. Clark (Whitworth University) reintroduces readers to the longstanding cultural influence and contemporary significance of John Wu’s Beyond East and West; Philip Gleason (University of Notre Dame) revisits three items with historiographical significance and invites further investigation into the way mid-century U.S. church historians understood their task; and Joseph Romano (Cabrini University) reflects on his unexpected reappraisal of Myles Connolly’s Mr. Blue some six decades removed from his initial reading of the novel. American Catholic Studies closes its 130th volume with this issue. We are grateful to our authors, reviewers, and readers for their support of the journal this year and over the more than a century that the journal has been in print. [End Page i] Copyright © 2019 American Catholic Historical Society

The Linguistic Landscape of Post-Soviet Bishkek

This study analyzes the linguistic landscape of post-Soviet Bishkek in order to understand the relationship among Kyrgyz, Russian, and English, and society in the city. The linguistic landscape is the visible language on public and private signs in a given territory. In Bishkek, the capital of the Kyrgyz Republic, the linguistic landscape not only includes the two languages given elevated status through the state's official language policy, Russian and Kyrgyz, but also comprises the English language. My study is based on 104 photographed signs, 15 interviews with young residents of Bishkek, and 40 hours of participant observation. I argue that the status and function of Kyrgyz, Russian, and English in Bishkek society are closely tied to language ideologies resulting from globalization, social and linguistic hierarchies, and nationalistic and educational legacies of Soviet state-building. My findings have implications for the creation and adoption of multilingual nationalism in post-Soviet space.

学校教育におけるオリンピック・パラリンピックレガシーを問う:The Social Significance of the Educational Legacies of the Olympic and Paralympic Games

学校教育におけるオリンピック・パラリンピックレガシーを問う:The Social Significance of the Educational Legacies of the Olympic and Paralympic Games

Alumni perspectives on a boarding school outdoor education programme

ABSTRACTExperiences of outdoor education are believed to have significant impacts on participants, but research on the lasting influences of extended programmes is limited. Gordonstoun School, an independent residential school founded by Kurt Hahn in 1934, provides a rich legacy of outdoor education against which to explore any enduring outcomes. Drawing on data from an online survey (n = 1174) and focus group interviews (n = 50) with alumni from Gordonstoun, this research characterises the defining features of their out-of-classroom learning and investigates the long-term influences of this ‘broader curriculum’. Out-of-classroom learning is seen to have had an overwhelmingly positive impact on former pupils, with expeditions cited as the most influential experience. The expectation that all students engage in a range of challenging situations and the importance of authentic opportunities for responsibility are identified as two particularly critical elements which have lasting influences on students. These findings have strong articulation with existing research and can be used to inform effective programme design.

Why Children have Rights: Children Rights in Janusz Korczak’s Education Philosophy

Children are a weak part of society. They suffer injustice, their voice is unheard, their property is not theirs and they depend on adults in all aspects of their life. Even today, children are victims of war crimes, street violence, sexual abuse, hard labour, lack of proper education and insufficient life conditions. Their rights remain an unfulfilled promise.We claim that children have rights, but what does it mean? Of course, we love our children, the challenge is not to define what we gracefully give but what children’s rights are, regardless of our own feelings? How can we substantiate the claim that children have rights? The legacy of Janusz Korczak, world-known children’s rights advocate (1878–1942), may help us in this task.Korczak’s education legacy portrays a cluster of inspiring ideas: children are not people-in-the-making, but human beings here-and-now, they deserve our respect and respect implies ultimate rights. Korczak was not only a theoretician, but also an educationalist in practice who structured his children’s houses as democratic communities, directed by a children’s parliament, court, newspaper and other community common spaces of discussion and learning.A major question remains: how we connect Korczak’s fragmented and isolated educational ideas and practices, each one inspiring and powerful on its own, into one integrated worldview? Can we connect all the dots into a meaningful picture that substantiates the claim that children have unconditional rights as human beings and not only as an arbitrary gesture of the adults? This study suggests that all of Korczak’s ideas and practices fit into the context of Greek philosophy and Korczak appears as a modern Stoic.His Stoicism gives ground to the idea of children’s dignity and children’s rights as an immediate outcome of this dignity. In the infinity of the cosmos, there is no hierarchy of being. In this context, children have rights like any other human being.

Marching Forward: The Music Education Innovation and Legacy of James R. Wells (1931 – )

James R. Wells, retired professor of West Chester University in West Chester, Pennsylvania, could be considered one of the most influential and innovative band directors of the late twentieth century. Wells influenced and mentored many current leaders in the music education field as well as created educational music programs that continue today. In the 2016–2017 school year, Wells’s ensemble music adjudication festival programs involved more than 220,000 students. To gain further insight into the origin and development of these leaders and programs, I conducted an oral history case study with Wells. I collected interviews, e-mail correspondence, and artifacts provided by former students and colleagues of Wells’s to provide additional facts and corroborate Wells’s memories. Results demonstrated Wells incorporated comprehensive musicianship and aesthetic education in marching band pedagogy, professional development and educational experiences for music educators through films, workshops, and adjudicated festivals. He also empowered student leadership and promoted gender equality in instrumental ensembles. Knowledge gained from this study provides insight into the origin of these important music education individuals and programs. I hope that the findings in this study serve as an inspiration to future music educators as they continue to improve and create new experiences and opportunities for students.

Qur’anic Worldview and the Natural Sciences: An Ūlū Al-Albāb Integration Framework for Islamic Secondary Schools

For the Muslim ummah, the issue of integration in education has been a major concern since the post-colonial period, as the events that transpired during this period left Muslims with the legacy of a dichotomous education. In turn, this type of education results in disharmonies in the person, family, society and the environment. Yet post-modern trends are opening up opportunities for non-conventional alternatives as solutions. This article presents the major rationales for integrating the Qur’anic worldview and the natural sciences. It touches upon the fundamental elements of the Qur’anic worldview in relation to the studies of nature, specifically the notion of “reading” the two Books of Allah (i.e. al-Qur’ān and the Open Book of the Cosmos) as well as humanity’s relation with Allah, with itself and with the cosmos. This article briefly discusses the worldviews that have brought about the natural sciences to their current pedestal, the ensuing environmental and humanitarian crises of the contemporary world, and experts’ responses in the face of these crises. It puts forward an integrated model for the study of the natural sciences based on a synthesis of al-Ghazālῑ’s methodology of integration and discourse on the qalb, and the Ūlū al-Albāb notion of the Qur’an. The integrated model is for use in Islamic secondary education, where certain aspects of the natural sciences undergo a discreet but holistic reposition, reinterpretation and reorientation from the framework of, and organically infused with the Qur’anic worldview. It is believed that such integration is able to address the conflicts and disharmonies, and in the long run restore the equilibrium, not just within the Muslim person and the ummah but also to bring about sustained goodness for humanity in general and the environments in which they reside.

A educação pública no Brasil no século XX: considerações à luz da formação dos grupos escolares e do manifesto dos pioneiros da educação nova

Public education in Brazil is the result of innumerable influences and modifications. In this article, the focus will be the 20th century, period of great scientific and technological development and expansion of education. The method used in this study was a bibliographical one in which the aim was to discuss the educational legacy of the twentieth century, the formation of the School Groups and the Manifesto of the New Education Pioneers. These are necessary elements for understanding how education in Brazil was produced in this period.

‘It’s a Grand Thing to Get Leave to Live’: The Educational Legacy of Nan Shepherd

This article offers some insights into the early life and educational experiences of the writer and educationalist Anna (Nan) Shepherd (1893-1981), with a view to exploring her legacy for contemporary educators and academics – and indeed for all those who have a stake in education. Nan Shepherd’s example suggests that it is only by contemplating what surrounds us with due care and attention rather than ruthlessly exploiting our natural resources that we may live our lives ‘with a great but quiet gusto’ (Macfarlane, 2011, p. xi). Her example stands as a necessary corrective to the contemporary emphasis on ‘excellence’ and ‘impact’ and utilitarian views of both education and research. These are increasingly seen as means for securing prestige for individuals and institutions and broader competitive advantage in a climate where economic gain is regarded as an unquestioned good. Shepherd’s legacy underlines the broader civic purposes of education, for example the creation of a more just and fulfilling society and the conduct of more meaningful lives, lived fully and in respectful relation to others. These dimensions are explored through Shepherd’s relationship with others, including her friend and contemporary John Macmurray, the novelist Neil Gunn and the teachers who influenced her during her time at school and at university.

The Public role of school teachers in Korea: For its conceptual reconstruction through its historical tracing

This paper makes a bold attempt to make sense of contemporary Koreans’ common expectation of the educational role of public school teachers by tracing its historical and cultural roots to the neo-Confucian humanistic tradition of the Joseon dynasty in Korea that lasted for about 500 years until Korea began to modernize in the late nineteenth century. In this attempt, the key concepts to be explored as equivalent to the Western idea of ‘liberal learning’ are the Confucian ethics of ‘learning for oneself’ and its relation to schooling and teaching. The discussion focuses on whether and how this ethics of learning can be recovered in such a way as to accommodate the postmodern condition of our society, as the educational legacy of the humanistic tradition of East Asia that can keep the public spirit alive in (post-) modern schooling.