School Movement Research Articles

Modernizing Jewish Education in Nineteenth-Century Eastern Europe: The School as the Shrine of the Jewish Enlightenment

Modernizing Jewish Education in Nineteenth-Century Eastern Europe: The School as the Shrine of the Jewish Enlightenment

Empowerment of the School Literacy Movement (GeLiS) at State Elementary School 5 Saparan

GeLiS is an effort in the form of participatory activities involving school residents so that students get used to reading. The literacy skills of students in Kumba Village are sufficient. Based on the preliminary study, the library that should be used as a place to read books is only used as a place to store books. So with this GeLiS, it is hoped that students' reading literacy skills will increase. This activity aims to provide teachers with an understanding of GeLiS and provide examples of the implementation that teachers must do to support the literacy movement in elementary schools. The method used is the lecture method and questions and answers about the literacy movement in schools. The results of this activity indicate that the teacher's understanding of the literacy movement in elementary schools is good, and adapted to the abilities of students, while the implementation that teachers do in grade IV is still monitoring to improve reading and writing skills and to increase self-confidence through listening to the national compulsory anthem. , take turns reading picture story books provided in the reading corner and library.

Free schooling or freedom schooling? Negotiating constructivist learning and anti-racism in the Berkeley Experimental Schools

ABSTRACT Critical pedagogues advocate a constructivist approach to learning emphasising the self-directed construction of knowledge from the learners’ experiences while also expecting students to develop an explicit critique of the social order. However, the use of a constructivist approach for the pursuit of explicit ideological goals leaves educators with a dilemma: what happens when students’ reflections don’t lead them to the anti-oppressive conclusions teachers desire? Using comparative historical archival methods and oral history interviews, this study interrogates how teachers and students navigated this paradox in the Berkeley Experimental Schools Project (1968–1975), a public educational programme that sought to actualise the goals of both the Free School and Black Power movements. This study sheds light on this dilemma with particular clarity because the Free Schools represent one of the U.S.’ most radical experiments in constructivist pedagogy, and the Black Power movement one of our most heightened efforts to challenge systemic oppression. In demonstrating that in Berkeley, it was easier to build self-directed inquiry on a foundation of explicit critique than to build anti-racism on a foundation of free inquiry, this study elucidates tensions at the heart of critical pedagogy, social justice education, and curriculum theory.

The Primary School Movement in the South Slav Lands of the Habsburg Monarchy in the Era of Dualism. Ideal and Reality

Primary education was an important issue in the Balkan countries during the social and national awakenings of the nineteenth century. While the development of a school system with a structured curriculum, staffed by qualified, faculty-educated teaching staff of both sexes, is well known, its ideological foundations may deserve more attention. This study takes as its starting point the most radical wing of the movement, a (by no means homogeneous) group around the Croatian educational magazine Napredak (1859), which under the partial influence of German Protestant pedagogy advocated non-denominational schools free of state or clerical tutoring, as well as Yugoslav fraternity. were implicit in Croatian taste. Croatian teachers have played a significant role in the development of primary education in Bosnia, although the final adoption of the principle of non-denominational schools is more due to the state's concern to counter Bosnian Serb influence - whose denominational schools developed thanks to immigrants from the Monarchy. . The idealism of the educational movement was submerged by three main factors, exacerbated by official suspicion: religious opposition in the Catholic, Orthodox, and Muslim camps; related ethno-national differences in the last two cases and, finally, the lack resources in still underdeveloped societies. The education budget has been spent too disproportionately on post-primary education, reflecting a propensity for elite and instrumental funding of “class” lines rather than educating the “man” of liberal ideas. In addition to the objective difficulties, there was the problem of teacher dissatisfaction with the gap between ideals and reality, and their low status among a largely indifferent, if not hostile population. The fate of primary education has thus become a symbol of the difficulties that Balkan society has encountered in the process of "modernization".

Literacy Movement in Junior High Schools to Form Students' Reading Habits

This research is a qualitative descriptive study with research data obtained by interviewing thirteen informants who were selected based on predetermined criteria, namely because of their position at school, the literacy team, subject teachers and students who excel in academics. Data collection techniques are interviews, and documentation. Checking the validity of the data is done by using source triangulation.The results of this study found that: The implementation of the school literacy movement in Junior High Schools in Majene Regency has been carried out for 2 years, where the stages include: a) The habituation stage, reading reading books before starting learning is carried out every day. b) The development stage, reading books, accompanied by non-academic bills, such as making summaries of reading results or making written works, and utilizing the literacy environment in the form of reading corners for each class and library.The impact of the implementation of the school literacy movement is that students' reading interest continues to increase. The factors that hinder the implementation of the literacy movement in Junior High Schools in Majene Regency are Distance Learning (Online learning) which makes it difficult for students to control so that the implementation of the school literacy movement is not optimal.

Taming Law: The Risks of Making Doctrinal Analysis the Servant of Empirical Research

Law is not a science, and its relationship with science is not always easy. Empirical Legal Studies, a relatively new movement in law schools and one that is being pushed by some European research funders, including that of the Netherlands, aims to bring legal and scientific research closer together. There are certainly practical advantages which can be achieved by this, but the closer two methodologically distinct disciplines come to each other, the greater the force that they may mutually exert, changing both their own nature and that of the other. The amount of social science that is done in law schools is but a small part of the total, so that the effects on social science as a whole of incorporating more law may be limited. However, the effects on law could be greater, and its evidence-free, truth-indifferent, essentially rhetorical character could be marginalized. That may be exactly what scientifically minded research funders aim at: reining in the narcissistic but epistemologically idiosyncratic practices of the legal wordsmith in favor of more conventional contributions to the advancement of knowledge about the world. On the other hand, textual analysis and critique of judgments and legislation – law, for short, or, more precisely, doctrinal legal research (DLR) – contributes unique elements to the world. Most banally, it provides a theoretical basis for the empirical part of empirical legal studies. It also plays an expressive role: liberated from the need to measure, the legal researcher can unpack the meaning of words and reveal their subtexts and the interests they represent, without needing to quantify their consequences. Concerns and values too diffuse, qualitative, complex, or ambiguous to be easily assessed by empirical science, but which are genuinely felt, and are embodied in the text, can be held up for scrutiny. In doing this DLR adds popular legitimacy to the legal process, taking it partly out of the hands of experts and giving a voice to the subjects of law. Perhaps that is why technocratic research administrators are so keen to get it under control. In what follows I try to show DLR’s relationship to social science, and argue that while they can be meaningful for each other, we should be wary of allowing legal writing to be subordinated to the short-term needs of empirical research, and should not lose faith in the value of traditional DLR on its own theoretical terms – for neither empirical social science, public discourse, or the political process of law-making can proceed properly without it.

The Latinxua Sin Wenz Movement in the Shaanxi-Gansu-Ningxia Border Region of China: Centred on Winter schools in Yan’an County

Abstract: In October 1940, the government of the Shaanxi-Ganjiang-Ningxia Border Region used Yan’an County as the center for trying out the Latinxua Sin Wenz Movement for winter schools. It went through three stages: experimentation, promotion, and reformation. Faced with insurmountable difficulties, the Education Department quietly terminated the project in 1943. The foremost reason why the Communist Party promoted this project was to remove the obstacle posed by Chinese characters for eliminating illiteracy. Despite problems such as ignorance of the officials, uncultured teachers, resistance from intellectuals, subjective and unrealistic beliefs, the Latinxua Sin Wenz Movement in border regions of China could not be ignored since it brought out the tension between popular culture and nationalism.

Arvind Thomas, Piers Plowman and the Reinvention of Church Law in the Late Middle Ages. Toronto: University of Toronto Press, 2019. xiv, 267 pp.

Abstract: As the law and literature movement in law schools reminded us several decades ago and Hans-Georg Gadamer before that, law and literature share much cultural work in common: they tackle some of the same communal problems; they interpret and revise norms for conduct; they evaluate written sources; they weigh what constitutes authority; and they both use and invite similar hermeneutical methods. This is especially so with medieval canon law and Piers Plowman. That capacious dream vision is chock full of forensic elements – trials, lawyerly debates, confessions, penalties, acts of restitution, pardons – and it is studded with so many legal terms and maxims that John Alford compiled a book-length glossary of them. From the late fourteenth century, readers have been interested in the poem’s legal language and its profound rethinking of how society can reach justice, especially in economic transactions. Now Arvind Thomas examines how the B and C versions of Piers understand legal problems somewhat differently from canon law and use legal thought in new ways for different ends, types of what he terms “reinventing” canon law. To do this, he focuses on private sacramental penance, organizing his study around the penitential process: contrition, confession, restitution, and satisfaction.

ESCOLA LIVRE E FELIZ: UMA ALTERNATIVA DIFERENTE NO CHILE

ABSTRACT This article examines the Proyecto Escuelita Libre y Feliz María Lefebre Lever (‘María Lefebre Lever Free and Happy School Project’), which gathers the largest network of schools outside the formal educational network in Chile. Drawing on a qualitative case-study based on in-depth interviews with staff and parents, it highlights the experiences of the community members who have founded this alternative educational network at the margins of prevailing educational formats in Chile. The main findings show how a community of parents and educators dissatisfied with the mainstream educational system have initiated, developed, and expanded a new educational project. The data goes on to describe the main characteristics of this model, and to relay the benefits and disadvantages of being part of an only contingently recognized schooling movement in the Chilean context.

CRITIQUE OR RATIONALITY: THE CONUNDRUM OF MODERNITY

This paper is an attempt to contextualize the movement from positivism to critique to provide one way to be able think through the entanglement of reason and critique in modernity. Modernity with all its emphasis on rules and laws comes with rationality that changes the way societies have been ordered and structured. Schooling stands as an important site to understand some of these shifts where scientific rationality brings in the disciplinary apparatus that covers a wide range on systemic and epistemic violence. By delving on the paradox of modernity, the paper argues how critique as an idea emerged simultaneously with the ever-growing power of rationality. Kant in his famous critical project tried joining the two into a single constituent, yet critique kept coming back with the movement of Frankfurt school, where it distanced itself from reason. Subsequently with the work of Michel Foucault, critique was not completely taken over by the forces of modernity, and instead emerged as a response to modernity. This paper argues that the idea of critique provides us with an opening to some of the questions that education system in India is struggling with. These questions become significant to trace the anxieties of democracy, and provide a better vantage point to have a grasp on our political economy. By providing space to critique, the paper salvages it by using Foucault’s frame that becomes central to the project of desubjectification – central to education systems

Szkoła na wolnym powietrzu – projekty mebli E. Beaudoina i M. Lodsa dla szkoły w Suresnes (1932–1935) w świetle przemian w pedagogice i projektowaniu wnętrz szkolnych we Francji lat 20. i 30. XX wieku

The essay is devoted to the relationship between the design of school furniture and other interior design elements in the open-air school (école de plain air) in Suresnes (designed by E. Beaudoin and M. Lods, 1932–1935) and the pedagogical and social assumptions accompanying its construction. The functioning of the school and the role that furniture plays in this program are discussed, as well as how the furniture design responded to the interesting pedagogical program of the international outdoor school movement. The second part of the text discusses the main trends in the design of school furniture in France in the interwar period. Architects’ theoretical views on the problem of so-called “new education” in the design of school buildings and their equipment (mainly texts and projects by Maurice Barret, published in “Architectured’aujourd’hui”). Trends in furniture design are presented against the background of the pedagogical concepts of that era: Maria Montessori’s pedagogy and progressive trends in teaching, under the influence of which class spaces began to be designed as rooms with flexible functions, thanks to features such as light, multi-functional school furniture using modern shapes and materials.

The Causes and Consequences of the Neo-Brandeisian Antitrust Movement in the United States

Abstract The recent appointments of Timothy Wu as Special Assistant to the U.S. President for Technology and Competition Policy and Lina Khan, a member of the U.S. Federal Trade Commission, two prominent advocates for a fundamental shift in U.S. antitrust policy, and the introduction of federal and state legislation to change how antitrust is applied signal a realistic possibility of a fundamental change of direction in the course of U.S. antitrust. The shift advocated by these self-described “Brandeisians” goes beyond the reform proposals advocated by the Post-Chicago School movement. Whereas the Post-Chicago School movement, which was based primarily on industrial organization theory, advocated for change while recognizing the primacy of economic theory in the application of antitrust law, the Neo-Brandeisians argue that economic considerations should only be part of the substantive antitrust analysis and not necessarily the determinative factor. For many Europeans, and in particular Germans familiar with legal history, the ideas advanced by the Neo-Brandeisians will be familiar. Louis Brandeis, whose writings and opinions serve as the intellectual compass of the Neo-Brandeisians, was himself influenced by the Freirechtsbewegung and their skepticism of a wertfreie jurisprudence. Borrowing from post-modernist philosophy, the Neo-Brandeisians recognize that the dominant legal doctrines reflect the prevailing power structures in society. In their view, the fact that U.S. antitrust law relies heavily on economic theory does not allow it to claim value neutrality. The more radical members of this movement consequently argue that other values beyond economics should be considered in the application of U.S. antitrust law by the courts and antitrust agencies. In this article we attempt to introduce this movement to a European audience and assess its possible impact on the direction of U.S. antitrust.

‘Modernism’ and the Ethiopian Orthodox Sunday School Movement: Indigenous Movements and their International Connections

This article traces the history of twentieth-century Ethiopian Orthodox student movements formed in response to modernity, especially the influential Maḫbärä Qəddusan, ‘Association of Saints’, established in 1991 when Ethiopia's Communist regime fell. It explores parallels in Egyptian and Indian miaphysite Churches; balances the prevailing narrative of explosive Pentecostal growth which has obscured the influence of such movements; provides insight into networks that have stimulated renewal and responses to contemporary challenges through strong engagement with traditional literary and intellectual heritage; and explores training and publications promoting contemporary reflection on this heritage, the revival of important religious practices and the targeting of influential ecclesiastical and public positions.

Moral Reconstruction through Routine Activities at the Roudlatul Qur'an Islamic Boarding School, Metro Lampung

The existence and image of Islamic boarding schools are familiar to Muslim communities in Indonesia. Islamic boarding schools are considered capable of forming personalities who have good morals and produce cadres of ulama or da'i. The let's stay on islamic boarding school movement is a pesantren response in the face of modernity, where in this modern era Muslim parents tend to choose Islamic boarding schools as a reference for formal and informal educational institutions, because they expect their children to have the attitudes that have been taught by the Prophet, and the prophets and their friends. This paper describes the cultivation of moral values through routine activities at the Roudlatul Qur'an Islamic boarding school in Metro Lampung. To get the desired results, this research uses qualitative research with a descriptive approach. The results of this study reveal that the pesantren is a gathering place for students to get religious knowledge from a kyai. The process of building morals is obtained from a series of activities ranging from qiyamul lail, congregational prayer, al-quran, diniyyah al-quran and evening study together, as well as manaqib which is held every month on the third week.

The perspectives of Giuseppe Lombardo-Radice and of the idealist intellectuals on Maria Montessori

The Italian historiographical tradition on the reception of Maria Montessori has highlighted the widespread misunderstanding that she faced in Italy, often accompanied by prejudicial devaluation, if not by actual personal attacks. Within this critical panorama, stronger resistance was exhibited by Catholics and Neo-Kantians than by Idealists, and in particular Gentile and Lombardo-Radice showed deep appreciation for Montessori, offering her remarks that were rather interesting from a pedagogical standpoint – and are still to be considered thoroughly if we wish to approach her method critically. Furthermore, Lombardo-Radice also brought into the Italian debate a series of international criticisms that had the same tone and content as those addressed to her by the intellectuals involved in the new school movement, as evidenced by an analysis of the articles that Ferriere published in the magazine Pour l’Ere Nouvelleduring the 1920s. By doing so Lombardo-Radice confirmed his divergence from Gentile and his proximity to the progressive school movement.

COVID-19 Pandemic and Increased Teenage Pregnancy in Uganda

ABSTRACT
 In writing this paper, secondary review methodology has been used to explore the link between COVID-19 pandemic and increased teenage pregnancy in Uganda. Data from journal articles, text books, media outlets, government documents and Non-Governmental Organizations reports have been used in coming up with this paper. The paper begins with the general discussion of teenage pregnancy with emphasis on its negative implications on teenage girls and the reasons young girls get pregnant. This is followed by the discussion about teenage pregnancy in Uganda. This part has shown that before the advent of COVID-19 pandemic, Uganda was considered one of the countries with the highest rates of teenage pregnancy in Sub Saharan Africa. Then is a discussion on how past disasters like Ebola were also associated with an increase in teenage pregnancy. This connects to the discussion on how COVID-19 pandemic is similar to earlier disasters in causing an increase in teenage pregnancy. The increase in teenage pregnancy is attributed to preventive measures such as school closures and movement restrictions that have made girls more vulnerable to sexual advances from the perpetrators. This part is followed by the discussion on how teenage pregnancy has been amplified by COVID-19 pandemic in Uganda, Finally, the paper has recommended a multi-sectoral approach to addressing teenage pregnancy and the need for incorporating teenage pregnancy in the future plans aimed at addressing pandemics and epidemics.

Non-Partisan School: A Conservative Education Initiative in Brazil

The main goal of this article is to analyse the Non-Partisan School movement (EsP, or Escola sem Partido) which articulates social and political actors around a conservative agenda for education in Brazil. Based on Ball’s studies, this article analyses political governance networks using a free software, GEPHI, using a qualitative network methodology. The article analyses some relevant social actors in this conservative initiative. The research shows that the Non-Partisan School, though presented as an initiative against ideological indoctrination, is in fact the result of a strong combination of ideological, conservative and partisan interests. The article shows that EsP is a conservative agenda among other movements in the struggle for ideological hegemony in the educational field.

SCHOOL COOPERATION IN THE REPUBLIC OF BASHKORTOSTAN: HISTORY OR A STEP INTO THE FUTURE

The article examines the history of the cooperative movement in Russian schools, the modern development of the cooperative movement and school entrepreneurship in the Republic of Bashkortostan; suggests measures and a roadmap for the development of school cooperation and entrepreneurship in the region, the implementation of which will allow organizing a stable regional school cooperative system, and will also contribute to the withdrawal of cooperative formations from the crisis. The author substantiates the need to provide effective state support through the Ministry of Education and Science, the Ministry of Agriculture of the Republic of Bashkortostan to the system of consumer cooperation, since school cooperation can contribute to increasing not only the economic, but also the social effect: it will allow students of grades 8-11 to form entrepreneurial competencies, more effectively use agricultural land, which are household plots of municipal schools, to increase the income of schools and their students from cooperation with cooperative organizations, and will also contribute to improving the food security of the region by saturating the consumer market with high-quality locally produced goods.

The Racist Anti‐Racism of American Anthropology

AbstractIn 1909 Franz Boas conducted a massive study entitled Changes in Bodily Forms of Descendants of Immigrants. In this study, he demonstrated that Eastern and Southern European immigrants to the United States were not racially different from other Europeans because of what he called “the marvelous power of amalgamation.” Boas’s study dealt a blow to scientific racism because he demonstrated the plasticity and instability of racial types. Boas chose to emphasize the enormous gulf between the white and non‐white races. His research and advocacy were anti‐racist, but the way he promoted assimilation was racist. The next year W.E.B. Du Bois invited Boas to give the final lecture at the conference where the National Association for the Advancement of Colored People (NAACP) was officially incorporated. Boas presented “The Real Race Problem,” in which he argued that the real problem was the “difference in type.” To solve it, the Negro needed to amalgamate by “encouraging the gradual process of lightening up this large body of people by the influx of white blood.” American anthropologists joined other Progressive Era reformers committed to assimilation, like the orphan train and Indian boarding school movements. They were each striving to be anti‐racist but went off the rails, contributing to the consolidation of whiteness and the perpetuation of racism.

Should schools be in loco parentis? Cautionary thoughts

ABSTRACT The jurisdiction of schools has long been contested. Initially, under the sway of loco parentis, parents delegated all authority to educators. With ascendency of the common school movement in the 19th century, however, the doctrine confronted reverses. As the student body increased in size and heterogeneity, families no longer spoke with a single voice. The courts granted parental requests for a more determinative role in their children’s education, prohibited schools from giving religious instruction, and guaranteed students some civil rights. This curtailment of school authority has been countered in recent years by the emphasis on educating the “whole child”with schools taking on responsibilities, such as character development and mental health, arguably a home preserve. While acknowledging the large overlap between school and home, I argue they have differing agendas and capacities. Schools stress the collective, cultivating “we-ness” and agreed upon norms, whereas homes cultivate privacy, individualism, and particularistic values; schools stress equality while homes stress equity; schools are constrained in their use of discipline whereas homes take more liberties. In urging schools to circumscribe and differentiate their role, I nonetheless recognize the problems of doing so.