Scout Movement Research Articles

Norman Erlend Mooney, Shackleton's “other” Boy Scout

ABSTRACTIn 1921, when Sir Ernest Shackleton was planning his circum-Antarctic expedition on the R.Y.S. Quest, he was eager to appoint a suitably qualified young person as a cabin boy or deck hand. He expressed great admiration for the Boy Scout Movement and its founder, Sir Robert Baden-Powell. Discussions between them led to Shackleton advertising for a Boy Scout to accompany him on the expedition, believing that the experience would greatly benefit the youngster's character, as well as providing much positive publicity for the expedition. He selected two young Scouts but, while much has been written about James Marr, no account has been written about the younger boy, Norman Mooney. This is because he was unable to cope with continuous seasickness and had to return home after only four weeks at sea. This account provides some little-known detail about Mooney and why he was selected, and about Shackleton's sensitive recruiting procedure.

From “Bringing up Good Children” to “Making a Difference in the World": Examining Gender, Motherhood, and Career in a Century of Girl Guide Manuals

You’ve eaten their cookies and heard their campfire songs and seen the sashes full of badges. But have you ever thought about which badges girls are asked to earn, and why? In light of the 100th anniversary of the Girl Guides of Canada in 2010, this presentation questions previous interpretations of the organization’s history. Gender historians have long considered Guiding to be a bastion of prescriptive femininity, citing the organization’s stated aim of teaching girls womanliness. Meanwhile, historians focusing on the Boy Scout movement have placed Scouting’s genesis within the context of a crisis of masculinity, leaving no space for a discourse of femininity and writing Guiding off as Scouting’s uninteresting younger sister. A closer look reveals the situation to be far more complex. Through the analysis of a representative sample of Guide manuals, handbooks, and program books throughout the twentieth century, and drawing on research done about Girl Guides in the UK, this presentation seeks to complicate both the movement’s historic origins and its relationship with traditional femininity. Topics examined include the imperialist origins of Guiding and Scouting, the influence of the Baden-Powell family over Guiding manuals, the use of historical Canadian heroines in Guide manuals, the manuals’ mixed messages about gender roles and future careers, the evolution of Guiding over the course of the twentieth century, and the Girl Guides of Canada’s pro-feminist redefinition in the early 1990s. The presentation contends that Guiding in fact had a complex and nuanced relationship with gender, motherhood, and career options.

PENERAPAN PENDIDIKAN KARAKTER MELALUI PROGRAM GERAKAN KEPANDUAN HIZBUL WATHAN PADA SEKOLAH DASAR MUHAMMADIYAH VI PALEMBANG

Each individual is expected to have a character, because someday when an individual gathered in the community, then able to be a good man and who can be proud of. And without realizing each individual has a noble character, starting from leading himself, lead the family, or lead an organization both in the school environment, community environment, and work environment. To reveal the second side, this study formulates the following issues: (1) How to Implement Character Education Through Hizbul wathan Scouting Movement at Primary School Muhammadiyah 6 Palembang? (2) What are the factors that hamper the Implementation of Character Education through Hizbul wathan Scouting Movement at Muhammadiyah Primary School 6 Palembang? To answer that question, this research was designed with the design and implemented in Elementary School Muhammadiyah 6 Palembang. This research uses qualitative field approach that is descriptive qualitative, data collection technique using interview (wawncara) and documentation. Analytical techniques through the data reduction phase, data presentation, and conclusion. The results of the field research have been found (a) Hizbul Wathan's activity at Elementary School Muhammadiyah 6 Palembang has been held since the school was established due to the instruction from Muhammadiyah Central Executive that all schools under Muhammadiyah must perform Hizbul Wathan activities. (B) the implementation of Hizbul Wathan's activities at Muhammadiyah Primary School 6 Palembang is still far from what is expected due to the many obstacles and inhibiting factors (c) in this case with the existence of various obstacles and inhibiting factors of activity hence the purpose of Hizbul Wathan activity to instill the values Leadership is also not running smoothly, but until now the teachers have tried to hold activities in accordance with the planting values of leadership as well as camping activities. To give contribution of school thinking to keep developing and improving its competence in character education implementation through hizbul wathan scouting activity, here arises concept and strategy of constructor in terms of achievement of character education result that effectively and efficient.

Bridge21: teamwork, technology and learning. A pragmatic model for effective twenty-first-century team-based learning

There have been calls for decades by many educational writers and commentators for a new model of learning to facilitate what is generally described as twenty-first-century learning. Central to this challenge is the required shift in responsibility for who leads and owns the learning – from teacher to student. Such a shift requires a pragmatic pedagogical model to facilitate the transfer of control and ownership of learning. Vygotsky’s ‘more able other’ identified the peer as a key figure in learning. Teamwork facilitates project-based learning and, when mediated with technology, proves an effective partner in creating an engaging and autonomous learning experience. This paper describes the rationale for the design of a team-based model of twenty-first-century learning, particularly drawing upon the team-based learning model of the World Scout Movement. Results from a year-long study of the implementation of the model in an out-of-school context with 288 second-level students are presented. The authors argue that Bridge21 is a candidate learning model for effective, implementable, twenty-first-century, team-based learning.

戦時下における大日本海洋少年団の組織 : 海軍と文部省からの統制に着目して(IV 投稿論文・教育政策フォーラム)

戦時下における大日本海洋少年団の組織 : 海軍と文部省からの統制に着目して(IV 投稿論文・教育政策フォーラム)

Race, corps et dégénérescence chez les Éclaireurs israélites dans l’Entre-deux-guerres

The Eclaireurs israelites de France (EIF), founded in 1923, have been the subject of a number of scholarly studies focusing on the movement’s religious, moral, and/or political nature, its role as a node of Jewish resistance against persecution during the Holocaust, or its character as an incubator for Zionism before the establishment of the state of Israel. While these are all significant dimensions of the movement’s history, they obscure the degree to which Jewish youth also participated in broader French (and European) interwar projects of national racial reconstruction. This article reexamines the educational programing among EIF scout leaders, movement organizers, and young scouts as vitally concerned with defining and redesigning Jewishness by using the terms and categories of race. Natural and social sciences formed the unequivocal bases of scouting programs aimed at “building new Jews,” while religious and theological issues remained under heated debate until the outbreak of the Second World War. This study contributes to a larger argument that during the 1920s and 30s, physical health and wellness emerged as central imperatives of France’s transforming Jewish community, mirroring, building on, and sometimes resisting broader French interests in public hygiene, national demographic reconstruction, and various styles of eugenic racial thinking.

The ‘Guardian Group’ of Finland: Socializing Measures in the Little Lotta Organization during the 1930s and 1940s

The purpose of this article is to explore the education that a Finnish voluntary organization, Pikkulotat, the Little Lottas, provided for girls aged 8–17 in Finland during the turbulent and highly political 1930s and 40s. Little Lottas, and their adult counterparts the Lotta Svärd, were nationalistic organizations designed to work on the home front in case of war. From an outside perspective, their activity resembled the scout movement. The aim of the organization was to teach girls skills and knowledge that were to be used in national defence work. The Little Lotta organization had approximately 13,000 members in 1935, 24,000 members in 1939 and 52,000 members in 1944 when its activities were shut down due to political reasons. The primary data of this article consists of magazines Pikkulotta [Little Lotta] (1938–1943), Lottatyttö [Lotta Girl] (1943–1944) and Lotta Svärd (1934–1943). The specific aim of this article is to answer, by using Critical Discourse Analysis as a theoretical tool, the following questions: What were the attributes of a stereotypical Little Lotta? What ideology, skills and guidelines were passed on to readers of previously mentioned magazines? What do texts reveal about the historical context and prevailing culture in which the Little Lotta organization functioned? Results show that members of Little Lotta were given instructions, advice and recommendations that covered all aspects of life: physical appearance, morals, ideology, religion and so on. These measures had three somewhat overlapping aims: 1) to incorporate women into service for the country, 2) to spread officially approved ideologies to homes and, finally, 3) to raise future mothers.

Being prepared for my presidential year

The Boy Scouts movement was started in January 1908 by Lord Robert Baden-Powell, who created the phrase “Be prepared,” in reference to being ready to act and to do the right thing at the right moment. “Be prepared” is not just a Scout motto; it has been my motto since long before I earned the rank of Eagle Scout in 1977, and it’s a motto that is vital to us chemical professionals. I am planning to be prepared for my presidential year in 2018. How can I be prepared to build on the legacies of the ACS leaders who preceded me, and how will I be prepared to hand off the baton to sustain the momentum with the next ACS president? Let’s create some things that will last, that have meaning, and that will build talent within our society. Preparing future chemists to be successful in the ever-changing career landscape

El escultismo católico como respuesta educativa

El Movimiento Scout Católico se propone como la respuesta educativa a los niños y jóvenes de la sociedad española bajo los valores de Jesús de Nazaret como ejemplo de vida. Hoy en día somos, con gran diferencia, el movimiento de infancia y juventud que tiene más miembros en la Iglesia Española.

‘Engineering for Boys’: Meccano and the Shaping of a Technical Vision of Boyhood in Twentieth-Century Britain

The construction toy Meccano was created in 1901 by Liverpudlian clerk Frank Hornby and reached its height of popularity during inter-war Britain. By focusing on the development of Meccano throughout the company’s publicity and within oral history testimony, this paper considers how the toy promoted engineering to shape a technical vision of boyhood. Hornby shaped this vision by building upon masculine ideals of self-improvement that were central to Samuel Smiles’ book Self-Help and Robert Baden-Powell’s Boy Scouts movement. This vision built upon a past of achievements in engineering, and with it Victorian values such as clean-mindedness and independence, to enable boys to prepare for a technological modern world. Hornby’s own career and influences also provided the model for boys to make a success of their lives through the later establishment of the Meccano Magazine (1916) and guilds (1919) to accompany the toy. Secondly, it shows how this vision has continued to endure through the use of Meccano as a scientific device and in memories of the toy.

O Politice Těla a Hegemonii Měšťanského Řádu

Since the mid-19th century until the 1930s, the Czech physical education and the scout movements formed a platform for the propagation of a specific somatology and health science discourse connected with the issues of morality, national awareness and political views. They strived to create an integral Czech personality subject to the imperative of the bourgeois values and norms. The stress was on the set of rules, diligence, commitment to the benefit of the nation, moderation, temperance, and obedience, while laziness and conspicuous revelry were, in this context, condemned. Disobedience, immorality and improper use of powers were perceived as a real threat to the national community and later to the so-called First Czechoslovak Republic (1918-1938). Hence, activities of both the physical education organisations and the Scout Movement, became a form of national defence against harmful influences. As a result of their effort to impact the society as a whole, these activities became a mobilization tool which promoted both physical and moral norms: the cultivation of the body became a moral duty for all members of the nation. The disapproval, based on political and generational reasons, towards the bourgeois morality hegemony and later, of the state paternalism (for instance by the non-organised scout-tramps), resulted in attempts to condemn all those who refused the social dictate and the state’s control.

КОМСОМОЛ В СИСТЕМЕ МОЛОДЕЖНЫХ ОБЩЕСТВЕННЫХ ОРГАНИЗАЦИЙ 1920-Х ГГ.

The article analyzes the development of the system of youth organizations in our country in the 1920s.The Young Communist League (Komsomol) was formed as one of the Communist organizations among diverse youth entitieswhich were engaged in addressing social challenges the young generation faced in the first decade after the revolution. The Komsomol acted along with political, peasant, national, sports youth organizations. Following the VKP(b) and under its leadership, the Komsomol pursued the policy of expulsion and elimination of alternative organizations. Firstly, all the non-socialist entities disappeared from the system of youth organizations in the course of a fierce struggle, and then came the turn of anarchists and other Communist organizations. The Komsomol actively participated in the defeat of the scout movement, in part by accepting some of its functions on the organization of youth sports. The Young Communist League struggled with national youth organizations, seeking their dissolution, as in the case of the Communist Union of Jewish youth (Jewkomol). However, the Young Communist League cooperated with other Pro-government public organizations such as the OSOAVIAKHIM. In the course of its development, the Young Communist League was closely connected with state authorities, such as the OGPU, actively using their abilities to achieve a monopoly position in the youth environment.

The role of religion in the Dutch Scout Movement (1911-1973)

This article investigates the role of religion in the organisational history of the Scout Movement in the Netherlands, from 1911 until 1973. When Scouting was first introduced in the Netherlands, it had to be adapted to a ‘pillarising’ society. Members of the liberal community welcomed the Scout Movement in the Netherlands as a means to instil a sense of patriotism and national belonging in the Dutch youth, but faced a protracted struggle over the inclusion of a mandatory reference to God in the Scout Promise. Catholic and Protestant religious communities formed their own and separate Scout associations. Scouting functioned as a de facto ‘light community’, bridging denominational gaps and uniting all Dutch Scouts on the basis of a shared method. However, the unitary national organisation, Scouting Nederland, was only founded in 1973, after Catholics and Protestants themselves redefined the role of religion in society and in their youth organisations.

Scouting and Education

“The greatest contribution to education in the 20th century was made not by an educationist, but by a soldier who founded the scout movement”, says George Benard Shaw. The scout movement was started by Lord Baden Powell of Gillwell in 1907. Scouting is not only a training but a supplement to education. And it itself is an education, since it has the similar forms and process of education such as aim, objectives, curriculum, teaching-learning methods and so on. But generally, education means the school and collegiate education, which aims at mental, moral and physical development of the youngmen (boys) and women (girls). We teach systematically, sincerely and scientifically; but with all that, we find education in the doldrums. We hardly find the positive results of teaching or training of mind and character. More so, we find education that makes the boys good and useful citizens.

Boy Scouts and the British World: Autonomy within an Imperial Institution, 1908–1936

This article argues that the Boy Scout movement, despite its British provenance, was not a monolithic pillar of imperial sentiment during the interwar years. In fact, the Boy Scout movement in Canada acted less like an imperial imposition than it did as an outlet for Canadian autonomy. Using three moments of transatlantic contention within the organization as case studies, this article demonstrates the existence and shape of competing understandings of Britishness, especially those held by the movement's founder, Robert Baden-Powell, and Canadian administrator James Robertson. For Baden-Powell, Britishness leant itself to conformity; for Robertson, it justified independent action. These varying notions of Britishness never undermined the axiomatic belief in the benefit of the British World system, but did compete for prominence within that system. Robertson's Canadian Boy Scout administration resisted centralization by Baden-Powell's Imperial Headquarters, emphasizing the autonomy of the dominion in place of a central authority.

Learning to lead: the transition from participant to leader within the Swedish scout movement

ABSTRACTThe aim of the present article is to explore how members transit from participants to leaders within Swedish scouting. It is a contribution to the ongoing discussion about the continued involvement of older participants within youth cultures [Bennett, A. (2006). Punk's not dead: The continuing significance of punk rock for and older generations of fans. Sociology, 40, 219–235; Bennett, A., & Hodkinson, P. (2012). Ageing and youth cultures: Music, style and identity. London: Berg; Davis, J. R. (2006). Growing up punk: Negotiating aging identity in a local music scene. Symbolic interaction, 29(1), 63–69; Hodkinson, P. (2011). Ageing in a spectacular “youth culture”: Continuity, change and community amongst older goths. The British Journal of Sociology, 62(2), 262–282], through investigating a different case; that of a youth organization. Both educators, who take charge, as well as participants taking part in scout leadership courses, have been interviewed. The present study demonstrates there is an end to childhood and youth within scouting. In order to stay involved, the participant has to become a leader. Paradoxically, though, no significant difference between being a scout and a leader is however experienced. The only difference is that the member has to be more responsible as a scout leader. None of the informants, however, mention responsibility as their main motive for continued participation. Rather, the main motive for volunteering as leaders seems to be the prospect of remaining scouts. Through becoming a leader, the scout is able to stay a scout and concomitantly; to stay youthful.

УКРАЇНСЬКИЙ МОЛОДІЖНИЙ РУХ В ЄВРОПЕЙСЬКІЙ СИСТЕМІ МІЖНАРОДНИХ ВІДНОСИН В 1920–1939 рр.

У статті розглянуто український молодіжний рух у контексті міжнародних відносин у Європі в 1920–1939 рр. На базі широкого кола джерел автор всебічно досліджує українські молодіжні організації в еміграції та визначає ступінь їх включення до міжнародних процесів у Європі. Ґрунтовно проаналізовано історіографію проблеми й визначено стан її розробки в науковій літературі. Також наголошується на особливому значенні молоді в репрезентації української нації у світовому співтоваристві. В статье рассматривается украинское молодежное движение в контексте международных отношений в Европе в 1920–1939 гг. На основе широкого круга источников автор всесторонне исследует украинские организации в эмиграции и определяет степень их включения в международные процессы в Европе. Основательно проанализирована историография проблемы и определено состояние ее разработки в научной литературе. Также отмечается особое значение молодежи в представлении украинской нации в мировом сообществе. The problem of Ukrainian youth emigration in the European system of international relations in 1920–1930s is actual for investigation in modern history. During the interwar period such countries as Czechoslovak Republic, Poland, Germany, Austria were the most important centers for the Ukrainians. Above 100 thousands of Ukrainian emigrants were concentrated in Europe. Young people represented considerable part of them.Youth movement of the Ukrainian emigration consisted of three constituents: students, scouts and so called “falcons” or ”sokols”. So, the fi rst and the largest group of young Ukrainian emigrants were represented by students. They were considerable part of Ukrainian emigration. Their amount, for example, in Czechoslovak Republic during the interwar period was approximately 5000–7000. In Europe students’ emigration had peculiarities, mostly social and legal, which depended on the governmental policy to emigrants in diff erent European countries. Ukrainian students in Czechoslovak Republic infl uenced greatly the all Ukrainian emigration in Europe. They were basis not only for scientifi c and cultural work, but also created new Ukrainian political system abroad. During the interwar period Ukrainian students founded more than 100 academic, educational, professional, cultural, sport, political organizations in Europe. The Central Union of Ukrainian Students Organizations was established in Prague in 1922 and acted during the next twenty years.Ukrainian scouts or Plast was the second branch of Ukrainian youth movement. The net of Ukrainian scouts was very powerful and spread in all European regions. At the beginning of 1930s in Czechoslovakia it was founded the Union of Ukrainian Plast-Emigrants which coordinated activity of other Ukrainian scout organizations in Europe. The Plast closely cooperated with the Czech scout movement. Ukrainian scouts took part in international scout competitions and congresses, presenting Ukrainian nation among foreign community.Physical training was considered by the majority of Ukrainian young emigrants to be not only a kind of sport activity, but also the way of patriotic upbringing. Going in for sports, young people cultivated fi rst of all national spirit in healthy bodies. Because, after graduating the universities, emigrants had to become not only true professionals, but also healthy patriots, ready to struggle for the Ukrainian independence. In that case, the third branch of Ukrainian youth movement is presented by sport organizations. Sport was very popular among all the groups of emigrants. Taking part in diff erent sport competitions, the Ukrainians got opportunity to present their achievements at the international level. The most powerful Ukrainian sport movement could be researched through the activity of so called “falcons” or “sokols”. In Czechoslovak Republic it was even founded the Union of Ukrainian Sokol’s Abroad. Numerous members of that Union took part in internationalsport competitions, closely cooperated with the Czech “falcons”.Ukrainian emigrants conducted cultural and educational work in their organizations. Important aims of these organizations were: preservation of “national memory” (traditions, culture, history), popularization information about Ukraine among the foreign community, cooperation in the international sphere.In European countries, Ukrainian young people were under the infl uence of all social, cultural and political changes and movements of Europe. Ukrainian emigrants were involved in all these movements, but also contributed to the transformation processes in the interwar Europe. In that case, in high importance is to retrace all movements and process in Czechoslovakia, which infl uenced Ukrainian youth movement in Europe.

Aspectos do projeto político pedagógico do Movimento Escoteiro no Brasil e reflexos na educação ambiental

O Movimento Escoteiro foi fundado por Robert Stephenson Smyth Baden-Powell (B-P) em 1907 e é um Movimento educacional mundial, voluntariado, apartidário e sem fins lucrativos. A proposta visa o desenvolvimento do jovem, por meio de um sistema de valores que prioriza a honra. Esse sistema se baseia na Promessa e Lei Escoteiras, e o trabalho em equipe e a vida ao ar livre promove atividades com foco principal nas Ciências Naturais, de interpretação do meio ambiente, e de respeito às dinâmicas terrestres. Para o desenvolvimento deste trabalho, foi realizado um levantamento de dados junto aos Escoteiros do Brasil (UEB) e entrevistas com Escoteiros de todas as idades e profissões. O objetivo foi demonstrar como um movimento de ensino extraescolar apresenta reflexos na educação escolar, e aspectos da Educação Ambiental presentes nas atividades realizadas pelas crianças e jovens.

Формування традиції фізичного виховання в українському скаутингу

Purpose: determine the features of formation of the Ukrainian Scouting and Scout body training system. Material and Methods: the studied problems studied by theoretical analysis and synthesis of scientific literature, organizing, logical conclusions. Results: we analyzed healthforming means and methods that were established by the founders of the scout movement in Ukraine and abroad. Conclusions: it was figured out that scout methods of physical development are formed on profound scientific and methodological works of famous Ukrainian pedagogues and scholars, who were the founders of the scout movement in Ukraine.

‘A Life of Make‐Believe’: Being Boy Scouts and ‘Playing Indian’ in British Malaya (1910–42)

According to white Scoutmasters in Malaya, ‘the peculiar difficulties of locality and climate’ necessitated certain proscriptions on Scout training for Malayans. Restrictions on the physical aspects of Scouting in Malayan jungles limited opportunities for Malayans to cultivate Scouting's idealised male figure of the frontiersman. At the same time, colonial discouragement of the ‘Anglicisation’ of indigenous Scouts effectively curtailed indigenous Malayan access to those ideals of masculinity which were in many respects dominant in the colonial context. Ironically, some of these Anglicised Scouting ideals of masculinity were borrowed from ‘native cultures’ or ’martial tribes’. The exchanges and appropriations of culture and masculinities through Scouting were therefore multi-directional and more complicated than imagined. This article examines how Scouting in Malaya functioned as a vehicle for and as a product of multiple colonial exchanges. It argues that colonial Scouting in Malaya introduced but also restricted Malayan access to certain ideals of masculinity. Additionally, it argues for a more nuanced analysis of localised Malayan appropriations and negotiations of colonial/imperial concepts introduced through the Scout Movement. In particular, through considering how Malayan Scouts ‘played Indian’, this article further suggests that Scout activities of ‘make-believe’ attracted Malayan Scouts because of the liberties attached to these bodily performances of idealised Anglicised masculinities.