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13489 results in Education, history, theory

Page 316 of 675

  • From Apprentice to Master: Social Disciplining and Surgical Education in Early Modern London, 1570–1640

  • Celeste Chamberland
  • Journal:
    History of Education Quarterly / Volume 53 / Issue 1 / February 2013
    Published online by Cambridge University Press:
    20 January 2017, pp. 21-44
    Print publication:
    February 2013

  • Due to its ascendancy as the administrative and commercial center of early modern England, London experienced sustained growth in the latter half of the sixteenth century, as waves of rural immigrants sought to enhance their material conditions by tapping into the city's bustling occupational and civic networks. The resultant crowded urban landscape fostered mounting demand for medical services, since injuries and ailments, ranging from consumption to contusions, proliferated within the city's teeming streets and markets. Due to consistently strong patient demand and the conventions of English common law, which stipulated that legal authorization to practice medicine was solely contingent upon patient consent, peddling medical services to the city's ill and infirm became an increasingly appealing—and potentially lucrative—venture. Consequently, London's largely unregulated medical marketplace—characterized by competition for patients, the mounting influence of print culture, and the emergence of small commercial networks—attracted a diverse array of practitioners, including university-educated physicians, who focused on treating ailments of the inner body by prognosticating and prescribing medicine; guild-licensed surgeons, who treated ailments ranging from broken bones to venereal disease through direct manual manipulation of the body; and a medley of specialist and itinerant practitioners, who were neither licensed by city authorities noraffiliated with established livery companies.

  • Those Who Can't, Teach: The Disabling History of American Educators

  • Kate Rousmaniere
  • Journal:
    History of Education Quarterly / Volume 53 / Issue 1 / February 2013
    Published online by Cambridge University Press:
    20 January 2017, pp. 90-103
    Print publication:
    February 2013

  • This essay is an exploratory history of American educators as viewed through the lens of disability studies. By this I mean that I am looking at the history of school teachers with disability as the primary marker of social relations, in much the same way that I and others have looked at the history of education through the primary lens of race, gender, ethnicity, age, religion, and sexuality. Looking at the history of teachers through the analytic framework of disability studies allows us to see first, how educational systems, practices, values, and professional norms have developed in a way that excludes people with disabilities from educational employment, or assigned them to parallel and marginalized institutions of special education and second, how notions of normality have defined the work and identity of all educators. It is this latter point that is my greatest interest here: how cultural concepts of ability and disability have shaped all educators' occupational identity and experience over time.

  • Chapter 1 - Accommodating new learning in different school cultures

  • from Part 1 - The digital divide as a tool for inclusion
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 17-36

  • Summary

    Learning objectives

  • To understand key contextual factors of new learning that impact on students in primary and secondary schooling.

  • To recognise ways of accommodating the learning needs of students that are appropriate to today’s educational settings.

  • To comprehend the difference between surface and deep learning, and the effect learning tasks have on individual learners.

  • To think about essential skills appropriate to 21st-century classrooms.

    • Introduction

    The use of information and communication technology (ICT) and surface–deep learning approaches are key contributors to engaging young people in learning. This chapter argues that effective learning in schools is increased when students adopt a deep approach to learning. Ensuring that students from diverse backgrounds have access to ICT resources that promote meaningful and purposeful learning is a central theme of this chapter. Providing students with opportunities to work collaboratively, be appropriately challenged and apply higher cognitive thinking strategies is more likely to result in increased motivation and engagement with new learning.

    School culture

    As a teacher you need to be very aware that a school culture establishes and perpetuates the beliefs and traditions of a school and is fundamental to everything that happens within the school. Individual schools develop their own culture, one that reflects their traditions, values and ideals for the purpose of educating and preparing their students to meet society’s expectations. Educator Ted Marchese (2001) argues that learning is always situated in practice. That is, good learning happens when it is an integral part of a particular activity, context and culture. Another well-known educator, Jerome Bruner (1996), makes a similar point, commenting that ‘learning and thinking are always situated in a cultural setting’ (p. 4).

  • Chapter 8 - Fostering collaborative partnerships

  • from Part 4 - Agents of change and student wellbeing
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 143-158

  • Summary

    Learning objectives

  • To consider the barriers that hinder young people from having access to the mainstream curriculum.

  • To gain insights into how one school actively engages its parent community.

  • To understand the importance of schools developing partnerships with a range of external stakeholders.

  • To deliberate on the role of school teams in providing support to young people and their families.

  • To identify school practices that serve the needs of the least advantaged.

    • Introduction

    While there is substantial evidence to suggest that many educational institutions take on board a social justice agenda, a large proportion of schools are still failing students and their families in this regard (Apple 2009; Anyon et al. 2009; Slee 2010). This occurs when school structures fail to take a standpoint supportive of the least advantaged. Standpoint refers here to the matter of ‘standing in the shoes of the least advantaged’, a term that originates from and continues to be shaped by the continuing work of Australia’s leading sociologist, Raewyn Connell (1993).

    Educational ‘disadvantage’ is further fuelled by high living standards, financial instability, unaffordable housing, expensive schooling costs, limited employment opportunities, and low levels of literacy and English language proficiency. The end result for learners who are afflicted with limited choice is that their life chances and lifeworlds become severely compromised (Black 2007; Teese 2000). This is evidenced in the How Young People Are Faring 2008 report (Lamb & Mason 2008), which clearly identifies young people from disadvantaged backgrounds as more likely to leave school early and experience long periods of unemployment. With this in mind, schools have a duty of care to ensure that all learners are supported and given every opportunity to successfully engage with the mainstream curriculum.

  • Introduction - Exclusion – A habit that’s hard to kick

  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 1-14

  • Summary

    Introduction

    Looking back at my schooling in Australian history I recall attempts to manufacture an overarching theme to characterise the Australian tradition or, as Russell Ward called it, The Australian Legend (1958). A neologism, ‘mateship’, did the trick. To a neophyte historian clutching onto passed down copies of Manning Clark’s A Short History of Australia (1963) and Select Documents in Australian History (1950), mateship seemed contrived, careless and flimsy. Our teacher, Mrs Wong, encouraged critique, to the extent that it wouldn’t offend conservative external examiners. After all, the history of Australia in our high school curriculum of the early 1970s commenced in earnest with European voyages of discovery. Stanner’s (1979) Boyer lecture depiction of ‘the great Australian silence’ enveloped the Victorian (the southern state of Australia rather than the epoch) curriculum available to us. The Aboriginal people’s history was removed, like their children, from the page. What was told was radically incomplete and inaccurate. Our work progressed from the occupation of Sydney Cove by Arthur Phillip, tracing the treatment of convicts and pastoral expansion, gold mania and Federation through to events such as the 1914–18 European war and the 1929 economic depression. The British Enlightenment narrative of terra nullius prevailed. There was no account, for example, of the relationship between murri and migloo (Aboriginal and non-Aboriginal people respectively).

  • Chapter 2 - Technology and social inclusion

  • from Part 1 - The digital divide as a tool for inclusion
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 37-52

  • Summary

    Learning objectives

  • To recognise the characteristics of millennial kids.

  • To understand the contemporary nature of a digital divide.

  • To make connections between the digital divide and social inclusion.

  • To think about curriculums and pedagogical reforms that flow from the use of new technologies that support digital and social inclusion for families from low socioeconomic areas.

    • Introduction

    When the digital divide was first conceptualised (Gore 1998) it focused on the ‘haves’ and ‘have nots’ with regard to having access to computer technology or not. While access remains a contentious issue it is readily apparent that the focus eventually shifted to the quality of access to the internet via dial-up or broadband. This was because those who had access via dial-up had their actions considerably restricted by the poorer quality of the connection while those on broadband had a broader range of possibilities available to them, resulting in a new divide. Today, while access is not universal, it needs to be considered in terms of the quality of the activities that being connected to the internet via a computer, or any device, affords as well as the expectations that teachers have of their students in these new learning contexts.

    In contemporary times digital engagement and social inclusion are important issues of concern in globalised contexts. This chapter argues that discussions of equity and social inclusion need to consider qualitatively different types of use of new technologies. It asserts that pedagogies concerned with socially disadvantaged students need to recognise that there are qualitatively different types of activities that can be conducted with new media and support students to become fluent in all of them and not just those that fulfil the criteria for access. This means taking a new approach and creating contexts for teaching and learning that value the life experiences of students and support them to encounter, and have success with, higher levels of sophisticated activities that are respectful of their needs and interests.

  • Chapter 12 - Positive education

  • from Part 4 - Agents of change and student wellbeing
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 207-222

  • Summary

    Learning objectives

  • To understand the importance of creating a learning environment that fosters experimentation.

  • To gain insights into the development of qualities in people that promote success and enhance wellbeing.

  • To develop familiarity with the theory and research related to positive education.

  • To build confidence in integrating positive education approaches into classroom practice.

  • To understand the need to continually reflect on wellbeing, both personally and professionally.

    • London riots and positive education

    Between 6 and 11 August 2011, the streets of London erupted in scenes of violence that had locals in fear for their lives and livelihoods and onlookers from around the world alarmed that such things could happen in today’s England. What began as a peaceful protest against the killing of 29-year-old Mark Duggan by police escalated into full-scale rioting. After beginning in suburban London the riots spread to 66 different locations in England, including Bristol, Manchester and East Ham. Violence, looting and vandalism escalated on a daily basis, leaving residents shell-shocked. By the end of the week, five people had been killed and damage estimated at £500 million. The riots, which were largely enacted by young people, were blamed on ‘widespread illiteracy, hopelessness over youth unemployment, poor parenting, materialism, suspicion of police and the failure of the justice system to rehabilitate offenders as factors behind the unrest’ (Kissane 2012, emphasis added).

    Six months after the riots, a report commissioned by the British Government and conducted by an independent panel (Riots Communities and Victims Panel 2012) examined what it perceived to be the causes of the riots. The panel visited more than 20 areas affected by the riots and interviewed a range of community members in attempts to discover what had motivated particular individuals to become involved in the riots and not others. Some communities were found to be socially and economically connected while others were deemed to be disaffected, alienated and dysfunctional.

  • Chapter 4 - Arts education

  • from Part 3 - Curriculum-based engagement
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 73-89

  • Summary

    Learning objectives

  • To show that creative information and the arts are central to the lives of all societies and communities.

  • To deliberate on how the arts contribute to successful schooling outcomes for all students.

  • To consider how the arts can be used to make our students more whole, empathic and aware.

  • To understand how the arts build connections, active engagement, sensory experience, perceptivity, risk taking, and imagination.

  • To address how dance, drama, music and the visual arts can enrich the learning environment for disengaged students.

    • Introduction

    The arts are the lifeblood of any society. It is through the arts that a community makes explicit its philosophical and psychological frameworks. The best of a community’s art reflects the best of that community. Art expresses the concerns of the individual self and the concerns of the broader society from which it arises. As such, we have much to learn from and through the arts.

    This chapter explores how the quality of encounters that take place around the arts in schools can foster a more consciously led educational practice, to assist in developing a whole, empathic and aware student. It examines the nature of creative arts practice – how it is viewed from the perspectives of students, teachers and other artists and its foundation on the quality of a meaningful encounter. It considers a theoretical – indeed, an epistemological – framework for motivation, and how, in our highly visual and creative contemporary world, teachers might use creative works to assist their students to inform their daily lives with a choice of potential interpretations and multiple, new ways of looking. This chapter also points out that art does not have a strong presence in many schools and speculates as to why this may be.

  • Conclusion - Creating purposeful, optimistic learning engagements

  • from Part 4 - Agents of change and student wellbeing
  • Tarquam McKenna, Victoria University of Technology, Melbourne, Marcelle Cacciattolo, Victoria University of Technology, Melbourne, Mark Vicars, Victoria University of Technology, Melbourne
  • Book:
    Engaging the Disengaged
    Published online:
    06 August 2018
    Print publication:
    17 January 2013, pp 223-232

  • Summary

    Learning objectives

  • To understand issues central to the lives of a diverse student population.

  • To consider how pre-service teachers can work with students who are the least advantaged in respectful and collaborative ways.

  • To deliberate on what constitutes ‘inclusive’ and ‘successful’ schooling outcomes.

  • To consider how students from minority backgrounds can be effectively engaged in schooling.

    • Introduction

    The needs of students from diverse backgrounds are discussed in this book. So too are conversations around what it means for educational practitioners to examine and critique notions of identity formation for learners who are the least advantaged. Throughout the course of this book, questions including the following have arisen: What does it mean to be part of the life space of a school while simultaneously belonging to ‘another’ ethnicity or ‘other’ cultural backgrounds? What are the indicators that tell us that young people are more or less engaged with learning? For students, the notion of belonging should come with the affirmation that their lifeworlds are valued in all aspects of schooling. In turn, teachers need to recognise that such a viewpoint can lead to an appreciation of the arbitrariness of at least part of what we take for granted about ourselves. We as teachers need to come to the realisation that from within another’s gaze or frame of reference, things we take for granted look quite different. Challenging the gaze of difference and negative labelling involves a critical reflection about one’s own identity as a teacher and an exploration of positions of power that feed our own boundaries of ‘otherness’. The chapters in this book are intended to encourage an appreciation of those critical questions about where difference and engagement originate. We want to orientate teachers towards effective critiquing of the ways in which socially just pedagogical and schooling practices can transform notions of being, belonging and becoming.

Page 316 of 675