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History of Education Review
Number of Followers: 12  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0819-8691
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  • “The Right Thing to Read”: A History of Australian
           Girl-Readers, 1910–1960
    • Pages: 122 - 123
      Abstract: History of Education Review, Volume 48, Issue 1, Page 122-123, June 2019.

      Citation: History of Education Review
      PubDate: 2019-06-10T11:23:27Z
      DOI: 10.1108/HER-06-2019-067
  • History of Bilingual Education in the Northern Territory: People,
           Programs, Policies
    • Pages: 124 - 125
      Abstract: History of Education Review, Volume 48, Issue 1, Page 124-125, June 2019.

      Citation: History of Education Review
      PubDate: 2019-06-10T11:23:27Z
      DOI: 10.1108/HER-06-2019-068
  • Review of Malcolm Harris’ Kids These Days by young people
           encountering education in Australia
    • Pages: 126 - 133
      Abstract: History of Education Review, Volume 48, Issue 1, Page 126-133, June 2019.

      Citation: History of Education Review
      PubDate: 2019-06-10T11:23:27Z
      DOI: 10.1108/HER-06-2019-069
  • The Good University: what Universities Actually do and why it’s Time
           for Radical Change
    • Pages: 133 - 135
      Abstract: History of Education Review, Volume 48, Issue 1, Page 133-135, June 2019.

      Citation: History of Education Review
      PubDate: 2019-06-10T11:23:37Z
      DOI: 10.1108/HER-06-2019-070
  • Radical reform and reforming radicals in Australian schooling
    • Abstract: History of Education Review, Ahead of Print.
      Purpose The purpose of this paper is to consider historical shifts in the mobilisation of the concept of radical in relation to Australian schooling. Design/methodology/approach Two texts composed at two distinct points in a 40-year period in Australia relating to radicalism and education are strategically juxtaposed. These texts are: the first issue of the Radical Education Dossier (RED, 1976), and the Attorney General Department’s publication Preventing Violent Extremism and Radicalisation in Australia (PVERA, 2015). The analysis of the term radical in these texts is influenced by Raymond Williams’s examination of particular keywords in their historical and contemporary contexts. Findings Across these two texts, radical is deployed as adjective for a process of interrogating structured inequalities of the economy and employment, and as individualised noun attached to the “vulnerable” young person. Social implications Reading the first issue of RED alongside the PVERA text suggests the consequences of the reconstitution of the role of schools, teachers and the re-positioning of certain young people as “vulnerable”. The juxtaposition of these two texts surfaces contemporary patterns of the therapeutisation of political concerns. Originality/value A methodological contribution is offered to historical sociological analyses of shifts and continuities of the role of the school in relation to society.
      Citation: History of Education Review
      PubDate: 2019-03-29T04:06:54Z
      DOI: 10.1108/HER-07-2018-0017
  • Secularism, race, religion and the Public Instruction Act of 1880 in NSW
    • Abstract: History of Education Review, Ahead of Print.
      Purpose Through a political genealogy, the purpose of this paper is to demonstrate how the institutionalisation of the so-called “secular principle” in NSW state schools in the late-nineteenth century, which is commonly assumed to be a historical moment when religious neutrality was enshrined in public education, was overdetermined by the politics of racialisation and ethno-nationalism. Design/methodology/approach The historiographical method used here is labelled “political genealogy”. This approach foregrounds how every social order and norm is contingent on political struggles that have shaped its form over time. This includes foregrounding the acts of exclusion that constitute any social order and norm. Findings The secular principle institutionalised in the NSW Public Instruction Act of 1880, far from being the “neutral” solution to sectarian conflict, was in fact a product of anti-Catholic sentiment fuelled by the racialisation of Irish Catholicism and ethno-nationalist anxieties about its presence in the colony. Originality/value This paper makes clear that “the secular” in secular schooling is neither a product of historical and moral “progress” from a more “primitive” state to a more progressive one, nor a principle of neutrality that stands outside of particular historical and political relations of power. Thus, it encourages a more pragmatic and supple understanding of “the secular” in education. It also invites both advocates and critics of secular education to adapt their arguments based on changing historical circumstances, and to justify the exclusions that such arguments imply without recourse to transcendent principles.
      Citation: History of Education Review
      PubDate: 2019-03-11T09:02:24Z
      DOI: 10.1108/HER-07-2018-0019
  • Micro histories of intercultural knowledge exchange: Tao Xingzhi’s
           educational poetry
    • First page: 2
      Abstract: History of Education Review, Ahead of Print.
      Purpose The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China. Design/methodology/approach This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies. Findings Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others. Originality/value This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.
      Citation: History of Education Review
      PubDate: 2019-02-20T11:28:50Z
      DOI: 10.1108/HER-05-2017-0010
  • Bushrangers, itinerant teachers and constructing educational policy in
           1860s New South Wales
    • First page: 15
      Abstract: History of Education Review, Ahead of Print.
      Purpose The purpose of this paper is to examine how rural outlaws, known in the Australian context as bushrangers, impacted on the introduction of itinerant teaching in sparsely settled areas under the Council of Education in the colony of New South Wales. In July 1867 the evolving process for establishing half-time schools was suddenly disrupted when itinerant teaching diverged down an unexpected and uncharted path. As a result the first two itinerant teachers were appointed and taught in an irregular manner that differed significantly from regulation and convention. The catalyst was a series of events arising from bushranging that was prevalent in the Braidwood area in the mid-1860s. Design/methodology/approach The paper draws on archival sources, particularly sources within State Archives and Records NSW, further contemporary sources such as reports and newspapers; and on secondary sources. Findings The paper reveals the circumstances which led to the implementation of an unanticipated form of itinerant teaching in the “Jingeras”; the impact of rural banditry or bushranging, on the nature and conduct of these early half-time schools; and the processes of policy formation involved. Originality/value This study is the first to explore the causes behind the marked deviation from the intended form and conduct of half-time schools that occurred in the Braidwood area of 1860s New South Wales. It provides a detailed account of how schooling was employed to counter rural banditry, or bushranging, in the Jingeras and provided significant insight into the education policy formation processes of the time.
      Citation: History of Education Review
      PubDate: 2019-02-21T08:41:55Z
      DOI: 10.1108/HER-12-2017-0027
  • Australian and New Zealand women teachers in the First World War
    • First page: 31
      Abstract: History of Education Review, Ahead of Print.
      Purpose The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918. Design/methodology/approach Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad. Findings Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service. Originality/value This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.
      Citation: History of Education Review
      PubDate: 2019-02-28T02:09:13Z
      DOI: 10.1108/HER-05-2018-0012
  • Creating “them” and “us”
    • First page: 46
      Abstract: History of Education Review, Ahead of Print.
      Purpose The purpose of this paper is to examine how the contemporary “refugee crisis” is being presented to children through picture books and teaching materials. It uses the concept of refugeedom as an approach that takes into account the multiple facets involved in the forced movement of people in the past and present and seeks to show the value of historical understandings in educational contexts when framing resources for teachers and students. Design/methodology/approach The paper examines a sample of high-profile English language picture books about children’s stories of forced displacement and the most prominent freely available teaching materials connected to the books. A critical discursive analysis of the books and educative guides considers the ways in which ideas and information about forced displacement is framed for child readers and children in primary school classrooms. The context for the authors’ interest in exploring these books and educational resources is that in response to the numbers of children who are part of the current “refugee crisis” alongside a public call for the “crisis” to be explained to children. Findings The paper argues that picture books open up spaces for children to explore refugeedom through experiences of forced movement and various factors involved in the contemporary “refugee crisis”. In contrast, in the teaching resources and some peritextual materials, the child in the classroom is addressed as entirely disconnected from children who are forcibly displaced, students in classrooms are positioned to learn from the refugee “other”. When links are made between students in classroom and children who have been forcibly displaced it is through activities that position students in classrooms to imagine themselves as forcibly displaced, or to suggest they act within a humanitarian framework of welcoming or helping refugees. The authors believe that if teaching resources were more directly informed by discipline specific tools of historical concepts, more nuanced approaches to past and present histories of forced movement could be considered and from that more fruitful learning opportunities created for all students. Practical implications This research provides ideas about how materials to support the use of picture books in educational settings could be developed to promote historical thinking and contextualisation around key social and political issues in the world today. It also makes the case for historians to be involved in the creation of teaching materials in a collaborative way so that academic insights can be brought to teachers and students at all levels of education. Originality/value The value of this research is to understand how children are positioned in reading and learning about forced displacement and query the impact of decontextualised approaches to learning. It argues for the critical interpretative value that historical understanding can bring to present day issues which are history in the making.
      Citation: History of Education Review
      PubDate: 2019-05-16T06:29:20Z
      DOI: 10.1108/HER-11-2018-0027
  • Carnegie in Australia: philanthropic power and public education in the
           early twentieth century
    • First page: 61
      Abstract: History of Education Review, Ahead of Print.
      Purpose The purpose of this paper is to outline a reconceptualised view of public education, with specific reference to early twentieth-century Australia, and to revisit the significance of the Carnegie Corporation of New York in this period. Further, in this regard, the paper proposes a neo-Foucaultian notion of philanthropic power, as an explanatory and analytical principle, with possible implications for thinking anew about the role and influence of American philanthropic organisations in the twentieth century. Design/methodology/approach The paper draws on mainly secondary sources but also works with primary sources gathered from relevant archives, including that of the Australian Council for Educational Research (ACER). Findings The paper concludes that the larger possibilities associated with the particular view of public education outlined here, referring to both public school and public libraries, were constrained by the emergence and consolidation of an increasingly professionalised view of education and schooling. Research limitations/implications The influence of the Carnegie Corporation of New York on early twentieth-century Australian education has been increasingly acknowledged and documented in recent historical research. More recently, Carnegie has been drawn into an interdisciplinary perspective on philanthropy and public culture in Australia. This paper seeks to add to such work by looking at schools and libraries as interconnected yet loosely coupled aspects of what can be understood as, in effect, a re-conceived public education, to a significant degree sponsored by the Corporation. Originality/value The paper draws upon but seeks to extend and to some extent re-orient existing historical research on the relationship between Australian education and the Carnegie Corporation of New York. Its originality lies in its exploration of a somewhat different view of public education and the linkage it suggests in this regard with a predominantly print-centric public culture in Australia, in the first half of the twentieth century.
      Citation: History of Education Review
      PubDate: 2019-06-04T09:36:26Z
      DOI: 10.1108/HER-04-2019-0012
  • There was movement at the station: western education at Moola Bulla,
    • First page: 75
      Abstract: History of Education Review, Ahead of Print.
      Purpose The focus of this paper is to centre the lived experiences and perceptions of western education held by Aboriginal people who lived at Moola Bulla Native Cattle Station (Moola Bulla) in Western Australia, between 1910 and 1955. Of interest is an investigation into how government legislations and policies influenced these experiences and perceptions. The purpose of this paper is to promote the powerful narrative that simultaneously acknowledges injustice and honours Aboriginal agency. Design/methodology/approach The research from which this paper is drawn moves away from colonial, paternalistic and racist interpretations of history; it is designed to decolonise the narrative of Aboriginal education in remote Western Australia. The research uses the wide and deep angle lens of qualitative historical research, filtered by decolonising methodologies and standpoint theory. Simultaneously, the paper valorises the contributions Indigenous academics are making to the decolonisation of historical research. Findings Preliminary findings suggest the narrative told by the residents who were educated at Moola Bulla support a reframing of previous deficit misrepresentations of indigeneity into strength-based narratives. These narratives, or “counter stories”, articulate resistance to colonial master narratives. Social implications This paper argues that listening to Aboriginal lived experiences and perceptions of western education from the past will better inform our engagement with the delivery of equitable educational opportunities for Aboriginal students in remote contexts in the future. Originality/value This paper will contribute to the wider academic community by addressing accountability in Aboriginal education. Most important to the study is the honouring of the participants and families of those who once lived on Moola Bulla, many who are speaking back through the telling of their story.
      Citation: History of Education Review
      PubDate: 2019-06-07T10:12:31Z
      DOI: 10.1108/HER-10-2018-0024
  • Mindfulness for teachers: notes toward a discursive cartography
    • First page: 91
      Abstract: History of Education Review, Ahead of Print.
      Purpose For the interested teacher, teacher educator and educational researcher seeking an entry point into how mindfulness relates to teachers’ work, the burgeoning and divergent appeals for the relevance of mindfulness to teachers can be bewildering. The purpose of this paper is to offer teachers, teacher educators and educational researchers a conceptual framework for understanding the different orientations and sources of mindfulness as it has been recommended to teachers. Design/methodology/approach Using Foucault’s (1972) concept of “discursive formations” as a heuristic device, this paper argues that mindfulness as pitched to teachers can be helpfully understood as arising from three distinct orientations. Findings Statements about mindfulness and its relevance to teachers emerge from three distinct discursive formations – traditional, psychological and engaged – that each constitute the “problem” faced by teachers respectively as suffering, stress or alienation. Specific conceptions of mindfulness are then advanced as a solution to these problems by certain authoritative subjects and institutions in ways that are taken as legitimate within each discursive formation. Originality/value Apart from offering a historical and discursive mapping of the different discursive formations from which mindfulness is pitched to teachers, this paper also highlights how each of these orientations impies a normative view of what a teacher should be. Suggestions for further historical research are also offered along the lines of genealogy, epistemology and ontology.
      Citation: History of Education Review
      PubDate: 2019-06-07T10:25:19Z
      DOI: 10.1108/HER-12-2018-0030
  • Muriel Pyrah: sources and myths from a West Riding of Yorkshire school,
    • First page: 109
      Abstract: History of Education Review, Ahead of Print.
      Purpose The purpose of this paper is to juxtapose different sources concerning educational experiments embarked on by an English primary school teacher, Muriel Pyrah. Pyrah taught at Airedale School, Castleford, Yorkshire, UK, from the 1950s until 1972. Her approach was celebrated in the fields of oracy and arts education in the final years of her working life. Airedale was a Local Education Authority (LEA) school within the West Riding of Yorkshire, an LEA led by Alec Clegg, from 1945 to 1974. Design/methodology/approach Using film footage, sound recordings, artwork and topic books produced by her pupils, the paper entangles these archival sources with recent interviews from Pyrah’s former pupils and a former school inspector (HMI). Pyrah’s actual name has been used, as has that of the HMI. The names of pupils who contributed insights are anonymised. Findings The former pupils provide accounts that encourage a move away from a revisiting of progressivism that is predominantly anchored in studying the intentions and hopes of high profile educationalists postwar. Research limitations/implications The number of former pupils willing to discuss their memories was small, so no claims are made that their perspectives represent the dominant views of former pupils. However, these interviews reveal details that are absent in the other surviving archival sources. Originality/value The paper lays the foundation for further research on the voices of former pupils, inviting a focus on the way those participants reflect on the long-term impact of being involved in an educational experiment. Thus far, the representation of Pyrah’s pedagogy has been choreographed in print to build the legacy of the LEA. The pupils’ stories resonate differently.
      Citation: History of Education Review
      PubDate: 2019-06-07T10:27:54Z
      DOI: 10.1108/HER-09-2018-0023
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