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HSE - Social and Education History  
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2014-3567
   Published by Hipatia Press Homepage  [13 journals]
  • Curriculum Change in English Schools: Educating Working-Class Children

    • Authors: Terry Wrigley
      Pages: 209 - 240
      Abstract: This paper presents a summary and political analysis of curriculum change in English schools, with a particular focus on how working-class children are educated. It first examines, briefly, the period from 1870 (compulsory elementary education) to 1945 (secondary schools for all), and then in some greater detail significant progressive reforms up to the 1970s. Finally, examining the period from the 1988 Education Reform Act, the contrast and interplay between neoliberal and neoconservative policies are discussed. The impact of high-stakes accountability on working-class pupils is examined, and particularly on the increasing numbers growing up in poverty. The paper seeks to offer concepts and ideas to shed light on what is happening in other education systems, however different the specific chronology and politics.
      PubDate: 2014-10-23
      Issue No: Vol. 3, No. 3 (2014)
  • Full Issue

    • Authors: HSE Editors
      Pages: 209 - 322
      PubDate: 2014-10-23
      Issue No: Vol. 3, No. 3 (2014)
  • The Power and Limitations of Historical Case Study: A Consideration of
           Postwar African American Educational Experience

    • Authors: John L Rury
      Pages: 241 - 270
      Abstract: This essay considers the use of case studies in the history of education. In doing this, it focuses on the recent history of African American education and several prominent studies in particular. The power and limitations of case study research are considered, drawing upon literature in sociology and qualitative research.   Focusing on highly acclaimed studies, historical research on African American education is utilized to assess the interpretive frames of leading historical case studies, revealing limitations in purview.  Because issues related to educational inequality remain so important today, particularly segregation, the “achievement gap” and problems in urban education, this history remains highly relevant to current policy debates.  Implications for historians and other researchers utilizing case study methods are discussed in the conclusion.
      PubDate: 2014-10-23
      Issue No: Vol. 3, No. 3 (2014)
  • The Pluralism of the Neighborhood Movement in the Nou Barris District
           (Barcelona) during the Late Franquism.

    • Authors: José M. Salgado
      Pages: 271 - 295
      Abstract: The anti-communism was one of the characteristics of the Franco regime, and a way of demonizing and criminalizing the opposition to the regime was to call it "communist” although it was not. The Cold War marked all the Franquism process, on one side it we had the regime’s fight against communism (so to speak , against any opponent element) and, on the other we had the communists fighting against the "Franco's fascist regime". This article focuses its research in the case of the neighborhood movement in the Nou Barris district (Barcelona) during the late Franquism. From the conducted interview, a neighborhood pluralistic movement is presented, which does not correspond to its assumed Stalinism . On the contrary, it was an independent movement mainly formed by people who did not belong to any organization, with an important presence of large social workers (such as the so called working priests, together with members of various left-handed organizations, some of them Stalinists (PSUC, OCE (BR), PCE-ml, PTE) and other opposing Stalinism (as it were the anti-capitalist platforms, AC or UCL).
      PubDate: 2014-10-23
      Issue No: Vol. 3, No. 3 (2014)
  • Maria Rosa Borràs: A kantian Marxist Woman. Thinking and Teaching to
           Change the World

    • Authors: Soledad Bengoechea, Antoni Montserrat Solé
      Pages: 296 - 318
      Abstract: This study provides an overview of the main educational, social and political features of Maria Rosa Borràs life. The article tries to cover most of her contributions as a philosopher, a communist, a pacifist and a feminist.  The narrated events took place between the decade of the 30s of the XX’ century and the first decade of the XXI century. The work methodology is mostly based on oral sources. In particular, a great deal of information comes from the long interview of Maria Rosa Borràs by Xavier Domenech that extended between the 08/02/00 and 14/03/00, with a total time of 9 hours and 40 minutes, and which is currently deposited at the Arxiu Històric de la CONC. Additionally, the memories of his husband, a close connoisseur of her written work, and in particular in the education field, have complemented the work. The report also provides a unique opportunity to revive the main political and social events of that period directly from the first-hand experience of the narration main character.  Finally, being fully aware of the potential drawbacks of oral source reports, knowing that personal recalls tend to be biased and deceiving, we have also verified the accuracy of the mentioned historical events with the available bibliography.
      PubDate: 2014-10-23
      Issue No: Vol. 3, No. 3 (2014)
  • Teachers and the Struggle for Democracy in Spain, 1970-1985

    • Authors: Emilia Aiello
      Pages: 319 - 320
      PubDate: 2014-10-23
      Issue No: Vol. 3, No. 3 (2014)
  • 1914, El Año de la Catástrofe

    • Authors: Luis Marco
      Pages: 321 - 322
      PubDate: 2014-10-23
      Issue No: Vol. 3, No. 3 (2014)
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