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Encounters in Theory and History of Education
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2560-8371
Published by Queen's University Homepage  [7 journals]
  • Introduction: Catholic education across time and space: From educational
           projects in early modernity, through colonial education, to opening spaces
           of social transformation

    • Authors: Rosa Bruno-Jofré
      PubDate: 2017-12-02
      DOI: 10.24908/eoe-ese-rse.v18i0.7719
      Issue No: Vol. 18 (2017)
       
  • Colonial education in the Congo - a question of “uncritical” pedagogy
           until the bitter end'

    • Authors: Marc Depaepe
      Pages: 2 - 26
      Abstract: Our approach is a historical, and not a theoretical or a philosophical one. But such an approach might be of help to understand the complexities and ambiguities of the pedagogical mentalities in the course of the twentieth century. As is usually the case in historical research the groundwork has to precede the formulation of hypotheses, let alone theories about the nature of pedagogical practices. Therefore, since the 1990s, “we” (as a team) have been busy studying the history of education in the former Belgian Congo. Of course since then we have not only closely monitored the theoretical and methodological developments in the field of colonial historiography, but have ourselves also contributed to that history. This article tries to give an overview of some of our analyses, concentrating on the question to what extend the Belgian offensive of colonial (i.e. mainly Catholic) missionary education, which was almost exclusively targeted at “paternalism”,  contributed to the development of personal life, individual autonomy and/or emancipation of the natives. From the rear-view mirror of history we are, among other things, zooming in on the crucial 1950s, during which decade thoughts first turned to the education of a (very limited) “elite”. The thesis we are using in this respect is that the “mental space” of colonialism was not of a nature as to have a very great widening of consciousness among the local population as its effect.
      PubDate: 2017-12-02
      DOI: 10.24908/eoe-ese-rse.v18i0.6859
      Issue No: Vol. 18 (2017)
       
  • An analysis of the fundamental shift in Catholic secondary religious
           education during the long sixties, 1955-1973

    • Authors: Joe Stafford
      Pages: 28 - 52
      Abstract: This paper examines the fundamental shift in Catholic secondary religious education in North America during the long sixties, 1955-1973. Special focus is given to the Canadian province of Ontario. This paper argues that this fundamental shift involved a major change in orientation as the strict Neo-Thomism was abandoned after Vatican II along with the traditional teacher-led pedagogy of rote-memorization. It was replaced with a more subjective approach, emphasizing the developmental nature of Church tradition and the inner transformation of the individual. Teaching methods also changed with more student-centred strategies adopted. This paper also examines the causes and consequences of this fundamental shift, concentrating on the impact of the cultural changes of the long sixties and Vatican II. This paper argues that this shift was a needed one, but that it was too extreme leading to a period of considerable confusion in Catholic secondary religious education.
      PubDate: 2017-12-02
      DOI: 10.24908/eoe-ese-rse.v18i0.6841
      Issue No: Vol. 18 (2017)
       
  • Transforming Catholic women's education in the sixties: Sister
           Catherine Wallace's feminist leadership at Mount Saint Vincent
           University

    • Authors: Heidi Macdonald
      Pages: 53 - 77
      Abstract: Sister Catherine Wallace (1917-91) was president of Mount Saint Vincent University (MSVU), Canada’s only degree-granting women’s post-secondary institution, from 1965 to 1974. Wallace’s appointment coincided with a transformative era not only in the North American post-secondary landscape, but also in the Roman Catholic Church and the women’s movement.  Wallace was acutely aware that this combination of factors would require a transformation of MSVU itself for the institution to survive the next decade. Wallace ultimately strengthened MSVU’s identity and gave it a more outward-looking vision by embedding many of the goals of second-wave feminism, including the recommendations of the Report of the Royal Commission on the Status of Women in Canada (1970), in the University’s renewal. She also gave the university a more national profile through her work on the executive of the Association of Universities and Colleges of Canada (AUCC), including in 1973 as their first woman president.
      PubDate: 2017-12-02
      DOI: 10.24908/eoe-ese-rse.v18i0.6910
      Issue No: Vol. 18 (2017)
       
  • Popular Catholic education in Spain: From charity and assistance to social
           commitment (1953-1967)

    • Authors: Pere Fullana Puigserver
      Pages: 78 - 98
      Abstract: Popular Catholic education appears in  relation to Catholic propaganda and as a means to neutralize secular schooling,  a socializing  and moralizing model for popular clases, within the framework of the Catholic movement.  Franco, during the first stage of the regime , gave the Church control of  education.   During the 1950s and 1960s Catholic schools were associated  to middle clases,   while keeping a strong presence in the offering of  free elementary  schooling. Begining in 1945, diverse sectors within  Spanish Catholicism committed to pastoral  social work  intensified their social immersion and popular education grew in light of  that  commitment.  Education would be a fundamental component of a pastoral model that became increasingly social and also efficient. Popular educational practices moved from charity and assistentialism to the arena of social commitment in order to reach the weakest and those far away. These practices  led to new commitments such as  special education, emancipation of women, recreation, adult education.
      PubDate: 2017-12-02
      DOI: 10.24908/eoe-ese-rse.v18i0.6964
      Issue No: Vol. 18 (2017)
       
  • Dewey's and Freire's popular philosophies of education in a
           capitalist context

    • Authors: Fred Harris
      Pages: 100 - 118
      Abstract: This article looks at Dewey’s and Freire’s popular philosophies of education in light of their views of the relation between common sense and scientific inquiry. Dewey’s view, unlike that of Freire, requires the data to be radically reorganized so that the inductive data cannot really be considered merely a reorganizing of common-sense experience. Dewey, though, does not apply his own characterization of scientific inquiry to his critique of capitalist relations; his criticism constitutes an external critique of capitalism via his concept of a cultural lag. Freire, too, criticizes capitalist relations not on its own terms but externally, via his humanist ethical condemnation of treating human subjects as objects. Marx, on the other hand, proposes an internal critique of capitalist relations, starting with the contradictory inductive unit of the commodity that parallels Dewey’s concept of scientific induction. Freire, despite his different conception of scientific inquiry, shares Marx’s interest in the working class and provides a complementary educational approach by addressing the working class’ experience of fear, by counteracting the denigration of working-class experience and by arguing against the claim of neutrality in inquiry in a capitalist context. A synthesis of the three philosophies would therefore serve better the educational needs of the working class.  
      PubDate: 2017-12-02
      DOI: 10.24908/eoe-ese-rse.v18i0.6387
      Issue No: Vol. 18 (2017)
       
  • The eros of the meal

    • Authors: Samuel Rocha, Adi Burton
      Pages: 119 - 132
      Abstract: Abstract: After outlining the common critique in selected texts Paulo Freire and Benedict XVI, we turn beyond the individual thinkers and into the mystagogy of their common religious traditions, beginning with an extended description of the Jewish ritual of Passover, foundational to a description of the Catholic celebration of the Eucharist to follow, but also definitive in its own right. In describing these two rituals we find a fuller consideration of the constructive responses by Freire and Benedict to the institutional objectification of the human person in the eros of the common meal. This is the mysterious freedom of eros that is a necessary condition for the possibility of true and lasting communion, essential for any liberating education and often missing in Marxist and other accounts of critical pedagogy that ignore its theological roots. Rather than reacting to these limits to the present, well-known literature, we carve out an alternate path.
      PubDate: 2017-12-02
      DOI: 10.24908/eoe-ese-rse.v18i0.6781
      Issue No: Vol. 18 (2017)
       
  • National newspaper-reporting on state examinations: An historical
           exposition of the exceptional case of the Irish Leaving Certificate

    • Authors: Tom O'Donoghue, Jim Gleeson, Orla McCormack
      Pages: 134 - 149
      Abstract: During a post-independence phase (1922-mid-sixties), Irish secondary schooling was characterised by low participation rates, elitism, and careerist perceptions of students. Phase two (1967-mid 1980s) saw participation rates expand dramatically as Ireland became more open and industrialised, and policymakers focused on relationships between education, human capital and economic development. During this phase, the Irish Times began to include careers and examinations information. With school completion rates continuing to increase from the mid-1980s (phase three), the two main daily newspapers realised that the growing need for information about access to an increasingly complex and highly-prized higher education system, which was dependent on academic achievement, afforded an opportunity to boost sales and advertising. In response, examinations’ coverage reached a level recently described as ‘exceptional by a team of researchers from the Oxford University Centre for Educational Assessment and Queen’s University Belfast.      
      PubDate: 2017-12-02
      DOI: 10.24908/eoe-ese-rse.v18i0.6426
      Issue No: Vol. 18 (2017)
       
  • Envisioning higher education in the 21st century: A Conversation with Juan
           José Etxeberria, SJ, at Deusto University of the Society of Jesus

    • Authors: Donna Fernández Nogueira, Jon Igelmo Zaldívar, Visitación Pereda Herrero
      Pages: 151 - 164
      Abstract: N/A
      PubDate: 2017-12-02
      DOI: 10.24908/eoe-ese-rse.v18i0.6931
      Issue No: Vol. 18 (2017)
       
 
 
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