Suchergebnisse

The writing of school histories is a neglected sub-discipline in the study of heritage. It is, however, imperative that this aspect of the broad tapestry of our local and national heritage is analysed and preserved. As a microcosm of the community which it serves, a school reflects and engages with the greater political, social and economic issues and dynamics at any particular stage in its development. Often relegated to a purely celebratory document marking a centenary, half or quarter century, the account could be purely anecdotal or touch only on those aspects of the school which have contributed to school traditions, neglecting the broader framework within which it functions and with which it engages. It is critical that this aspect of heritage is preserved by historians who take the effort to research and write about this tiny snippet of our national heritage.

Foreword / Gloria Boutte -- Problems and alternatives : a historiographical review of primary and secondary black history curriculum, 1900-1950 / ArCasia D. James -- Black history and national policy in England : legitimizing anti-blackness, 1950s to present day / Nadena Doharty -- An exploration of black history through Afro-diaspora literature for children and youth / Christina U. King, Oona Fontanella-Nothom, and Angie Zapata -- "There's no such thing as someone else's war:" white allies in black history / Ryan M. Crowley, William L. Smith, and Carly C. Muetterties -- White teachers, mis-education, and the psycho-social lynching of black history / Brianne Rose Pitts -- Same story, different country? A comparative analysis of representations of black histories in mainstream secondary textbooks across the African diaspora / Nafees M. Khan, Crystal Simmons, and Christopher L. Busey -- "We're more than what they say"/ Maria Akinyele -- "My people did this" : the shaping of collective remembrance in an African American history class / Lina Richardson -- The difference black history knowledge can make : a consideration of psychosocial influences / Collette Chapman-Hilliard, Andrea C. Holman, Valerie Adams-Bass, and Shawntell Pace -- Where are the black people? Teaching black history in Ontario, Canada / Natasha Henry.

Der Beitrag behandelt die Historiographie der Grundschule, zeigt - und problematisiert - die Standardlesart dieser Geschichte, in der die Grundschule vor allem als Schule im 20. Jahrhundert, im Kontext staatlicher Bildungspolitik und reformpädagogischer Programme sowie als unstrittige Aufgabe der gemeinsamen Beschulung aller Kinder interpretiert wird. Sensibel für die Ansprüche, die sich mit der Identität der Grundschulpädagogik verbinden, ist diese Standardgeschichte nicht nur relativ blind gegenüber dem bildungspolitischen Kontext und den eigenen Schwächen der Grundschule wie der Grundschulpädagogik, sondern auch historiographisch nicht alternativenlos. (DIPF/Orig.) ; The article deals with the historiography of primary education. describing and problematizing the standard reading of this history in which the primary school is traditionally interpreted as a school of the twentieth century, seen in the context of the state's educational policy and of reform pedagogical programs and as an indisputable task of communal schooling for all children. Being sensitive to the demands connected with the identity of the pedagogics of primary education, this standard reading is relatively blind to the context of educational policy as well as to the shortcomings of the primary school itself and of its underlying theory. Furthermore, viable alternative interpretations ought to be considered. (DIPF/Orig.)

This book is written for the Millennial Generation to educate them about what school desegregation was actually about—the struggle over white domination in the United States. The textbooks they read as high school students describe the heroic efforts of African Americans to achieve civil rights but do not describe who was denying them these rights—white Americans. The oral histories in this book reveal how individuals navigated efforts to achieve educational equity amidst efforts to reassert white domination. These accounts counter the textbook history the Millennial Generation read which omits the massive white resistance to school desegregation, the various ways whites used subterfuge to slow down and redirect school desegregation in what would more benefit whites, and the concerted white political backlash that has been ensconced in educational policy and reform beginning with A Nation at Risk and continuing in No Child Left Behind . That is, educational policy as we know it is all about asserting white domination and not about educating children, and thus the Millennial Generation is faced with undoing what their parents and grandparents have done. Cover image by Echo Lilly Wilson

This collection brings methods and questions from humanities, law and social sciences disciplines to examine different instances of lawmaking. Contributors explore the problematic of past law in present historical analysis across indigenous Australia and New Zealand, from post-Franco Spain to current international law and maritime regulation, from settler colonial humanitarian debates to efforts to end cruelty to children and animals. They highlight problems both national and international in their implication. From different disciplines and theoretical positions, they illustrate the diverse and complex study of law's history