Cet article montre que la philosophie de l’éducation de Diderot trouve son sens dans le cadre d’une pensée de la civilisation, au sein de laquelle elle théorise le rôle de l’institution publique d’éducation. À partir d’une analyse critique du pouvoir de l’argent dans les sociétés modernes, et d’une histoire comparée de l’éducation en France et en Russie, Diderot propose un changement d’échelle et l’articulation d’une réflexion proprement scolaire (curriculum, corpus, pédagogie, statut des maîtres, organisation et contenu (...) des temps scolaires et non scolaires…) à une philosophie politique encourageant l’autorité républicaine et à une philosophie sociale pensant la distribution des emplois publics comme moteur d’une méritocratie. L’ensemble constitue une défense de « l’utilité » générale de l’éducation publique, qui n’est ni utopiste ni platement utilitaire. (shrink)

Comment une école publique d’art en Grande Bretagne a-t-elle été créée, comment a-t-elle évolué au XIXe siècle et quelle fut sa place vis-à-vis de la Royal Academy of Arts? Quelles furent l’incidence et l’importance de l’économie politique utilitariste et plus particulièrement des écrits de J. Bentham sur le goût, l’éthique et l’utilité, dans le développement d’une institution subventionnée par l’État et destinée à l’éducation artistique de la nation? Quels furent les débats et les apories..

S'appuyant sur des exemples issus de l'étude de la Seconde Guerre mondiale ainsi que de l'histoire du passé récent dans les sociétés post-communistes, cet article tente de voir dans quelle mesure les modalités d'accès aux archives publiques peuvent être tenues pour responsables de phénomènes d'amnésie - ou d'hypermnésie - de la mémoire collective, de la fabrication de mythes et de légendes. Il est certain que sans l'accès aux archives du troisième Reich, Raul Hilberg n'aurait pu entreprendre son œuvre monumentale et (...) pionnière sur la destruction des juifs d'Europe. Pour autant, il est des domaines, notam­ment celui des comportements collectifs, sur lesquels l'archive est muette - à moins de bénéficier de ces formidables corpus que constituent par exemple les archives des polices politiques comme les dossiers de la Stasi. Toutefois, l'usage public de ce type d'archives peut poser problème et générer des batailles de mémoire. Lestés d'enjeux, les conflits de mémoire ne se résolvent certes pas à coup de preuves tirées des archives, mais la rétention de ces dernières favorise incontestablement l'élaboration de récits mythiques ou de « romans nationaux ».Drawing on examples from studies of the Second World War and from the recent history of post-Com­munist societies, this article attempts to discern how far rules of access to public archives may have been responsible for collective amnesia - or hyper-amnesia - and the emergence of myths and legends. What is certain is that without access to the archives of the Third Reich, Raul Hilberg would never have been able to undertake his monumental pioneering work on the destruction of Europe's Jews. And yet, there are areas, especially where collective behaviour is concerned, that cannot be fathomed through archives - short of having access to the extraordinary material represented by political police archives such as the Stasi files. However, public use of such archives can raise problems and generate conflicts over memory. Because they embody such a weight of issues, conflicts over memory cannot be resolved merely by pulling out evidence from an archive, but withholding such records most certainly fosters the emergence of mythical narratives and "national epics". (shrink)

ABSTRACTSome people might argue that there are already too many different documents, guidelines, and regulations in bioethics. Some overlap with one another, some are advisory and lack legal force, others are legally binding in countries, and still others are directed at narrow topics within bioethics, such as HIV/AIDS and human genetics. As the latest document to enter the fray, the UNESCO Declaration has the widest scope of any previous document. It embraces not only research involving human beings, but addresses broader (...) concerns in medicine and healthcare. The UNESCO draft declaration has some minor weaknesses, but on the whole, the strengths outweigh the weaknesses. One weakness is that some items in the draft are stated in a way that is too restrictive, thereby appearing to rule out legitimate activities. A strength of the Declaration is that it is relatively brief, yet at the same time contains sufficient detail to make it something more than a rehearsal of mere pieties. As the most recent of the numerous bioethics and human rights documents, the UNESCO draft draws on many of the earlier documents and also includes some of the most recent thinking about ethical norms and obligations. Perhaps its greatest strength lies not in details of the principles or their implementation, but rather in its stature as an international declaration issued by a United Nations organization. (shrink)

Avec le réveil d'une conscience de la richesse que chaque culture apporte au monde, le danger de la possible disparition des langues est apparu et a suscité de nombreux plaidoyers et de nouvelles orientations de recherche. Pourtant, la mort des langues à faible diffusion n'est pas liée à l'extension des grandes langues de communication. L'évolution des langues peut s'analyser selon les politiques des États mais elle dépend surtout de choix individuels qui expriment d'abord des liens communautaires : les langues locales (...) manifestent la volonté qu'ont des individus de se situer dans une relation à leurs ancêtres et à des groupes liés par des solidarités affectives et culturelles, faute d'avoir accès au pouvoir politique. Les choix individuels répondent ensuite au besoin de participer à la vie publique et/ou à la vie internationale, au développement durable. Ils reflètent, enfin, le désir de jouer avec une variété infinie de combinaisons de sens, de sons, et de formes qui fait de chaque langue un trésor qu'on ne saurait apprécier en termes strictement économiques. Principe d'utilité et principe de plaisir sont donc à l'oeuvre pour s'opposer durablement à la puissante capacité réductrice des hégémonies linguistiques. Ils devraient être également pris en compte par une politique de la diversité linguistique qui, tout en reconnaissant la variété des valeurs que porte toute langue, ne considérerait pas les évolutions en cours comme nécessairement réductrices, et n'attribuerait pas non plus des avantages exorbitants au fait de parler uniquement le français ou l'anglais. Ni anges, ni démons, les langues en ressortiraient plus fortes de leur mise en perspective historique et politique.The growing awareness that each culture brings unique riches to the world has revealed the danger of certain languages possibly becoming extinct which led to many calls for support and stimulated research to move in new directions. Yet the extinction of little-spoken languages is not due to the spread of the main languages used for communication. The evolution of any language can be seen as the result of national government policy, but is dependent, first and foremost, on the choices of individuals which express community bonds: local languages show the will of a group of individuals to place themselves in a relationship with their ancestors and with other groups bound by emotional and cultural ties as they have no access to political power. An individual's choice comes, secondly, as a response to the desire to be in the public and/or international arena, and to be part of sustainable development. Lastly, it reflects the desire to play around with the infinitely varied combinations of meanings, sounds and shapes that make each language a treasure, the value of which cannot be evaluated in mere economic terms. In other words, the concepts of usefulness and of pleasure are both involved in a long-lasting struggle against the mighty linguistic hegemonies that cause them to wane. These concepts should also be taken into account by a policy on linguistic diversity which, while recognising that each language carries a variety of values, would not see current developments as necessarily leading to the decline of other languages and would, likewise, not overly favour speaking only French or English. When taken neither as angels nor as devils, languages would come out all the stronger, viewed against their historical and political backgrounds. (shrink)

A resurgence of national and international interest in citizenship education, citizenship and social cohesion has been coupled with an apparent emergence of a language of crisis (Sears & Hyslop‐Margison, 2006). Given this background, how can or should one consider a subjective sense of membership in a single political community? What this article hopes to show is that confining the subject of citizenship or patriotism to a national framework is inadequate in as much as there are grounds to argue for a (...) more expansive and, at the same time, integrated outlook. Patriotism, like Citizenship, is still open to interpretation and potentially in danger of falling short of a richer conception. Education, therefore, needs to incorporate inclusive practices and encourage an integrative mindset in order to accommodate: increasingly complex identities, associations, experiences and continuing changes in the political landscape. In this article, the author argues for the importance of learning ways in which to value and respect diversity while working towards a principle of unity in diversity. Cultivating a subjective sense of membership in a single world polity is vital in matters pertaining to sustainability and justice. In response to considering possible ways of sharing a subjective sense of membership in a single community and some implications for Citizenship, Patriotism and Citizenship Education, this article looks to three areas: ways in which to understand the notion of citizenship and patriotism, cultural crises and the notion of a cosmopolitan nation and, finally, the personal dimension to education for world citizenship. (shrink)

Deux assomptions ont été faites au sujet du refus du Pape Pie XII à aller au-delà de condamnations génériques de l'Holocauste Nazi. 1. La politique était dictée par peur de représailles contre les Catholiques et les Juifs. 2. La peur de représailles contre les Juifs était essentiellement une excuse pour ne rien faire ou rester au niveau de condamnations génériques. Mais les organisations juives elles-mêmes ont souvent cité la peur de représailles contre les Juifs comme la raison d'une restrainte dans (...) les déclarations publiques. Bien que la peur des représailles fut un élément formatif de la politique diplomatique du Vatican, la politique n'est pas venue de la peur, comme on peut le voir de l'histoire de condamnations génériques en d'autres contextes de guerre où les atrocités furent en jeu, entre autres en Arménie sous Benoît XV, en Espagne et Abyssinie sous Pie XI, de même qu'en Pologne et en Russie sous Pie XII. Deux fois Benoît XV fit un appel direct au Sultan de Turquie, mentionnant les Arménians spécifiquement trois fois, parlant de «souffrances indicibles», mais sans mentionner des noms personnels, des noms de lieu, des dates, des batailles. Bien que la condamnation resta générique, Benoît XV est considéré un héro national Arménien. Pendant la guerre civile en Espagne les républicains «incontrôlables» ont assassiné plus de cinq mille prêtres, moines et séminaristes pendant les trois premiers mois de la guerre et à la fin de. (shrink)

Le projet de modernisation nationale que le libéral radical Eloy Alfaro prétend réaliser à son arrivée au pouvoir, en 1895, accorde aux femmes un rôle inédit en Équateur. Elles ne doivent plus seulement être épouses et mères, mais devenir actrices du changement idéologique et économique depuis l´espace public. Les considérant comme moteur du progrès, les libéraux leur accordent des droits inédits : accès au marché du travail, accès à l´éducation, droits juridiques. Toutefois, la portée des réformes est limitée et (...) le regard sur les femmes et leur rôle évolue très lentement. Néanmoins, le libéralisme lance une dynamique dans l´émancipation des Équatoriennes dont témoigne l´émergence d´un sujet féminin défendant ses droits à participer aux affaires publiques. (shrink)

ABSTRACTMany rich countries are witnessing the rise of xenophobic political parties. The opposition to immigration and global redistributive policies is high. How can we pursue global justice in such non-ideal circumstances? Whatever the way we want to pursue global justice, it seems that a change in the political ethos of citizens from rich countries will be necessary. They must come to internalize some genuine concern for foreigners and relativize national identities. Can education contribute to the promotion of such cosmopolitan ethos? (...) An overtly cosmopolitan educational agenda is not likely to be endorsed in these societies where national ties and national priority may be considered fully legitimate by the majority. Nevertheless, this paper argues, some more achievable educational aims may have desirable cosmopolitan spillover effects although it is not their primary purpose. Decentration, empathy, critical thinking, understanding of social reality and social mix can be defended as necessary for a better domestic society. Yet these aims also make the widespread development of a cosmopolitan ethos more likely. This paper thus considers the arguments that can be made for these educational aims and their potential effects on citizens’ attitudes towards foreigners. Then, it discusses a possible tension with another aspect of national civic education: national integration. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:ImagesAntoni Muntadas (bio)The seven images in this issue are from Gestes, a book by Antoni Muntadas and published by Bookstorming (2003). The complete set of fifty-two portraits were collected from media images of various political figures during the Iraq War. Muntadas emphasizes the gestural movement of the hands, creating a strange and hypnotic choreography.Antoni Muntadas — born in Barcelona, Spain, in 1942 — has lived and worked in New (...) York since 1971.His work addresses social, political, and communications issues, the relationship between public and private space within social frameworks, and investigations of channels of information and the ways they may be used to censor central information or promulgate ideas. He works in various media: photography, video, publications, internet, and multi-media installations.He studied at the Escuela Tecnica Superior de Ingenieros Industriales in Barcelona and the Pratt Graphic Center in New York. He has taught and directed seminars at the University of California in San Diego, the École des Beaux Arts in Bordeaux and Grenoble, the CAVS at the Massachusetts Institute of Technology, the San Francisco Art Institute, the École Nationale des Beaux Arts in Paris, the University of São Paulo in Brazil, Cooper Union in New York, and many other institutions.Muntadas has received several prizes and grants including those of the Guggenheim Foundation, the Rockefeller foundation, the National Endowment for the Arts, the New York State Council on the Arts, Arts Electronica in Linz/Austria, Laser d'Or in Locarno, Switzerland, and the Premi Nacional d'Arts Plastiques de la Generalitat de Catalunya.He created works commissioned by the Centre Nacionale des Arts Plastiques in Paris, the Fonds d'Arts Publiques in Marseille, the Public Art Fund in New York, and has been resident artist and consulting advisor in several research and education centers, including the Visual Studies Workshop in Rochester, the Banff Center in Canada, Arteleku in San Sebastian, Spain, and the University of Western Sydney in Australia.His works have been exhibited throughout the world, including the Venice Biennale, Documenta Vl and X in Kassel, the São Paulo Biennal, la Biennale de Lyon et La Havana and The Museum of Modern Art in New York, the Berkeley Art Museum in California, the Wexner Arts Center in Columbus, Ohio, le Musée d'Art Contemporain de Montreal, le CAPC de Bordeaux, France, the Museu de Arte Moderna de Rio de Janeiro in Brazil, the Ludwig Museum in Budapest, Hungary, and the Museo Nacional Centro de Arte Reina Sofia in Madrid, Spain. Click for larger view View full resolutionFigure 1.(Cover) Click for larger view View full resolutionFigure 2.(Page 2) Click for larger view View full resolutionFigure 3.(Page 10) Click for larger view View full resolutionFigure 4.(Page 31) Click for larger view View full resolutionFigure 5.(Page 52) Click for larger view View full resolutionFigure 6.(Page 74) Click for larger view View full resolutionFigure 7.(Page 95)Antoni Muntadas Antoni Muntadas —born in Barcelona, Spain, in 1942 —has lived and worked in New York since 1971.Copyright © 2003 The Johns Hopkins University Press... (shrink)

Since Eugen Weber’s (1976) classic work Peasants into Frenchmen, the role of mass education in nation-building has been repeatedly discussed in the literature on nationalism. However, the specific...

Background: The formulation and implementation of national ethical regulations to protect research participants is fundamental to ethical conduct of research. Ethics education and capacity are inadequate in developing African countries. This study was designed to develop a module for online training in research ethics based on the Nigerian National Code of Health Research Ethics and assess its ease of use and reliability among biomedical researchers in Nigeria.MethodologyThis was a three-phased evaluation study. Phase one involved development of an online training module (...) based on the Nigerian Code of Health Research Ethics (NCHRE) and uploading it to the Collaborative Institutional Training Initiative (CITI) website while the second phase entailed the evaluation of the module for comprehensibility, readability and ease of use by 45 Nigerian biomedical researchers. The third phase involved modification and re-evaluation of the module by 30 Nigerian biomedical researchers and determination of test-retest reliability of the module using Cronbach’s alpha. Results: The online module was easily accessible and comprehensible to 95% of study participants. There were significant differences in the pretest and posttest scores of study participants during the evaluation of the online module (p = 0.001) with correlation coefficients of 0.9 and 0.8 for the pretest and posttest scores respectively. The module also demonstrated excellent test-retest reliability and internal consistency as shown by Cronbach’s alpha coefficients of 0.92 and 0.84 for the pretest and posttest respectively. Conclusion: The module based on the Nigerian Code was developed, tested and made available online as a valuable tool for training in cultural and societal relevant ethical principles to orient national and international biomedical researchers working in Nigeria. It would complement other general research ethics and Good Clinical Practice modules. Participants suggested that awareness of the online module should be increased through seminars, advertisement on government websites and portals used by Nigerian biomedical researchers, and incorporation of the Code into the undergraduate medical training curriculum. (shrink)

L’article aborde la construction de la « question des femmes » au sein des espaces socio-culturels interconnectés du Royaume grec et des communautés grecques ottomanes. Le contexte est celui de la transition (post)-ottomane, la destruction des structures impériales et la montée de l’État-nation. Durant cette période, de nouvelles divisions sociales et culturelles s’affirment, notamment celle entre public et privé. Les discours nationalistes grecs construisent une représentation des femmes dans la sphère publique qui insiste sur leur contribution aux objectifs et stratégies (...) nationales. Ces discours laissent cependant une marge de manœuvre aux femmes. L’article montre l’émergence de nouvelles formes d’engagement dans l’éducation, la philanthropie et le monde littéraire où femmes écrivaines, journalistes et militantes interviennent directement. Leurs écrits dans les magazines féminins ont un impact auprès du public féminin lettré. (shrink)

Towards the end of eighteenth century in France, the newly acquired rights of people as citizens needed assuring. This article traces the principles through which Condorcet tried to realise this on an institutional level. Condorcet did not view the Enlightenment ideas of progress as primarily referring to the state. Rather, he focused on the rights of individuals, particularly on their right to develop their own potential. He bound this perception with the unconditional demand for recognition of the rights of all (...) people, in particular also for a clear renunciation of any gender-specific interpretation of this fundamental idea. Evidence for this is found in Condorcet’s writings on Instruction Publique. In contrast to other educational programmes of the revolutionary period, these evince a discriminating interpretation of freedom and equality, and recognise the numerous threats to a self-determined human existence. (shrink)

This article analyses St. Agustine’s "De utilitate credendi". It considers ideas and affirmations that are important aspects of the bishop of Hippo’s dialogic theory. After reflecting on the different contributions of the present text, we can see the importance of faith and authority on the path which leads human beings to the true religion, where it’s possible to encounter God and reach happiness, for which the human heart yearns.

The paper argues that nationality and national sentiment have been, until fairly recently, neglected topics in liberal, as distinct from conservative, political and educational philosophy. It claims that the promotion of national sentiment as an educational aim is not incompatible with liberalism, and may indeed be desirable for reasons of personal and cultural identity as well as for redistributive reasons. It then explores a remodelled conception of British nationality in particular; and finally looks at curricular implications.

In the second half of the nineteenth century, many Latin American intellectuals adapted the philosophy of positivism to address the pressing problems of nation-building and respond to the demands of their own social and political contexts, making positivism the second most influential tradition in the history of Latin American philosophy, after scholasticism. Since a comprehensive survey of positivism’s role across Latin American and Latinx philosophy would require multiple books, this chapter presents the history of positivism and its transformations in Mexican (...) and Chicanx philosophies, proceeding chronologically and focusing on these representative thinkers: Auguste Comte (1798-1857), Gabino Barreda (1818-1881), Justo Sierra (1848-1912), José Vasconcelos (1882-1959), Antonio Caso (1883-1946), and Gloria Anzaldúa (1942-2004). We pay special attention to how positivism was used to build the Mexican nation and reconstruct Mexican identity through education, creating philosophical debates about the relationships among science, religion, morality, education, race, economic progress, and national development. These debates continue to resonate as we think critically about the respective roles of scientific education—then called “positive” education, now “STEM” education—and moral education in the curricula used to educate a country’s youth while reconstructing their ethnoracial and national identities. (shrink)

The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to (...) publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act. (shrink)

En dépit d’une politique étatique néo-patriarcale et d’une répression accrue contre les féministes, le mouvement féministe s’est profondément développé en Russie ces quinze dernières années et s’est fait de plus en plus entendre dans la sphère publique et les médias. Cet article avance qu’une des raisons essentielles de ces avancées marquantes, bien que sous-estimées, tient à l’importance accordée par le mouvement féministe à la construction et au maintien d’une communauté et d’une identité féministes collectives. S’appuyant sur des entretiens avec (...) des militantes féministes, j’examine la manière dont les communautés se constituent en tant qu’espaces de soutien qui apportent à leurs membres la force nécessaire pour mener des actions collectives tout en les protégeant contre l’hostilité environnante. Mettant ces observations de terrain en parallèle avec la recherche existante sur les mouvements sociaux, cet article suggère que plutôt qu’un trait définitoire de la Russie, l’hostilité envers le féminisme constitue un aspect éphémère de la situation politique ; les initiatives permanentes des féministes ont d’ailleurs déjà commencé à la faire reculer. (shrink)

Literature on ethical behavior has paid little attention to the mechanism between macro-environmental variables and environmental performance. This study aims at constructing a model to examine the relationships which link cultural values, population growth, economic development, and environmental performance by incorporating the mediating role of education. The multiple linear regression model was employed to test the hypotheses on a 3-year-pooled sample of 51 countries. Empirical results conclude that national culture, economic development, and population growth would significantly influence environmental performance directly. (...) In addition, through the mediating effect of education, population growth and national culture would significantly affect environmental performance indirectly. These findings provide theoretical and managerial implications for constructing the mechanism of cultural values and ethical behavior in general and environmental management in particular. (shrink)

The term 'Asian values' became popular in the political discourse in the 1980s and 1990s. The most vocal proponents of Asian values are Singapore s Lee Kuan Yew and Malaysia's Mahathir and their deputies and government officials, as well as post-Tiananmen Chinese leaders. Most notable of all these three strands of the Asian values debate is the 'Singapore School', which 'comprises leaders who have articulated a defence of the Singapore regime, either in their personal or official capacities'. This article discusses (...) the origins and philosophical underpinnings of 'Asian values' in the Singapore context and its relationship to civics education. First, it provides the historical context for the interest in Confucianism and Asian Values. It then looks at the role and use of Confucianism and Asian Values in Asia, before discussing the case of Singapore and Asian values. I explore the interconnections between changes in history, civics and social studies curricula, and the politics of the 'Asian Values' discourse in Singapore which underpins these curricula. At the heart of the issue was the states attempt to forge and articulate a Singaporean identity, and the role of citizenship/moral education in attaining this elusive nation building goal. (shrink)

The key stakeholders of the Finnish engineering education collaborated during 2006–09 to reform the system of education, to face the challenges of the changing business environment and to create a national strategy for the Finnish engineering education. The work process was carried out using participatory work methods. Impacts of sustainable development (SD) on engineering education were analysed in one of the subprojects. In addition to participatory workshops, the core part of the work on SD consisted of a research with more (...) than 60 interviews and an extensive literature survey. This paper discusses the results of the research and the work process of the Collaboration Group in the subproject of SD. It is suggested that enhancing systematic dialogue among key stakeholders using participatory work methods is crucial in increasing motivation and commitment in incorporating SD in engineering education. Development of the context of learning is essential for improving skills of engineering graduates in some of the key abilities related to SD: systemic- and life-cycle thinking, ethical understanding, collaborative learning and critical reflection skills. This requires changing of the educational paradigm from teacher-centred to learner-centred applying problem- and project-oriented active learning methods. (shrink)

As has become tradition, executive directors of United States’ presidential bioethics committees offer reflections about their experience shortly after the orderly shutdown of the commission staff. After the records are filed according to government records regulations; after all the staff members, who are hired into temporary positions that must be renewed every two years, have secured permanent employment; after preparations are made to ensure that the next commission staff (should there be one) has a budget and standard operating procedures in (...) order to begin its work in a timely manner; after the lights are turned out for the last time, the executive director makes the final climb up the stairs into the sunlight and reflects on the whirlwind. There is much about my work with the Presidential Commission for the Study of Bioethical Issues that deserves comment, but one aspect of the commission that has been especially valuable to me is its work to educate the nation on bioethical issues. This is, moreover, a contribution in which the commission staff was central, and it is one that, as an ethics educator myself, I will cherish deeply. (shrink)

In this paper we discuss the interaction between science policies (and particularly in the area of scientific research) and higher education policies in Gulf and Mediterranean Arab countries. Our analysis reveals a discrepancy between the two sub-regions with respect to integration in the global market, cooperation in scientific research and international mobility of students. The paper discusses the implications of the analysis of reform policies and higher education restructuring.

The paper explores the perceptions of host national teachers in China’s international school sector, focusing on their views of expatriate teachers. It addresses two main research questions: how do host national teachers perceive the professional status and ability of foreign teachers working in internationalised schools, and what do these perceptions tell us about China’s international school sector in an era of education regulation? The study utilised semi-structured interviews with experienced host national teachers to gain insights into the changing dynamics of (...) the internationalised school sector and the role of the expatriate teacher. The findings suggest that expatriate teachers are now perceived to play a marginal or auxiliary role, and highlight growing isomorphism between private internationalised and public schools in China. The paper also discusses the implications of the growing dominance of host national teachers and the evolving demographics of expatriate teachers in China, highlighting the need for further research to understand the implications of these changes and the future role of expatriate teachers in China’s international education sector. (shrink)

Originally published 1974. Thousands of elementary schools for the children of the poor were founded during the nineteenth century, yet there is scarcely a published history of a single one of them. This volume is precisely such a history and the authors trace its story against the background of local and national change in education and society. On the basis of a unique collection of records the authors have pieced together a picture of the social composition of the school, its (...) curriculum and teaching methods, and its administration and finance. They relate the history of the school to that of London and the church, to that of educational authorities and educational policy. (shrink)

John Howard Whitehouse was a British educationalist, social reformer and the founder of Bembridge School on the Isle of Wight. Originally published in 1913, this book contains a series of essays by Whitehouse on the creation of a national education system. The text was issued with the general approval of the executive committee of the Liberal Education Group of the House of Commons. This book will be of value to anyone with an interest in the writings of Whitehouse and the (...) history of education. (shrink)