关键词： Experimental pedagogy   Francoism   Spain   Catholicism   Leuven University  

摘要： This paper analyses the approach to experimental pedagogy adopted by the new Spanish pedagogy which arose after Franco's victory in the Spanish Civil War. To this end, it first outlines the spiritualist and anti-scientific approaches which prevailed in the new pedagogy of the postwar era, before charting the survival, lying beneath this anti-modernist rhetoric, of an experimental tradition linked to certain clergymen. It then shows how the leading pedagogue of Franco's Spain, Victor Garcia Hoz, ended up endorsing this school of thought, and analyses the influence in this evolution of the neo-scholasticism of the University of Louvain and the experimental pedagogy developed by Raymond Buyse, who maintained close ties with Spain throughout the 1940s. The paper also focuses on the key role played by Spanish pedagogy in the construction of an international network of Catholic pedagogues. Finally, a number of explanatory hypotheses are presented to explain the paradox posed by this endorsement of the more scientific version of pedagogy by a vehemently Catholic group of academics.

关键词： Whiteness   othering   racialised discourses   teacher education policy   racial justice  

摘要： This article adds to new ways of understanding the institutionalisation of Whiteness as subtle workings of race and racism within education policy. It presents a critical discourse analysis of how Whiteness works through the use and meaning making of the term 'cultural diversity' in six Norwegian teacher education policy and curriculum documents. These documents are positioned as promoters of social justice. This article, however, aims to contest this position. Framed under the theoretical perspectives of critical Whiteness studies, discourse analysis and Goldberg's theorisation of racialised discourse, the findings indicate that Whiteness is embedded in the usage of the term 'cultural diversity', manifested in discursive patterns of (1) three hierarchically arranged pupil group categories, (2) descriptions that place the pupil group categories as either superior Norwegian or as inferior non-Norwegian, and (3) the role of student teachers as 'political actors of assimilation'. I argue that despite these educational documents being explicitly positioned as promoters of social justice, they are nonetheless both a product and producers of racialised discourses of Othering and exclusion - a result of the Norwegian 'imagined sameness' ideal and a socially accepted 'pedagogy of amnesia' that blinds itself to the current workings of the imperial and colonial legacy of race and racism.

关键词： EDUCATION of women   WOMEN employees   NONFICTION   GREAT Britain  

摘要： "Women workers’ education, life narratives and politics: geographies, histories, pedagogies, by Maria Tamboukou."History of Education, 48(3), pp. 417–418

关键词： Child neglect   psychology   pedagogy   Franco   science and politics  

摘要： This article explores the political, religious, and ideological backdrop to psychology and pedagogy under Franco's dictatorship. To this end, it analyses the important research carried out between 1940 and 1944 by the psychologist and pedagogue Jose J. Jover y Piquer into the intelligence, mentality, and moral judgement of a large number of abandoned and vulnerable postwar children. The article demonstrates how, although the approach adopted by Piquer was a scientific one - with the usual aims, techniques, and methods - the research contents were subordinated to ideological and religious considerations and aimed to determine the extent to which these children could be re-educated and integrated into the new regime. Thus, psychology became the scientific packaging for studies that were eminently ideological and politically subservient, turning pedagogy into a key instrument of the biopolitics aimed at building Franco's New Spain.

关键词： Psychiatry   pedagogy   feeble-mindedness   mental hospital   total institutions  

摘要： In the late nineteenth and early twentieth century, a number of Italian psychiatrists were convinced that medicine and education should work together to treat children with mental disabilities, then commonly defined as feeble-minded. To this end they promoted the establishment of Medico-Pedagogical Institutes, institutes, that is, with medical and psychological staff, reserved for disabled minors considered amendable or educable. These institutions were to serve, on the one hand, to remove children from Mental Hospitals, and on the other, to enable them to be educated and to improve their psycho-physical attitudes. Nevertheless, over their long history, which lasted about a hundred years, the educational component decreased significantly and many Medico-Pedagogical Institutes ended up by resembling adult Mental Hospitals. At the end of the 1970s, several scandals erupted, revealing the inhuman conditions in which children were treated, and all the Institutes were closed. It is impossible to understand the overall sense of the value and the functions exercised by the Medico-Pedagogical Institutes over the century of their existence, unless we take a long-term perspective, which can help to create a detached and balanced history, revealing of our relationship with diversity and biopower.

关键词： Transdisciplinary   intercultural   performer training   drawing   performance  

摘要： This article reflects on the findings of an intercultural, transdisciplinary workshop, which engaged drawing, performance and digital technology, conducted at the University of Hyderabad, India, in 2014, with theatre and fine art students from Sarojini Naidu School of Arts and Communication, Hyderabad and Wimbledon College of Arts, London. We argue for the value of this kind of practical experiment, where students worked alongside each other on a project from the same starting point, in terms of what it revealed about the hierarchical assumptions embedded in the fields of theatre and fine art, in India and in the UK. These hierarchies are being challenged by digital technologies and we call for new pedagogies in the arts to address this. In this reflection on the outcomes of the project, we focus primarily on performer training and align our findings with music theatre director/composer Heiner Goebbels' arguments against a hierarchy of expressive means' in performance. We conclude by advocating more programmes in universities and academies, both in India and the UK, where performers, sound and visual artists, designers, digital artists and makers can work not only in more integrated ways but also alongside each other.

关键词： Choreographic pedagogy   choreography   knowledge   labour   critical wonder  

摘要： Choreographic practice still competes for the same level of value as language-based study in higher education and therefore choreographic practice and pedagogy can be a means through which to address issues of precarity for dance and dance studies in the university economy today. This article addresses this problem by sharing a UK-based extra-curricular choreographic research project exploring academic labour in a university library. The project uses a practice research framework to explore the idea of embodied ideological critique as a critical choreographic lens to view the library as a site of labour for knowledge. The method of site-specific choreography is used to replicate activities observed in the library and explore what activities at the site suggest about what the academy implicitly values as knowledge. The article advocates for ways to engage students to explore and question the changing landscape of higher education in terms of the historical, social and political values of knowledge in the academy and how this changing landscape impacts on dance in university contexts. Post-project reflections further advocate for the potential for small acts of resistance to increasing pressures of austerity, neoliberalism and corporatisation on university activities with choreographic pedagogy.

关键词： Disability   embodied pedagogy   osteogenesis imperfecta   inclusive physical education   special educational needs   teacher education  

摘要： Pupils with disabilities have been found to experience a narrower physical education curriculum and participate less frequently than pupils without disabilities. A lack of knowledge, skills, relevant experiences and confidence amongst physical education (PE) teachers has been said to contribute to these differential educational experiences. This article adds to the paucity of research that analyses the PE experiences of pupils with disabilities while, at the same time, evaluating embodied pedagogy as a tool for better preparing PE teachers for their role as inclusive educators. Specifically, the article aims to: (1) explore the PE experiences of a university student named Violeta who lives with the condition of Osteogenesis Imperfecta (OI);(2) analyse the views of a group of prospective teachers who participated in a PE lesson (Experience 1) which included Violeta;and (3) examine the perceptions of a group of prospective teachers who participated in a simulated attempt at embodied pedagogy (Experience 2). Data were gathered using field notes, observations and interviews with Violeta and the prospective teachers who participated in Experience 1 and Experience 2. The findings suggest that in both Experience 1 and 2, the prospective teachers developed a greater aware of OI and a more positive attitude towards inclusive PE. That said, the nature of the student learning experience and their ability to empathetically imagine themselves in, and through, the bodies of others that were different from themselves varied significantly in Experience 1 and 2. Such a contrast, especially in relation to notions of alterity, related to the presence or absence of the other as a corporeal entity involved in the lessons. Neither Experience 1 or 2 was found to be 'better' than the other, they simply provided different contexts, resources and opportunities for learning to take place. We discuss some implications of these differences for those wishing to engage in embodied forms of pedago

关键词： aesthetic labour   ethnography   gender   labour   masculinities   post-Fordism  

摘要： In the context of precarious post-Fordist urban labour markets, Dress for Success in the Netherlands, a non-profit working in the context of the welfare state, provides dress advice to a majority of men. Dress advice consists of moments in which demands for immaterial labour find material translations into items of clothing. Building on ethnographic observations, I argue that dress advice-encounters should be seen as exercises in adaptability to new and ever changing economic circumstances. In these pedagogies, gender is a key instrument. Rather than a straightforward feminization of the economy, what is at stake is a performance of openness towards becoming adaptable to future labour market demands. Asking men to depart their attachments to Fordist working class masculinities and its material translations is an exercise toward becoming pliable enough for post-Fordist precarious labour markets.

关键词： 哲学追问   教育人   思考教育   厦门市   教育学   副局长   教育局   阅读  

摘要： 在厦门海沧,教育阅读节已成为教育人每年的一个重要节日。这一次,阅读节的主题聚焦于教育的哲学追问。“教育学是人学,既然是人学,就不能不追本溯源,思考教育是什么,教育为了什么,怎样才能实现教育的目的。追问是为了通往智慧,让教育更接近本质,让人因为好的教育而实现幸福且有意义的人生。”厦门市海沧区教育局副局长孙民云如此破题。