|
Showing 1 - 7 of
7 matches in All Departments
Gender inequalities in education - in terms of systematic
variations in access to educational institutions, in competencies,
school marks, and educational certificates along the axis of gender
- have tremendously changed over the course of the 20th century.
Although this does not apply to all stages and areas of the
educational career, it is particularly obvious looking at upper
secondary education. Before the major boost of educational
expansion in the 1960s, women's participation in upper secondary
general education, and their chances to successfully finish this
educational pathway, have been lower than men's. However, towards
the end of the 20th century, women were outperforming men in many
European countries and beyond. The international contributions to
this book attempt to shed light on the mechanisms behind gender
inequalities and the changes made to reduce this inequality. Topics
explored by the contributors include gender in science education in
the UK; women's education in Luxembourg in the 19th and 20th
century; the 'gender gap' debates and their rhetoric in the UK and
Finland; sociological perspectives on the gender-equality discourse
in Finland; changing gender differences in West Germany in the 20th
century; the interplay of subjective well-being and educational
attainment in Switzerland; and a psychological perspective on
gender identities, gender-related perceptions, students'
motivation, intelligence, personality, and the interaction between
student and teacher gender. This book was originally published as a
special issue of Educational Research.
In the past few decades there has been a growing interest and
debate amongst historians of education surrounding issues of
visuality, materiality, spatiality, transfer, and circulation. This
collection of essays - with its focus on the interaction between
ideas, images, objects, and/or spaces that contain an educational
dimension - is a contribution to this ongoing debate. The
contributors address how meaning is created, conveyed, and
transformed through multiple modes of communication,
representation, and interaction; through movement across spaces;
through media and technologies; and through collective memory- and
identity-making. The collection demonstrates that meaning is
mobilized through 'multimodality', 'translocation', 'technology',
and 'heritage', and that it assumes different qualities which need
to be reflected upon in the history of education in particular and
in education research in general. This book was originally
published as a special issue of Paedagogica Historica.
This volume discusses a broad range of themes and methodological
issues around images, photography and film. It is about sharing a
fascination about the visual history of education and how images
became the most influential (circulating) media within the field of
education on local, regional, national and international levels.
Within this volume images are primarily analyzed as presenters,
mediators, and means of observation. Images are seen as mobile
reproducible media which play an active role within the public and
educational sphere. They are means of observation and storytelling,
they shape identities by presenting models of how we should act in
and perceive the world, they circulate though different contexts
and media, all of which impacts their meanings.
The visual turn recovers new pasts. With education as its theme,
this book seeks to present a body of reflections that questions a
certain historicism and renovates historiographical debate about
how to conceptualize and use images and artifacts in educational
history, in the process presenting new themes and methods for
researchers. Images are interrogated as part of regimes of the
visible, of a history of visual technologies and visual practices.
Considering the socio-material quality of the image, the analysis
moves away from the use of images as mere illustrations of written
arguments, and takes seriously the question of the life and death
of artifacts - that is, their particular historicity. Questioning
the visual and material evidence in this way means considering how,
when, and in which regime of the visible it has come to be
considered as a source, and what this means for the questions
contemporary researchers might ask.
The analysis of UNESCO's audio-visual archives for their
digitization has brought to light a forgotten album of 38 contact
sheets and accompanying texts by Magnum photographer, David "Chim"
Seymour - a reportage made in 1950 for UNESCO on the fi ght against
illiteracy in Italy's southern region of Calabria. A number of his
photographs appeared in the March 1952 issue of UNESCO Courier in
an article written by Carlo Levi, who had gained worldwide fame
with his novel Christ Stopped at Eboli (1945). L'analyse des
archives audio-visuelles de l'UNESCO en vue de leur numerisation a
permis de decouvrir un album oublie comprenant 38 planches-contact
et des textes d'accompagnement du photographe de Magnum David "
Chim " Seymour - un reportage realise en 1950 pour l'UNESCO sur la
bataille contre l'analphabetisme en Calabre, une region du sud de
l'Italie. Un certain nombre de ses photographies ont ete publiees
dans le numero de mars 1952 du Courrier de l'UNESCO avec un article
de Carlo Levi, dont le roman Le Christ s'est arrete a Eboli (1945)
lui avait valu une renommee internationale
Gender inequalities in education - in terms of systematic
variations in access to educational institutions, in competencies,
school marks, and educational certificates along the axis of gender
- have tremendously changed over the course of the 20th century.
Although this does not apply to all stages and areas of the
educational career, it is particularly obvious looking at upper
secondary education. Before the major boost of educational
expansion in the 1960s, women's participation in upper secondary
general education, and their chances to successfully finish this
educational pathway, have been lower than men's. However, towards
the end of the 20th century, women were outperforming men in many
European countries and beyond. The international contributions to
this book attempt to shed light on the mechanisms behind gender
inequalities and the changes made to reduce this inequality. Topics
explored by the contributors include gender in science education in
the UK; women's education in Luxembourg in the 19th and 20th
century; the 'gender gap' debates and their rhetoric in the UK and
Finland; sociological perspectives on the gender-equality discourse
in Finland; changing gender differences in West Germany in the 20th
century; the interplay of subjective well-being and educational
attainment in Switzerland; and a psychological perspective on
gender identities, gender-related perceptions, students'
motivation, intelligence, personality, and the interaction between
student and teacher gender. This book was originally published as a
special issue of Educational Research.
In the past few decades there has been a growing interest and
debate amongst historians of education surrounding issues of
visuality, materiality, spatiality, transfer, and circulation. This
collection of essays - with its focus on the interaction between
ideas, images, objects, and/or spaces that contain an educational
dimension - is a contribution to this ongoing debate. The
contributors address how meaning is created, conveyed, and
transformed through multiple modes of communication,
representation, and interaction; through movement across spaces;
through media and technologies; and through collective memory- and
identity-making. The collection demonstrates that meaning is
mobilized through 'multimodality', 'translocation', 'technology',
and 'heritage', and that it assumes different qualities which need
to be reflected upon in the history of education in particular and
in education research in general. This book was originally
published as a special issue of Paedagogica Historica.
|
|