Dissertations / Theses on the topic 'British School at Rome – History'
To see the other types of publications on this topic, follow the link: British School at Rome – History.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 21 dissertations / theses for your research on the topic 'British School at Rome – History.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hunter, Evans Jasmine Louise. "David Jones and Rome : reimagining the decline of Western civilisation." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18206.
Full textAbstract:
David Jones (1895-1974), the Anglo-Welsh, Roman Catholic, poet, artist, and essayist, believed that Western civilisation was in decline. From his formative experience as a private in the First World War to the harrowing destruction of Western and British culture that he perceived during the Second World War and in its aftermath, Jones shaped his artistic vision of modernity on the basis of a complex and dynamic concept of ancient Rome. Jones developed this vision through his poetry, paintings, inscriptions, essays, interviews and letters over a period which spanned most of his adult life. It was not founded in any form of classical education, but was fashioned from his own experiences, his extensive reading, his conversations with friends, and, most importantly, from the discourses surrounding Rome's relationship with the modern world which were prevalent in his contemporary society. This thesis offers the first sustained study of Jones's reception of Rome and brings together a wide range of published and unpublished material. It situates Jones's vision of Rome within a broad context divided into four central areas of contemporary discourse: British political rhetoric, the cyclical historical movement, the defence of cultural unity and continuity, and the Welsh nationalist movement. Exploring the deep and previously uncharted relevance of Jones's works to twentieth-century British intellectual history reveals the enduring fascination of the Roman analogy as a way to comprehend the crisis of modernity.
2
Iannaccone, Maria Cristina <1993>. "L' Archivio amministrativo della British School at Rome (BSR). I Grants in Aid of Research." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12798.
Full textAbstract:
La BSR è una prestigiosa accademia di ricerca che da più di cento anni ospita studiosi internazionali interessati all’archeologia, all’arte e alla storia del Mediterraneo occidentale. Il suo vasto Archivio, ormai ibrido, accoglie una sezione amministrativa, che documenta le attività della BSR fin dalla fondazione nel 1901. Gli Administrative Records, quindi, comprendono molti fascicoli riguardanti le borse di studio e gli incentivi finanziari assegnati ai ricercatori, che sono da sempre il fulcro dell’attività dell’Accademia. Il presente contributo si focalizza in maniera particolare sui Grants in Aid of Research: contributi economici concessi agli studiosi in necessità di una sovvenzione, dapprima in via eccezionale e poi con una certa regolarità. I destinatari erano principalmente i ricercatori che, esaurita la borsa di studio della BSR, volevano prolungare la permanenza a Roma, per completare la ricerca o approfondirla. Proprio grazie a questi sussidi fu possibile la realizzazione di una grande quantità di progetti archeologici in Italia, pur se le somme destinate non erano ingenti. In questa sede si vogliono soprattutto ricostruire le vicissitudini riguardanti la concessione dei Grants in Aid of Research e fornire un inventario dei fascicoli dei vincitori. Si tratta di uno strumento di informazione e di accesso al fondo che ne permette una più facile fruizione, soprattutto in vista dell’adozione di un software di gestione elettronica.
3
Myrone, Martin David. "Body-building : British historical artists in London and Rome and the remaking of the heroic ideal c.1760-1800." Thesis, Courtauld Institute of Art (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266274.
Full text
4
Stortz, Paul James. "The rural school problem in British Columbia in the 1920s." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28176.
Full textAbstract:
This thesis examines rural schools in British Columbia in the 1920s. Part I (Chapters I and II) discusses difficulties in reforming rural schools generally, and offers an overview of conditions teachers faced in the province's one-room schools. Part II (Chapters III and IV) is a case study of a region in north-central interior of the province. School conditions and the isolated communities in which the schools were located are studied, bringing to the fore the complexity of rural school reform. A wide range of sources was used, primarily Department of Education documents both printed and manuscript which were authored by officials, reformers, inspectors, and teachers. All of these documents are available in the Provincial Archives in Victoria. Local histories, Census of Canada, and a limited number of oral interviews with former teachers were also used.
The rural schools in British Columbia in the 1920s were "inefficient." Pupil retardation in one-room schools was rife, and Department of Education officials saw the teacher, the manager of the schoolhouse, as responsible for the problem. Her unpreparedness for remote school work prompted officials to advocate the creation of "rural-minded" teachers who could readily adapt to rural living. This proposal was ultimately stillborn, seriously flawed by the reality of rural school teaching. The majority of teachers were young, single, female teachers placed in a working and living environment which required physical strength and stamina to meet hardship, as well as mental agility in sensitive inter-personal relationships with community members. The normal school had no hope for success in training teachers to overcome such obstacles. Reform was especially misguided because the remote communities in which the schools
were located were often impoverished, scattered, and transient, and school conditions were greatly affected by the resulting lack of money and fluctuating pupil enrolment. The pervasiveness of these circumstances was largely overlooked by the inspectors whose brief visits to each school was for pedagogical supervision, and especially by officials viewing the province's hinterland from offices in Victoria.
This thesis raises some important questions as to the lack of knowledge urban-minded administrators exhibited of economic and informal political activity in rural communities, and the many problems associated with implementation of Department of Education policies at the local level. As well, the role of community members is highlighted, in particular the influence of their actions on school conditions. Significantly, much of the thesis takes the perspective of the teacher. Her experiences give context to the study of school and community and demonstrate that the solution to the rural school problem was much more complicated than their merely becoming "rural-minded."Education, Faculty of
Educational Studies (EDST), Department of
Graduate
5
Chiang, Po-Yu Emmy. "The development of school principalship in Vancouver, 1886-1928." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29350.
Full textAbstract:
The traditional role of the school principal as head teacher, school secretary, janitor and nurse became transformed during the last century in the United States, as growth of the size of city schools required principals to provide supervisory and instructional leadership. By the turn of the century, principals of large urban centres were granted much administrative control over their schools and were relieved of teaching, clerical, janitorial and medical duties so that they could devote their time to inspect classes and manage their staff.
As this was the state of the profession in the United States, the purpose of this thesis is to investigate whether or not the same kind of change occurred in Canadian schools, and whether this American trend had any impact on the pace or pattern of change for Canadian school principals.
Early school principalship in Vancouver, as it developed from 1886 to 1928, is selected as a case for inquiry. The study profiles the personal and professional background of Vancouver's first principals and describes the nature of their work during this time period. As the various available sources, such as the annual provincial superintendent's reports and school board meeting minutes show, while the profession did undergo similar type of reform, as principals evolved from head teachers to supervisors and managers, the process was hampered by local elements and concerns, as well as decisions made by city and provincial authorities. One can conclude from these findings that, for one Canadian city at least, new models and ideas in school administration from the United States were not quickly or easily transferred and adopted. For Vancouver, the decision to redefine the role of school principals happened only when local needs justified such a move.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
6
McDougall, Julie. "Publishing history and development of school atlases and British geography, c.1870-c.1930." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/6691.
Full textAbstract:
My concern in this thesis is with the production of British school atlases between 1870 and 1930. I interpret this particular genre of map and book through the rich resource of the Bartholomew Archive, which holds the business and personal records of the Edinburgh mapmaking firm John Bartholomew & Son. School atlases were instrumental in the dissemination of geographical knowledge at a time when geographers were moulding their subject’s place in the universities and schools in Britain and in parts of the Empire beyond. This thesis builds on concepts in the history of the book, the history of the map and archive history in order to gain knowledge about the people and processes through which this particular type of mapbook was produced, moved and used, and to understand how it was bound up in the development of a discipline. In chapter 1, I outline the main themes of the thesis. The theoretical and methodological ideas underlying it are reviewed in detail in chapter 2. Chapter 3 illuminates the themes threading through the following empirical chapters, providing insight into school atlas production through a consideration of Bartholomew’s production ledgers and what these reveal about the nature of geographical publishing. Interactions between individual atlas producers form the focus of chapter 4, particularly negotiations between publishers, mapmakers, geographers and other professionals over the meaning of ‘author’. In chapter 5, I go on to address atlas production in relation to the pedagogy of regional geography used in schools and, particularly, its impact on school atlases for pupils in ‘local’ settings across the UK. This leads in chapter 6 to an interpretation of how this localising of school atlases was adapted to readers’ locations throughout the British Empire. Questions about readers’ role in the shaping of textual meaning are considered further in chapter 7, which draws on specific instances of producer-reader-atlas interactions to support the argument that reading and reviewing were processes conducted not only, as I show, by readers on the published text but, as I also indicate, they were practices performed by both producers and readers during atlas production. My findings in this thesis shed light on the publishing history of British school atlases, hitherto largely unexamined by historians of the map and historians of geography, and they contribute to our understanding of the production, movement and use of geographical knowledge in the late nineteenth and early twentieth centuries.
7
Stephenson, Kate. ""It's not for the sake of a ribboned coat" : a history of British school uniform." Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/12647/.
Full textAbstract:
Despite a good deal of work on the history of education, uniforms and children’s clothes as separate fields of research, the development of school uniform is an area that has received little meaningful academic attention to date. School uniform is a visibly prominent reflection of, not only, institutional values, but also of wider views and an indicator of cultural change. This thesis takes an interdisciplinary approach to recreate the five hundred year history of British school uniform using archival, commercial and autobiographical sources to discuss trends in design, adoption and change across a wide range of educational institutions. In doing so the importance of social factors and constructs on the education system and school appearances have become apparent, most notable amongst these are class and gender, but also nationalism and religion. This broad approach enables a wider spectrum of influences and processes to be analysed and their impact seen over a longer time period, allowing connections to be made that might, otherwise, have been missed through close focus. The resulting wide temporal framework can also act as a basis in which future research may be situated.
8
Carr, Geoffrey Paul. "'House of no spirit' : an architectural history of the Indian Residential School in British Columbia." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/34181.
Full textAbstract:
This dissertation investigates an often disregarded aspect of the history of the Indian Residential School (IRS) system in British Columbia (BC): namely, the designs, aims, and uses of its architecture. Central to the dissertation is the contention that the IRS should not be considered a ―school‖ per se, as this label suggests not only kinship with a broad spectrum of institutions, but also intimates a place of salubrity and self-improvement. On the contrary, the study evinces the particular nature of the IRS: to disrupt the formation of genealogies between these structures and other modern institutions. This emphasis on distinctions—between the IRS and other modern buildings—is explored through a comparative architectural topology, meant to reveal the precise function of the IRS: to target certain colonized Indigenous subjects, to effect particular rationalities of colonial rule, and to produce distinct spaces within which to enforce new behavioural norms. Moreover, I argue that the IRS comprised places without place, non-places where Indigenous children, by design, were meant to no longer feel at home in their own societies, cultures, communities, and families.
In addition to rethinking IRS architecture in BC, the study also surveys several conflicting opinions on how—or if at all—to commemorate the institutional remnants of this complex and, often, painful history. Variously repurposed, neglected, or demolished, the former IRS pose several problems, in terms of determining their historical value and their place among existing national, provincial, and regional sites of memory. I analyse the official processes by which material and intangible traces of the past become bearers of heritage value. Following this, I investigate in depth the cluster of issues that trouble attempts to recognize and preserve the ―difficult heritage‖ of the IRS.
9
Ghelani, Divya. "The 'radical' in the classroom in British school stories from the 1950s to the present day." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48199175.
Full textAbstract:
This thesis is a study of a recurring figure or trope of post-war British school stories wherein a ‘radical’ character enters a school or classroom setting to introduce an alternative concept of learning or education.
The radical may be a teacher or a student. Teacher types include the tyrannical pedagogue; the ostentatious but ultimately self-serving teacher-sophist; the charismatic, benevolent Master; and the predatory teacher. Representations of the pupil include the loving disciple; the disloyal pupil; the autodidact; and the student-creator whose steals the Master’s knowledge and runs, fashioning new worlds from it.
While these types vary from story to story, all modern classroom radicals challenge the way teaching and learning are practised in their educational institutions. In doing so, they reflect on the purpose of schools and the political ambitions behind knowledge construction. The post-war British school story classroom radical asks perennial questions about the modern site of pedagogy. What gives one the right to teach? Why must one be taught? What is true teaching? How should one educate and to what end?
This thesis begins with a historical overview of British school story fiction, and argues that this flamboyant school-story character emerges from the debris of World War Two. My thesis moves on to focus on eight key novels, plays and autobiographies: Lord of the Flies (William Golding, 1954), To Sir, With Love (E.R. Braithwaite, 1959), Forty Years On (Alan Bennett, 1968), Black Teacher (Beryl Gilroy, 1976), The Prime of Miss Jean Brodie (Muriel Spark, 1981), Another Country (Julian Mitchell, 1981), The History Boys (Alan Bennett, 2004) and Never Let Me Go (Kazuo Ishiguro, 2005).
Chapter One focuses on radical dissent in the 1930s classroom, using Spark’s and Mitchell’s retrospective accounts. Chapter Two considers black teacher radicalism from the late 1950s to the 70s, using Braithwaite’s To Sir, With Love and Gilroy’s Black Teacher. Chapter Three takes the reader up to the 1980s, analysing the containment of radicalism in the figure of Alan Bennett and his work. Chapter Four discusses the limitations of classroom radicalism and the future of the school story radical in contemporary fiction, by examining the earliest and latest of the school stories selected for attention, Golding’s Lord of the Flies (1954) and Ishiguro’s Never Let Me Go (2005). In the former radicalism is punished but idealised. The latter imagines a future of such a level of institutionalisation that radicalism in the classroom or elsewhere will have been rendered simply unthinkable.
This thesis demonstrates that the radical in the classroom narrative trope is always didactic. Whether or not one is encouraged to agree with the radical, the implicit role of the radical character in the British school story is to educate the reader to think critically about the world and their place within it.
Paradoxically, repeated textual examples of the radical’s failure and/or incorporation into the establishment point a type of critical pedagogical radicalism that is inherently conservative. This summation is supported by a brief genealogy of educational discourses and debates in Britain post-World War Two.published_or_final_version
English
Master
Master of Philosophy
10
Scarff, Stephen D. "The British public school and the imperial mentality : a reflection of empire at U.C.C." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43943.pdf.
Full text
11
Manning, Russell. "An investigation into the emphasis on 'British national identity', 'patriotism' and 'fundamental British values' through secondary school history with a particular focus on Key Stage Three : the views of history PGDipEd secondary trainees." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5995/.
Full textAbstract:
This thesis explores the views of History Post Graduate Students on the relationship between the study of history, with an emphasis at key stage three (KS3; Appendix A), and its possible role in developing perceptions of ‘British National Identity’ (BNI), ‘Patriotism’ and ‘Fundamental British Values’ (FBV). Their views are influenced by the political, media and academic discourse planes. The relationship between the students and other discourse planes are analysed using the framework of Critical Discourse Analysis (CDA) and the approaches it offers; namely Discourse Historical Analysis (DHA) and Social Actor Approach (SAA).
12
Hvastija, Darka, and Jasna Kos. "Project work Is the Legacy of Ancient Greece and Rome really the Cradle of European Civilization?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80221.
Full textAbstract:
In this paper the project for 15-year-old students with the title Ancient Greece and Rome and the sub-title Is the Legacy of Ancient Greece and Rome really the Cradle of European Civilization? is introduced. It shows how to connect mathematics with art, history, physics, geography and philosophy by studying ancient Greek scientists
and their achievements. Collaborative teaching is introduced. The major aim of the project was to show mathematics as a part of human civilization and to follow its development through history. Some topics from theory of numbers and geometry were studied. One part of the project was also a theatre performance, which
should make the students aware of the difficulties of many dedicated mathematicians to find the answers to some problems from the ancient times.
13
Castle, K. A. "An examination of the attitudes toward non-Europeans in British school history textbooks and childrens periodicals, 1890-1914 : With special reference to the Indian, the African and the Chinese." Thesis, London Metropolitan University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372570.
Full textAbstract:
This s'tudy examinesthe imageof the Indian, the African, and the Chinese in British school history textbooks and childrens pericxiicals published between 1890 and 1914. This worlc both exemines the portrayal of the British in their historical and .corrtemporary relations with the three groups, and the selective information provided of the character and behaviour of the alien. These three groups were selected as representing areas of the world where the British had-particular interests in the pericxi, and illustrate the relationship between British attitudes and the particular historical experiences and contenporary concerns centred upon each of the three. The choice of textbooks and popular reading material reflected a desire to examinematerials read both for instruction and entertairnnent, and consider the relationship between the operation of the images in both. The s'tudy has deronstrated that both textbook historians and popular writers shared a concern that, Britain's youth should be secured in the prevailing attitudes toward race and nationality. The images which they presented of Britain's role in India, Africa and China, and of the nature of these countries' inhabitants, were mutually reinforcing. Entry for the foreigner into either set of materials dependeduponhis service in supporting and activating an appreciation of British national character and the maintenance of Empire. The sensi ti vity of the imageof the non-Europeanto Britain 's national concerns in this period was reflected in the era of the Boer War, whenthe textbooks and periodicals display a heightened patriotism which was reflected in the textbook's treatrrent of the Indian Mlltinyand periodical jingoism. Although the characterisation of each group differed in their particular contribution to the character formation of Britain's i.nperial sons and daughters, the study showshowclearly the historian and the popular juvenile press transrnitted images of the three which was dependent upon the controlling imperatives of Britain's national and imperial needs.
14
Tambascia, Christiano Key 1976. "Estrutura e sentido no africanismo de Mary Douglas = a etnografia no Congo Belga e o campo acadêmico britanico." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280697.
Full textAbstract:
Orientador: Maria Suely KofesTese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-15T15:56:23Z (GMT). No. of bitstreams: 1 Tambascia_ChristianoKey_D.pdf: 58551011 bytes, checksum: f2f810ee0c423fae40f9579fab081eb6 (MD5) Previous issue date: 2010
Resumo: Mary Douglas realizou sua pesquisa de campo na região do Kasai, no Congo Belga, no final da década de 1940 e começo da década de 1950. Nos anos seguintes, dedicou-se à teoria africanista e logrou inserir-se na academia britânica de meados do século passado. A antropóloga já indicava, neste período, algumas das questões que desenvolveria posteriormente, a partir da publicação de seu livro mais conhecido, Pureza e Perigo, de 1966. Se a teoria produzida depois de sua fase africanista fez com que Douglas se tornasse célebre mesmo fora dos círculos antropológicos britânicos, pouco foi estudado acerca da maneira como a antropóloga utilizou seus dados etnográficos na constituição de suas formulações sobre a relação entre os rituais simbólicos de pertencimento e exclusão, e a constituição das relações sociais. Um estudo das regras e dos constrangimentos do campo africanista, bem como das redes de sociabilidade de seus grupos hegemônicos, permite que se possa articular a experiência de Mary Douglas em suas interlocuções teóricas, com a trajetória de sua carreira antropológica. As continuidades de sua obra, entre seu trabalho etnográfico e suas preocupações desenvolvidas a partir de Pureza e Perigo, bem como as escolhas e os caminhos percorridos, possibilitam analisar, sob uma outra luz, a construção de seus argumentos.
Abstract: Mary Douglas conducted her fieldwork research in the Kasai region, in the Belgian Congo, at the end of the 1940's and the beginning of the 1950's. In the following years, she devoted her work to africanist theory and managed to be a part of the British academic field of that period. Then, the anthropologist had already approached some of the matters she would later develop, with the publication of her most known book, Purity and Danger, of 1966. If the theory constructed after her africanist period made Douglas renowned even outside the British anthropological circles, very little was studied about the way the anthropologist made use of her ethnographic data in the construction of her analysis on the relationship between the symbolic rituals of belonging and exclusion, and the constitution of social relations. A study of the rules and constraints of the africanist field, as well as of the sociability networks of its hegemonic groups, allows the articulation of Mary Douglas's experience in her theoretic dialogues, with the trajectory of her anthropological career. The continuities of her work, between her ethnographic research and the concerns she developed after Purity and Danger, as well as the choices made and the paths traveled, allow to cast a different light upon the construction of her arguments.
Doutorado
Antropologia Social
Doutor em Antropologia Social
15
Salii, Helena. "Teaching Kazuo Ishiguro’s The Remains of the Day : A Theoretical Essay Towards Cross-Curricular, DualCoded Historical Knowledge." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40764.
Full textAbstract:
In a suggestion to build upon students’ historical knowledge through reading The Remains of the Day, this essay delves into cross-curricular teaching, dual-coded theory aspects and revision of suggested plans to improve learner’s understanding of historical novels, characters, events, and descriptions to grasp and reflect upon such historical knowledge. Several methods for enhancing students’ knowledge and to improve vocabulary knowledge are provided. The essay is theoretically based and presents different aspects of how students’ knowledge of English and history as separate subjects in school, could be combined to address the learning abilities of all students. Reading comprehension is mainly based upon students’ prior knowledge. Therefore, this essay delves into various parts of learners’ abilities to reflect upon the written word and its significance to reality. Furthermore, suggestions to how teachers can collaborate to achieve an improved understanding of the novel and its time period through history and vocabulary is presented.
16
Davies, Llewellyn Willis. "‘LOOK’ AND LOOK BACK: Using an auto/biographical lens to study the Australian documentary film industry, 1970 - 2010." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154339.
Full textAbstract:
While much has been written on the Australian film and television
industry, little has been presented by actual producers,
filmmakers and technicians of their time and experiences within
that same industry. Similarly, with historical documentaries, it
has been academics rather than filmmakers who have led the
debate. This thesis addresses this shortcoming and bridges the
gap between practitioner experience and intellectual discussion,
synthesising the debate and providing an important contribution
from a filmmaker-academic, in its own way unique and insightful.
The thesis is presented in two voices. First, my voice, the
voice of memoir and recollected experience of my screen
adventures over 38 years within the Australian industry, mainly
producing historical documentaries for the ABC and the SBS. This
is represented in italics. The second half and the alternate
chapters provide the industry framework in which I worked with
particular emphasis on documentaries and how this evolved and
developed over a 40-year period, from 1970 to 2010.
Within these two voices are three layers against which this
history is reviewed and presented. Forming the base of the
pyramid is the broad Australian film industry made up of feature
films, documentary, television drama, animation and other types
and styles of production. Above this is the genre documentary
within this broad industry, and making up the small top tip of
the pyramid, the sub-genre of historical documentary. These form
the vertical structure within which industry issues are
discussed. Threading through it are the duel determinants of
production: ‘the market’ and ‘funding’.
Underpinning the industry is the involvement of government, both
state and federal, forming the three dimensional matrix for the
thesis. For over 100 years the Australian film industry has
depended on government support through subsidy, funding
mechanisms, development assistance, broadcast policy and
legislative provisions.
This thesis aims to weave together these industry layers, binding
them with the determinants of the market and funding, and
immersing them beneath layers of government legislation and
policy to present a new view of the Australian film industry.
17
WHITLING, Frederick. "The western way : academic diplomacy : foreign academies and the Swedish institute in Rome, 1935-1953." Doctoral thesis, 2010. http://hdl.handle.net/1814/14990.
Full textAbstract:
Defence date: 9 November 2010Examining Board: Prof. Antonella Romano (EUI), Supervisor Prof. Anthony Molho (EUI) Prof. Stephen L. Dyson (University at Buffalo, The State University of New York) Prof. Salvatore Settis (Scuola Normale Superiore di Pisa)
First made available online on 14 January 2013.
The focus of this investigation lies on the dynamic of national interests versus international collaboration among the so-called foreign academies in Rome during the immediate post-war period in Italy. This is a study of individual, local and national representation and mentalities, as well as of national scholarly institutions. The study covers the period 1935-1953, and concerns scholarly interaction at five foreign academies in Rome - the Swedish Institute in Rome (SIR), the British School at Rome (BSR), the American Academy in Rome (AAR), the École française de Rome (EFR) and the Deutsches Archäologisches Institut Rom (DAIR) - all representing national academic structures and scholarly paradigms in relation to the study of antiquity and perceptions of common classical heritage and tradition. The investigation attempts to illuminate and contextualise the foreign academies in Rome, and has been inspired by the conspicuous general lack of assessment of the foreign academies beyond national ‘hagiographical’ histories, and by a need for self-reflective evaluation of the academies in historical context.
18
Ion, Laurie E. "Over the airwaves: school radio broadcasts in British Columbia 1960-1982." Thesis, 1992. http://hdl.handle.net/2429/2539.
Full textAbstract:
Generations of Canadians are familiar with the Canadian Broadcasting Corporation's school radio broadcasts. Agreement between the CBC and the Ministry of Education ensured that the CBC provided the necessary technical arrangements required to air and distribute the broadcasts, while the Ministry of Education agreed to provide the creative component for the programs - script writers, actors and actresses, musicians, and others. The broadcasts came to include music, art, social studies, science, and language arts.
This thesis examined the historical development of British Columbia school radio, the shape of the broadcasts themselves, and British Columbia teachers' experiences associated with school radio. This study also examined the experiences of CBC and Ministry of Education personnel who were involved in the production and distribution of British Columbia school radio. Interviews with British Columbia teachers who listened to the broadcasts from 1960-1982, and Ministry of Education and CBC employees whose work brought them in contact with the school radio broadcasts, provided the core evidence for this study. Ministry of Education and CBC employees provided the context for the interviews. Interviews, combined with the Ministry of Education Reports, enabled the re-creation of the experiences associated with British Columbia school radio.
Although there were differences amongst classroom eachers' reactions to the programs, there were some striking similarities. On the whole, British Columbia teachers found school radio interesting, informative, and purposeful. School broadcasts allowed teachers a moment to 'catch their breath' when preparation time was not the norm.
Interviews with CBC employees revealed more similarities than differences with respect to their experiences. They reported that the broadcasts provided British Columbia schools with educationally sound material. Although CBC personnel did not find the broadcasts professionally challenging, they had fond memories of their association with the programs.
Ministry of Education employees interviewed reflected very different opinions relating to their experiences as script writers, producers, directors, performers, and others. Nonetheless, they provided valuable information as to how school broadcasts were put together for pupils and teachers. Changing instructional technology, which included the introduction of a visually stimulating medium such as television, the introduction of audio-visual equipment such as tape-recorders which enabled the delay of broadcasts, and the implementation of a restrictive CBC budget brought the British Columbia school broadcasts to an end in 1982.
19
Scott, Joan Katherine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, 1998. http://hdl.handle.net/2429/9600.
Full textAbstract:
This thesis explores the early twentieth century beginnings of the Faculty of
Education at the University of British Columbia, when that university first
accepted responsibility for the education of secondary teachers. The university's
participation came in successive stages, beginning with summer school sessions,
moving to a shared training responsibility for high school teachers with the Normal
School, and eventually to total responsibility for the training of high school teachers.
In addition to documenting the steps by which high school teacher training became
established as a program of university studies, this study analyzes the academic,
social and political forces that combined to create a perceived need for, and then to
legitimize, the creation of a new university department.
The University of British Columbia's acceptance of responsibility for this
training was a culmination of a complex social interaction of three groups (including
the state, the teachers, and university administrators and faculty) all of whose
values were shaped by the newly dominant ideology of professionalism.
Accordingly, fundamental assumptions about "appropriate" training for teachers
were embedded in a social milieu where professionalization, bureaucratization, and
gender issues were compelling forces. The perceived centrality of professionals in a
increasingly technocratic society led to pressure being exerted from a number of
quarters in British Columbia for the institutionalization of high school teacher
training in an appropriately scientific arena - the university.
This study focuses on the theoretical principles underlying the dialectic of
ideological determinism and human agency, as well as the historical evidence of the
way that one such ideology (professionalism) shaped the transition of social policy
(high school teacher training).
The study concludes by utilizing contemporary theoretical perspectives to
discuss the premises which inform not only the ideology of professionalism but also
any metanarrative which purports to identify the true way for training teachers and
by expressing hope that, as the type of knowledge associated with social power
shifts, those who establish any new framework for teacher education will not repeat
the mistakes of the past.
20
Otsuka, Chihiro. "Remaking an institution and community : the Vancouver Japanese Language School after the war." Thesis, 1995. http://hdl.handle.net/2429/4354.
Full textAbstract:
This present thesis is a study of the re-establishment of the Vancouver Japanese
Language School (first established in 1906), and the Japanese Canadian community in
Vancouver after World War II. Focusing on the reopening of the school in 1952, this
study attempts to discuss how the school's reopening influenced the rebuilding of the
Japanese-Canadian community in post-war Vancouver, where Japanese Canadians had
had a large ethnic community before 1941. B y regarding the Japanese-language school as
a means to comprehend trends in the lives of Japanese Canadians, this study seeks to
understand how and to what extent the Japanese Canadians in Vancouver were able to
reconstruct their ethnic identity: how much they acculturated into anglo-Canadian society
after the devastation of their ethnic community; and how differently each successive
generation has perceived the significance of ethnic cultural retention, such as the Japanese
language.
Until the Japanese attack on Pearl Harbour in 1941, the Vancouver Japanese
Language School was the largest such school on the Pacific coast of North America, and
served the Japanese Canadian community as a transmitter of their ethnic culture and
traditions to the next generation. However, after the destruction of the ethnic community
by the World War II evacuation of Japanese Canadians in 1942, the leadership of the
Japanese Canadians shifted from culturally "Japanese-oriented" issei (first generation) to
"more-Canadianized" nisei (second generation). Consequently, demand for fluency in the Japanese language and an understanding of the ethnic culture was replaced with the
demand for English and the anglo-Canadian culture. Despite such a huge change in the
community, the Vancouver Japanese Language School was reopened, though reduced in
size, and continues to operate to the present.
This study draws evidence from several works by a long-time principal and teacher
of the school, Tsutae Sato, and his wife Hanako, a variety of primary sources from the
Sato Collection at the University of British Columbia, and the Japanese ethnic press, as
well as the author's interviews with six people who have historical connections to the
school reopening and management. By using these sources, this study attempts to
examine what the meaning of the school reopening was for the Japanese Canadians after
the devastation of their pre-war communities; how the school's function and roles
changed from the pre-war to the post-war period; how language education and the
Japanese language influenced the formation of Japanese Canadians' particularly that of
the nisei ethnic identity as heirs to a Japanese tradition in Canada.
21
Beliveau, Kevin Edward Vicente. "Belief, backbone, and bulldozers! : Fergus O’Grady’s vision of Catholic, "integrated" education in northern British Columbia, 1956-1989." Thesis, 2001. http://hdl.handle.net/2429/12753.
Full textAbstract:
Little has been written of either parochial or
integrated educational history in northern British
Columbia. Prince George College, founded in 1956 by Bishop
Fergus O'Grady of the Oblates of Mary Immaculate,
represents a. particular attempt by the Catholic community
of the Diocese of Prince George to offer a Catholic
education for both Aboriginal and white students in
northern British Columbia.
Using the personal and professional files of the late
Bishop O'Grady and other documentary evidence made
available to me by the Archives of the Diocese of Prince
George an attempt has been made to construct an image of
Bishop 0'Grady's "vision" for Prince George College. Using
letters, memos, minutes, personal notes, and a number of
available monographs on the subject of parochial,
Aboriginal, integrated,- and northern Canadian education,
this thesis begins the process of piecing together some of
the bishop's plans and visions for the school from its
founding to its change of name in 1989 to "O'Grady Catholic
High School" and eventual closing in June, 2001.
Chapter One details the bishop's construction of not
only the school's financial groundwork, but more
importantly its ethos - a narrative rooted in century's old
stories of the Oblates and their pioneering efforts to
establish Christianity in northern B.C. The second chapter
examines the role of volunteerism and parental support in
staffing the school. In'particular, much credit must be
given to the Frontier Apostles - a lay, volunteer
organization started by Bishop 0'Grady - for the day-to-day
running of the school for most of its thirty years. The
third chapter looks specifically at the "integrated" nature
of the school - the supposed presence of integration of
both Aboriginal and white students.
What is constructed is an image of the bishop's vision
that finally provides some context to his plans for the
school. The school lay on a foundation of a carefully
constructed ethos, the sacrifices of hundreds of lay
volunteers, and the involuntary financial subsidies
provided by Aboriginal students from approximately 1960 to
1989.
The school finally closed its doors in 2001 citing
both financial difficulties and a lack of local parental
support. Much can be learned from the mistakes of the past
in any future attempts to re-open the institution.