Academic literature on the topic 'Education and state Victoria History 20th century'
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Journal articles on the topic "Education and state Victoria History 20th century"
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Elchin Abbas oglu, Hasanli. "The State of Religious Education in Azerbaijan in the 20th Century and Today." Islamovedenie 11, no. 3 (September 30, 2020): 24–33. http://dx.doi.org/10.21779/2077-8155-2020-11-3-24-33.
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The article examines the history of religious education in Azerbaijan, its place and role in the Soviet and post-Soviet periods. In Soviet times, many mosques were closed in Azerbaijan, as in other socialist republics, and religious education was controlled by the state. Starting in the 1940s, the Soviet regime's attitude towards religions, including Islam, began to soften, and some closed mosques were allowed to operate. In Soviet times, there were 17 mosques in Azerbaijan. At the end of the 20th century, after Azerbaijan gained independence, mosques and religious ed-ucational institutions were re-opened, and a number of fundamental laws regulating the activities of Islamic educational institutions were adopted. In this regard, the article reflects educational activities of Islamic institutions currently operating in the country. The activities of the Republic of Turkey to establish a network of religious educational institutions in Baku and other regions are particularly noted. The author considers it inappropriate to leave religious education outside state control, since various radical religious groups may use it for their political purposes.
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Kuhutiak, Mykola, Ihor Raikivskyi, and Oleh Yehreshii. "Halychyna. Journal of Regional Studies: Science, Culture, and Education. Twenty Years of Publishing Activity." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 2 (October 30, 2017): 134–38. http://dx.doi.org/10.15330/jpnu.4.2.134-138.
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This is a review of the twenty-year-long publishing activity of Halychyna. Journal of Regional Studies: Science, Culture and Education, one of the first Ukrainian journals for historians, philologists, art critics that appeared in the independent Ukraine. In Halychyna, there has been published the works by well-known scholars of Vasyl Stefanyk Precarpathian National University and many other higher educational establishments of Ukraine. The Journal can boast an array of sections – archaeology, history, ethnology, political science, historiography, source studies, documents and materials, culturology, art criticism, historical biography studies, and others. Most of the studies published in Halychyna focus on the issues of the modern and contemporary history of Ukraine, ethnology. A special attention is given to the issues of the Ukrainian national liberation movement in the 20th century, the Ukrainian national revival in the 19th–20th century, the activity of the political parties in Galicia in the late 19th–early 20th century, source studies and historiography in Ukraine, historical regional studies, the problems of modern state formation in Ukraine, and others
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Avsheniuk, Nataliia, Olena Anishchenko, Kateryna Hodlevska, and Nataliya Seminikhyna. "Training to professional fulfillment: the history of women’s education in Ukraine (at the end 19th – early 20th centuries)." SHS Web of Conferences 142 (2022): 01001. http://dx.doi.org/10.1051/shsconf/202214201001.
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The article is focused on the findings of the research of women’s professional education in the context of their self-fulfillment opportunities in Ukraine at the end of 19th-beginning of the 20th century. The current state of research on pedagogical theory’s chosen topic is outlined. The peculiarities of training women in professional educational institutions of different profiles and levels were determined considering the socio-economic, socio-political events in Ukraine and specific purposes, tasks and functions, and foreign trends in women’s professional education. The government impact, charity and educational societies’ focus on women’s professional education in Ukraine has been analyzed. The main emphasis has been placed on the problem of special education for representatives of national minorities, deprived children, and orphans. The theoretical analysis of constructive ideas of women’s professional education experience of the late 19th – early 20th century in the new context of Ukraine’s socio-economic development is substantiated.
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Rekabtalaei, Golbarg. "CINEMATIC GOVERNMENTALITY: CINEMA AND EDUCATION IN MODERN IRAN, 1900S–1930S." International Journal of Middle East Studies 50, no. 2 (May 2018): 247–69. http://dx.doi.org/10.1017/s0020743818000053.
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AbstractMuch of the scholarship on the history of Iranian cinema considers film spectatorship in the first three decades of the 20th century as a leisure practice with origins in royalist and elitist entertainment forms. However, a close reading of archival material from this era reveals that cinema's significance extended well beyond its role as a pastime, as it became engaged in the governance of the self and disciplinary strategies of the state in Iran's experience of modernity in the early 20th century. In this article, I reperiodize the history of cinema in Iran by demonstrating the entanglement of cinema in popular nationalist discourses on education prior to cinema's institutionalization in the 1930s. Drawing on newspaper articles, film announcements, official documents, and poems, I show how, despite the absence of a centralized cinema institution in the 1910s and early 1920s, cosmopolitan citizens in dialogue with global trends promoted cinema as a means for the governance of selfhood and moral edification in the service of national progress. With the appropriation of cinema by the Pahlavi state in the 1930s, cinema was used as a technique of governmentality that aimed to conduct the conduct of individuals and shape an Iranian civic society.
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Kelly, Matthew Gardner. "“Theoretically all Children are Equal. Practically this can Never be So”: The History of the District Property Tax in California and the Choice of Inequality." Teachers College Record: The Voice of Scholarship in Education 122, no. 2 (February 2020): 1–32. http://dx.doi.org/10.1177/016146812012200201.
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Background/Context Dealing mostly in aggregate statistics that mask important regional variations, scholars often assume that district property taxation and the resource disparities this approach to school funding creates are deeply rooted in the history of American education. Purpose/Objective/Research Question/Focus of Study This article explores the history of district property taxation and school funding disparities in California during the 19th and 20th centuries. First, the article documents the limited use of district property taxation for school funding in California and several other Western states during the 19th century, showing that the development of school finance was more complicated than standard accounts suggest. Then, the article examines how a coalition of experts, activists, and politicians worked together during the early 20th century to promote district property taxation and institutionalize the idea that the wealth of local communities, rather than the wealth of the entire state, should determine the resources available for public schooling. Research Design This article draws on primary source documents from state and regional archives, including district-level funding data from nine Northern California counties, to complete a historical analysis. Conclusions/Recommendations The history of California's district property tax suggests the need for continued research on long-term trends in school finance and educational inequality. Popular accounts minimizing the historical role of state governments in school funding obscure how public policies, not just market forces shaping property values, create funding inequalities. In turn, these accounts communicate powerful messages about the supposed inevitability of funding disparities and the responsibility of state governments to correct them. Through increased attention to long-term trends in school funding, scholars can help popular commentators and policymakers avoid assumptions that naturalize inequality and narrow the possibilities for future funding reforms.
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Cușco, Andrei, and Petru Negură. "Public Education in Romania and Moldova, 19-20th Centuries: Modernization, Political Mobilization, and Nation-Building. An Introduction." PLURAL. History, Culture, Society 9, no. 1 (May 28, 2021): 5–10. http://dx.doi.org/10.37710/plural.v9i1_1.
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Since the second half of the 19th century, Romania has asserted itself, along with other European states, as a “modern mobilizational state”, which aimed to profoundly transform its population and the mass of its citizens through extensive mobilizing and social engineering projects. Public education has played a central role in this ambitious process of social transformation, being an essential tool of state formation and nation-building.
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Bodrova, Yulia V., Aleksey V. Vinnik, Olga K. Ermishkina, Elena A. Makarova, and Angelina V. Tsyganova. "Excursion method in regional educational institutions in early 20th century Russia." SHS Web of Conferences 103 (2021): 01034. http://dx.doi.org/10.1051/shsconf/202110301034.
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Studying the history of private-public partnership is still relevant for the discussion on modernizing education. In the early 20th century, it was common practice to attract private capital to solve financial problems associated with the work of educational institutions in Russia, which opened the way for using new forms of organizing the educational process. The excursion method became a groundbreaking phenomenon in the pedagogical system. Studying the history of the application of this method in regional educational institutions is of interest from the perspective of modernization of the educational process and the development of educational tourism. The authors aimed to study the practice of using the excursion method in educational institutions of Tver and determine the role of the state and public figures in organizing excursions for students from outside of Russian metropolitan areas. The authors apply the local history method that allows them to link the processes that take place in the capitals and the regions in the interdisciplinary field and highlight the regional features of modernizing the education system. Unpublished archival records are used in the article. The novelty of the study consists in the reconstruction of educational regional tourist-excursive practices of the early 20th century in the case study of Tver. The authors identify the mechanisms of the private-public partnership in the solution of organizational and financial problems of arranging excursion trips. The significance of individual public figures’ funds when arranging long excursion trips is discovered.
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Poznyak, Tatiana. "Far East at the Beginning of the 20th Century (1901 — February 1917)." ISTORIYA, E21 (2021): 0. http://dx.doi.org/10.18254/s207987840017325-6.
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The beginning of the 20th century in the Russian Far East — a time of rapid changes, the main role in this was played by global trends — the introduction of technical innovations in all spheres of human life and activities — and the Russian state policy to stimulate resettlement of peasants and development of the region. The construction of the Trans-Siberian Railway, which began at the end of the 19th century and ended at the beginning of the 20th century, not only connected the Far Eastern outskirts with the European Russia, but also gave impetus to the resettlement and agricultural development of the region, the development of new industries and the technical re-equipment of the mining and manufacturing industries, trade and providing the population of the region with everyday goods, etc. The growth of the population of the Far Eastern cities was accompanied by changes in the urban environment, the living conditions of the townspeople, the intensification of public initiatives in the field of culture, education, leisure, charity, scientific study of the region, etc.
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Suleymanli, Mubariz. "Modernization and culture in Azerbaijan: second half of the XIX century: beginning of the XX century." Linguistics and Culture Review 5, S1 (July 12, 2021): 125–38. http://dx.doi.org/10.21744/lingcure.v5ns1.1324.
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The end of the 19th century and the beginning of the 20th century, characterized by the expansion of enlightenment, development of education, press and art in Azerbaijan, marked by many cultural events, went down in history as the formation of national thought and national statehood. But these facts have been ignored for many years, and were presented from a subjective and biased point of view during the Soviet times. However, the cultural heritage of that period, especially the reforms implemented in 1918-1920 to give equal rights to all citizens, regardless of ethnic, religious and political affiliation, gender, state attributes and reforms in education, science and culture, restored the state independence of the Azerbaijan people. In this sense, the study of cultural processes and modernization in Azerbaijan, including cultural reforms during the Azerbaijan Democratic Republic (1918-1920) is relevant both in the terms of studying historical experience and the successful implementation of cultural construction and integration into the world in modern times. The main purpose of the study is to explore the cultural basis of the process of historical renewal and modernization in Azerbaijan, to use the results of this experience in building a modern democratic civil society.
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Kornev, A. V. "Studying the History of Political and Lgal Doctrines in Russian Jurisprudence in the 20th — Early 21st Century: Conditions, Directions, Results." Lex Russica, no. 4 (April 14, 2020): 130–42. http://dx.doi.org/10.17803/1729-5920.2020.161.4.130-142.
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The paper is devoted to the role of the history of political and legal ideas in state construction, science and education. In this aspect, the problems related to amendments to the Constitution of the Russian Federation initiated by the President of the Russian Federation are considered. According to the author, these initiatives are a logical continuation of the planned changes in the political system, the mechanism (apparatus) of the state, the system of local self-government, contained in the most general form in the annual address of the President of the Russian Federation to the Federal Assembly. Such an early date for the address, the subsequent submission of the draft Federal Law to the State Duma without delay, and the work on implementing the provisions contained in it, leave no doubt that there is some strategy for Russia’s political development in the near future. In this regard, an assessment of the political situation in modern Russia is given and suggestions are made regarding the further evolution of the institutions of society and the state. The dialectical relationship between the national development model and its ideological justification is argued. The author emphasizes the special role of ideas in the history of Russian statehood. In addition, the paper reflects the assessment of the history of political and legal doctrines in the system of social sciences and legal education in the Soviet and post-Soviet period. There is evidence of the need to increase the role of theoretical and historical disciplines in the context of modern "hybrid" war and the strengthening of global competition for major geopolitical projects. The idea of reorienting Russian legal education from the study of legislation, which is changing so quickly that it does not actually take the form of knowledge, to the study of law in all its manifestations as a universal regulator of public relations.
Dissertations / Theses on the topic "Education and state Victoria History 20th century"
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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MacNeill, Molly. "Church and state : public education and the American religious right." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21237.
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In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.
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Makin, Dorothy. "Policy making in secondary education : evidence from two local authorities 1944-1972." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:f976f873-c5c2-493a-87ab-1fa7ef8e4e19.
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The 1944 Butler Act laid the legal foundations for a new secondary education system in England, one which would see all children entitled to free and compulsory schooling up to the age of 15. The Act therefore represented a bold step forward in the pursuit of a fairer society: expanding access to training and qualifications, while promoting a more equal distribution of educational opportunities. This thesis explores the process of constructing and delivering secondary education policy in England following the 1944 Butler Education Act. It offers a close examination of two Local Education Authorities- Oxfordshire and Buckinghamshire- exploring how they interpreted and implemented 'secondary education for all' after the Second World War. The dissertation is composed of two parts: Part One looks at how selective secondary schooling was developed and operated in the respective areas between 1945 and 1962; Part Two explores the response of both authorities to the prospect of reforming secondary education after 1962. By exploring the process of policy implementation after 1944, Part One of this thesis highlights the problems of delivering secondary education for all in an era of resource constraint. It is demonstrated in this thesis that Local Authority capacity to build new schools was firmly tethered to Ministerial control. The relatively low priority accorded to education created a decade-long delay between the announcement of policy change and its eventual delivery. The implications of this delay at the Local Authority and school level are explored in chapters three and six. Chapters four and seven question how resources were distributed between selective and non-selective school sectors, while chapters five and eight evaluate the treatment of selective education within each authority, asking how policy makers conceived of, and operated, the grammar school and secondary modern sectors. Part Two of this thesis turns to the question of secondary organisation. Debates surrounding the question of comprehensive rather than selective systems of secondary schooling dominated discussions about secondary education policy in the later twentieth century. When it came to comprehensive re-organisation, Oxfordshire and Buckinghamshire opted for different paths: Oxfordshire adopted comprehensive schooling relatively early with a remarkable degree of county-wide consensus, while Buckinghamshire fiercely resisted external and internal pressure to reform. Chapter ten of this thesis is devoted to identifying the drivers of comprehensive reform in Oxfordshire. Chapters eleven and twelve explore the Buckinghamshire story establishing how and then why this county successfully held-out against wholesale policy change.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
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Morehart, Miriam Corinne. ""Children Need Protection Not Perversion": The Rise of the New Right and the Politicization of Morality in Sex Education in Great Britain, 1968-1989." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2207.
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Two competing forms of sex education and the groups supporting them came to head in the 1970s and 1980s. Traditional sex education retained an emphasis on maintaining Christian-based morality through marriage and parenthood preparation that sex education originally held since the beginning of the twentieth century. Liberal sex education developed to openly discuss issues that reflected recent legal and social changes. This form reviewed controversial subjects including abortion, contraception and homosexuality. Though liberal sex education found support from national family planning organizations and Labour politicians, traditional sex education found a more vocal and powerful ally in the New Right.
This thesis explores the political emergence of the New Right in Great Britain during the 1970s and 1980s and how the group utilized sex education. The New Right, composed of moral pressure groups and Conservative politicians, focused on the supposed absence of traditional morality from the emergent liberal sex education. Labour (and liberal organizations) held little power in the 1980s due to internal party struggles and an insignificant parliamentary presence. This allowed the New Right to successfully pass multiple national reforms. The New Right latched onto liberal sex education as demonstrative of the moral decline of Britain and utilized its emergence of a prime example of the need to reform education and local government.
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Artaud, de La Ferrière Alexis Marie. "Schooling, colonialism and resistance : the politics of educational development during the Algerian war of independence." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709159.
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Farley, Lisa A. "Community education in Indiana from 1965-1987 : an oral history." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325990.
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From 1965 through the 1980's, community education was endorsed and promoted in Indiana by the C.S. Mott Foundation of Flint, Michigan. The Mott Foundation issued nearly $2 million in grant money to the Institute for Community Education Development (ICED) at Ball State University to encourage local communities in Indiana and a four-state region to develop community education programs and processes. This money was granted to Ball State University and the ICED for several purposes: 1) to promote the concept of Community Education, 2) to provide and manage seed money incentive grants made to local public school corporations who adopted the concept, 3) to provide training and academic programs to local program leaders, and 4) to support the development of Community Education in the state through consultant services and other appropriate forms of assistance. After twenty-two years of activity and investment, the Mott Foundation-focused development of community education in Indiana through the Institute for Community Education Development (ICED) was phased out.This research was conducted using an Oral History methodology in which a thorough literature review was completed, ICED yearly reports and other literature provided background and triangulation, and eight interviewees were interviewed and audio-recorded for a total of twenty-one interviews. Recordings were each transcribed and stored by the principle investigator. Participants were interviewed a total of one to three times each, dependent upon the information obtained during each interview.This study provides a written historical report of some of the developments of community education in the State of Indiana that were due, in part, to the ICED consultants. This study also describes the community education development strategies in Indiana by the ICED staff. Additionally, this study reports some of the strengths and weaknesses of the strategies utilized by ICED professionals in Indiana's development of community education as reported by the interviewees. Those interested in educational development may utilize this study to gain insights from some of the lessons found in Indiana's Community Education development experience from 1965 through 1987.Department of Educational Studies
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Coplin, Janet C. (Janet Cecile). "The Politicization of Public Education in Nicaragua: 1967-1994, Regime Type and Regime Strategy." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279077/.
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Understanding how change occurs in lesser developed countries, particularly in Latin America has been the subject of a prolonged theoretical academic debate. That debate has emphasized economics more that politics in general and predictability over unpredictability in the Latin American region. This paper challenges these approaches. Explaining change requires an examination of the politics of public policy as much as its economic dimensions. Second, change in the Latin American region may be less predictable than it appears. Scholars maintain that change in Latin America occurs when contending elites negotiate it. Their power comes from the various resources they possess. Change, therefore, is not expected to occur as a function of regime change per se. This paper considers the treatment of education policy in Nicaragua during the regimes of the dynastic authoritarianism of Anastasio Somoza Debayle (1967-1979), the revolutionary governments of the Sandinistas (1979-1990), and the democratic-centrist government of Violeta Barrios de Chamorro (1990-1996). The central research question is: When regimes change, do policies change? The methodology defines the independent variable as the regime and education policy as the dependent variable. It posits three hypotheses. The right-wing regime of Somoza was expected to restrict both the qualitative aspects and the financing of education; (2) the left-wing regimes of the Sandinistas were hypothesized to have expanded both; and (3) the democratic-centrist regime of Chamorro was expected to have both expanded and restricted certain aspects of education policy. Several chapters describe these regimes' expansive or restrictive education strategies. A comparative analysis of these 26 years demonstrates several variables' effect over time. An OLS regression and a times series analysis specifies the relationship between regime change and percent of GDP each regime devoted to education. Both the statistical and qualitative findings of this study confirm the hypotheses. The study reveals that, as regimes changed, education strategies and policies changed. Such findings challenge some current thought about political behavior with respect to Latin American development in particular and development theory in general.
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Bynum, Katherine E. "Weeding Out the Undesirables: the Red Scare in Texas Higher Education, 1936-1958." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699918/.
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When the national Democratic Party began to transform to progressive era politics because of the New Deal, conservative reactionaries turned against the social welfare programs and used red scare tactics to discredit liberal and progressive New Deal Democrat professors in higher education. This process continued during the Second World War, when the conservatives in Texas lumped fascism and communism in order to anchor support and fire and threaten professors and administrators for advocating or teaching “subversive doctrine.” In 1948 Texas joined other southern states and followed the Dixiecrat movement designed to return the Democratic Party to its original pro-business and segregationist philosophy. Conservatives who wanted to bolster their Cold Warrior status in Texas also played upon the fears of spreading communism during the Cold War, and passed several repressive laws intended to silence unruly students and entrap professors by claiming they advocated communist doctrine. The fight culminated during the Civil Rights movement, when conservatives in the state attributed subversive or communist behavior to civil rights organizations, and targeted higher education to protect segregated universities. In order to return the national Democratic Party to the pro-business, segregationist philosophy established at the early twentieth century, conservatives used redbaiting tactics to thwart the progressivism in the state’s higher education facilities.
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Taillefer, Charles. "The legal dimensions of public education & modernity, an analysis of denominational rights and separate schools in late 19th and early 20th century Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ43329.pdf.
Full textBooks on the topic "Education and state Victoria History 20th century"
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Between social skills and marketable skills: The politics of Islamic education in 20th century Zanzibar. Boston: Brill, 2009.
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State, society, and the elementary school in imperial Germany. New York: Oxford University Press, 1989.
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Pine, Lisa. Education in Nazi Germany. Oxford: Berg, 2010.
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Politics and society in twentieth century America: The politics of American higher education in the 20th century. Princeton: Princeton University Press, 2011.
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1913-, Bowers John Z., Hess J. William, Sivin Nathan, and University of Michigan. Center for Chinese Studies., eds. Science and medicine in twentieth-century China: Research and education. Ann Arbor: Center for Chinese Studies, the University of Michigan, 1988.
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Education in Nazi Germany. Oxford: Berg, 2010.
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Jenny, Keating, and Sheldon Nicola 1956-, eds. The right kind of history: Teaching the past in twentieth-century England. Basingstoke, Hampshire [England]: Palgrave Macmillan, 2012.
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Max, Morris, and Griggs Clive, eds. Education, the wasted years?: 1973-1986. London: Falmer Press, 1988.
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Müllner, Rudolf. Die Mobilisierung der Körper: Der Schul- und Hochschulsport im nationalsozialistischen Österreich. Wien: WUV-Universitätsverlag, 1993.
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State and society: British political and social history, 1870-1992. London: E. Arnold, 1994.
Find full textBook chapters on the topic "Education and state Victoria History 20th century"
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Kryńska, Elwira J. "Humanistyczny szacunek dla człowieka i jego rozwoju w badaniach białostockich historyków wychowania." In Dziecko w historii - między godnością a zniewoleniem. Tom 1. Dziecko jako fundament praw człowieka, 23–40. Wydawnictwo Uniwersytetu w Białymstoku, 2021. http://dx.doi.org/10.15290/dhmgz.01.2021.02.
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In 2020, the Chair / Department of the History of Education of the Faculty of Education celebrated its 40th anniversary. The Department of the History of Education was established thanks to the efforts of Professor Franciszek Januszek on March 1, 1980. Since its inception, the Department has been systematically developing its staff and expanding the scope of its research. The first research undertaken by the employees of the Department concerned: secret education in the Białystok region during World War II, the use of free time by children and youth, issues of rehabilitation and the effectiveness of education in rural schools. Since 2002, i.e. from the moment when professor Elwira Jolanta Kryńska became the head of the Department of the History of Education, the scientific ambitions of the Department have revolved around history of education and history of pedagogical thought, especially in the 20th century, as well as the genesis and development of educational institutions. They cover issues related to: school and extracurricular education, private education and education of national minorities, teacher activity, the crystallization of social awareness and the development of the culture of independent Poland, the steadfast struggle against the intellectual and cultural degradation of the young generation of Poles and the personal and material losses suffered during World War II, as well as indoctrination and opposition to the ideologization of social life in the period of building the “socialist state” and the “new man”. The measurable effect of these research interests is a considerable number of scientific publications (books and articles) and conferences organized by the employees of the Department. In 2013, in recognition of the scientific and didactic achievements and professional advancement of employees, the above mentioned entity gained the rank of Department.
Conference papers on the topic "Education and state Victoria History 20th century"
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Strizhkova, Natalia. "Museum as an Institutional Form of Personal & Social Experiments: Project of Russian Avantgardism Artists." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-10.
Full textAbstract:
Museums as cultural institutions certainly reflect the sociocultural transformations of the new era and are changing with the new reality. Except for that, a museum is, by definition, an institution of memory, a keeper of history, it is based on adoption: the collection, successiveness and actualisation of past experience. What is perceived as innovation by contemporary society may have historical roots and be an actualisation of innovations of a bygone era. Modern museum development recalls a global project undertaken by Russian avant-garde artists in the early 20th century, and implying the institutional modernisation of museums. This study addresses a project taken on by avant-garde artists for the modernisation of museums in the context of general cultural construction, in cooperation with the Soviet Government. The research methodology is based on a conjunction of a historical study and culturological analysis, primarily the concept of the institutional approach. The study consisted in looking through archival documents: The Fund of the People’s Commissariat for Education and its departments (declarations, provisions, resolutions, decrees, minutes of meetings, correspondence, protocols and statements of estimates, inventory books of the State Museum Fund etc.), personal funds of artists and cultural figures, their theoretical works, articles, correspondence. A holistic inter-disciplinary approach combining historical and culturological analysis with prospects for contemporary sociocultural development and the role of museums is seen as a promising novelty of the research. Russian avantgardism as an artistic and sociocultural phenomenon has remained of great interest for a century. Different studies shed light only on separate aspects of this vast topic in different scientific contexts. The examination of the museum project by avant-garde artists under this study allows us to conclude that they were the first to undertake the institutional modernisation of museums by considering them in the focus of new demands of time and society, innovative programmes as forms of personal initiatives and experiments expressed in the broad public space of artistic culture.