Relevant bibliographies by topics / Education, Higher Uganda History 20th century

Academic literature on the topic 'Education, Higher Uganda History 20th century'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Education, Higher Uganda History 20th century"

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Altbach, Philip G., and Hans De Wit. "Internationalization and Global Tension: Lessons from History." International Higher Education, no. 81 (May 1, 2015): 2–4. http://dx.doi.org/10.6017/ihe.2015.81.8726.

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Internationalization in higher education has always been linked to historical and political events. This article discusses how the dramatic events of the 20th century, such as the two world wars, and the Cold War, affected internationalization.
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Tronchet, Guillaume. "Internationalization Trends in French Higher Education: An Historical Overview." International Higher Education, no. 83 (December 2, 2015): 28–30. http://dx.doi.org/10.6017/ihe.2015.83.9089.

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For many policy makers in France, internationalization of higher education is a new subject. But people have short memories. They have forgotten—or simply do not know—that French universities were pioneers and leaders in internationalization between the end of the 19th and the middle of the 20th century, before being outshone by the United States and some other countries in Europe. Faced with today’s challenges of globalization, it is time for French universities to reclaim their own history.
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Rivera Gómez, Elva. "Knowledge transgressors: the incursion of women to science in Mexico, 19th-20th centuries." Culture & History Digital Journal 8, no. 1 (July 17, 2019): 004. http://dx.doi.org/10.3989/chdj.2019.004.

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The influence of feminist thought has been very important in the field of history, as it has revealed the invisibility of women in this disciplinary field, besides of studying power relations and their effects on the daily, private and public life in which both women and men are involved. Access to education, first primary, then secondary and later higher in Mexico, spanned for a period of more than a century. In some of the regions, the presence of women in higher education was in the last third of the nineteenth century in areas considered feminine, such as midwifery, nursing and others. Careers are recorded in the 20th century. In this paper we propose to review the historiography and history of women who entered the different fields of knowledge at the end of the 19th century and in the first half of the 20th century, as well as to present a panorama of the educational spaces to which the Mexican women had access.
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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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Menga, Guo. "Educational Memory of Chinese Female Intellectuals in Early Twentieth Century." Social and Education History 9, no. 2 (March 26, 2020): 224. http://dx.doi.org/10.17583/hse.2020.5267.

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Educational Memory of Chinese Female Intellectuals in Early Twentieth Century describes the campus life, teacher-student interaction, academic career, and ideological change of the first generation of female intellectuals trained in higher education in China as the Chinese society changed in the early 20th century. Using the research methods of life history, oral history, and history of mentalities, the author reveals the special experiences and ideological journeys of Chinese female intellectuals by the literature works of three first-generation Chinese female intellectuals and other people's interpretations and commentary on their works. It also analyzes the relationship between many factors such as society, academia and education, especially higher education, and female intellectuals.
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Filonenko, Oksana, Roman Prybora, and Alexander Pertsov. "history of higher education in kirovohrad region in the 20th century in studies of local lore." Academic Notes Series Pedagogical Science 1, no. 186 (2020): 58–64. http://dx.doi.org/10.36550/2415-7988-2020-1-186-58-64.

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Blanck, Dag, and Mikael Börjesson. "Transnational Strategies in Higher Education and Cultural Fields: The Case of the United States and Sweden in the 20th Century." American Studies in Scandinavia 40, no. 1-2 (October 30, 2008): 80–89. http://dx.doi.org/10.22439/asca.v40i1-2.4682.

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Popov, Lev Vladimirovich. "History of formation of model of the higher school of China (first half of the 20th century)." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2016): 29–44. http://dx.doi.org/10.51314/2073-2635-2016-3-29-44.

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Article is devoted to studying of history of formation and development at the end of the XIX and in the first half of the XX century of system of the higher education of China. Experiments on approbation of a number of foreign academic models, and also features of their realization taking into account national and cultural educational traditions are considered. Prerequisites of present progress of the higher school of China are revealed, the assumption of prospects of development of leading universities of the country is made.
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ALEXANDRACHE, Carmen. "Social and Individual in the Education Vision of 20th Century - An Analyse of the History Textbooks." Eurasia Proceedings of Educational and Social Sciences 21 (December 31, 2021): 15–24. http://dx.doi.org/10.55549/epess.1040440.

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Our paper proposes a theoretic approach of the education in Romanian society, especially of the study of history, from the communist regime until nowadays. For this issue, we analyzed the history school textbooks which were edited in 20th century to be used in the secondary and higher schools. The schoolbook is an education tool which has in general a bigger impact to students’ consciousness and behavior. Our study starts from the premise that the schoolbooks have been also an important ideological tool, used by the politic regime to influence the social attitude. As a consequence, the schoolbooks need to be analyzed from the political intentions. The paper proposes some notices focused on the understanding of the vulnerability concept from the political ideology perspective, the evolution of it, as it is reflected by the history schoolbooks speaking about society and individual. For this reason, we think our paper is a real support of the actual theoretical and practical concerns about the modern and equitable social principles. Our notices can contribute to increase the quality of human interactions, to social responsibility and to promote a correct connection between vulnerability and social attitude in actual human society.
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Banionis, Juozas. "Academician Jonas Kubilius: works dedicated to the history of Lithuanian mathematics." Lietuvos matematikos rinkinys 62 (December 20, 2021): 13–21. http://dx.doi.org/10.15388/lmr.2021.25220.

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The rise of the Lithuanian mathematical school in the second half of the 20th century is associated with the development of probability theory and its application, and the foundations of that school were insightfully laid by the famous Lithuanian mathematician Jonas Kubilius. However, the academician also had a second vocation – the history of mathematics. At the end of the 20th century, he purposefully researched the mathematical legacy of the poet, bishop A. Baranauskas, recognizing him as the first Lithuanian mathematician researcher of the second half of the 19th century. At the beginning of the 21st century, J. Kubilius undertook a detailed implementation of the idea of a work in the history of Lithuanian mathematics. For this purpose, an informal group of specialists was convened, the content of the work was planned, and the research-based book series ``From the History of Lithuanian Mathematics'' was published. The fourth book in this series, Mathematics in Lithuanian Higher Education Institutions in 1921–1944, presents the research of an academic who reveals the situation of mathematics in universities in Kaunas and Vilnius. In addition, the memoirs of mathematics history by J. Kubilius, dedicated to mathematicians Z. Žemaitis, G. Žilinskas and V. Statulevičius, should be mentioned. The article, at the end of which fragments of the author's memories are presented, is dedicated to the centenary of the birth of Academician J. Kubilius.
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Dissertations / Theses on the topic "Education, Higher Uganda History 20th century"

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Enter, Kristal Lyn. "Racial integration in Southern public higher education, 1945-1972." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607786.

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Finn, Michael Thomas. "The political economy of higher education in England, c.1944-1974." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610463.

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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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Jin, Yilin, and 金以林. "The history of university education of Modern China 1896-1949 =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B44569749.

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Zhao, Dingxin. "Reform and discontent : the causes of the 1989 Chinese student movement." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28972.

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The central argument of this thesis is that a series of China's state policies, before and during the reform era, were conducive to the rise of the 1989 Chinese Student Movement (CSM). The most important of these were (1) leftist policies during Mao's era which fostered the formation of pro-democratic yet impractical intellectuals and created a university ecology that was remarkably conducive to student movements, and (2) the state-led reform which over produced students on the one hand, and blocked upward mobility channels for intellectuals and students on the other hand. These and other conducive factors to the rise of the 1989 CSM were not simply state mistakes. To a large extent, they were characteristic of the regime.
The thesis does not reject non-state centered factors such as anomic feelings toward uncertainties brought by the reform, the conflict between reformers and hardliners within the Chinese Communist Party (CCP), the rise of civil society during the eighties, the impact of Western ideologies following the open door policy or the intrinsic character of Chinese culture, that have all been hitherto proposed to explain the rise of the CSM. Rather, it incorporates these explanations under a state-centered paradigm in light of a general model (the DSSI model) that I am proposing to explain the general causes, and to a lesser extent, the dynamics of large scale social movements.
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Davis, Sarajanee O. "“Power and Peace:” Black Power Era Student Activism in Virginia and North Carolina." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593097046041952.

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Begum, Taslima. "A postcolonial critique of industrial design : a critical evaluation of the relationship of culture and hegemony to design practice and education since the late 20th century." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3410.

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This thesis specifically focuses on the professional practices and training of Western industrial designers using postcolonial theory to inform working practices in a complex global ecology. It investigates the culturally hegemonic construction of design solutions in man-made products. By adopting key ideas from postcolonial and cultural studies as a lens to evaluate fields of industrial design discourse, practice and pedagogy, the work proceeds from the premise that design is not intrinsic to a product but the result of a myriad different forces and factors acting on it externally including hegemonic potencies. By reinterpreting technological formations in light of research emerging from post-colonial studies, it attempts to broaden our intellectual understanding of how product design in theory, practice and education can often rely upon western [hegemonic] aesthetic and deep cultural archetypes. The purpose of this enquiry is to highlight the potentials that exist to explore a synergy between east and west in industrial design with a prospective vision for global, trans-cultural design. The research claims that current design practice often leads to culturally determined - rather than universal - conceptions in design and it attempts to re-conceptualise design as practice within a necessarily hegemonic culture. This hegemony needs to be acknowledged and redressed via increased awareness and changes to the intellectual heritage and autonomy of West European and American industrial design, in its dialogue, practice and education. As an epistemological project to identify knowledge within this discourse, it suggests new methodological and strategic approaches to engage with the crisis the discipline faces in light of globalisation so as to open up future discussions in design discourse and give a voice to the many silences that make up the noise of the world. It attempts to: • Further understand the trajectory of hegemony and globalisation in relation to design, technology and culture. • Critically engage with cross- and trans-cultural, global and social design implications. • Address the discrepancies between designers’ culture and users’ culture, to expose the necessity for more culturally-cognizant design practice and pedagogic provision. The research was initiated by identifying a number of questions that designers and users may consciously or subconsciously confront when faced with products that problematise the imagined universal values of designed products in terms of gender and culture. It explores how certain design solutions produced and developed in the west and their diffusion into global, international markets and foreign cultures could affect those cultures by asking in what ways the usability, aesthetic and symbolic characteristics of these artefacts often unwittingly contribute to the privilege or marginalisation of people from particular socio-cultural backgrounds. The thesis intervention is that product designers are neither explicitly trained to comprehend nor surmount their respective cultural constraints and design education both nationally and internationally is not sufficiently equipped with the tools to acknowledge and confront this. The key arguments presented in this thesis are: 1. Products can often be deconstructed to identify cultural connotations or omissions in their design. 2. Global, a-cultural design and universal usability are fallacies that frequently deny the existence of an underlying cultural hegemony at play. 3. Mass-produced products can gradually homogenise and eradicate cultural diversity contributing to the negative effects of colonialist attitudes and/or globalisation. 4. Academia and educational institutions have the potential to extend awareness in this field to inform and train future designers and graduates to better advance design obligations in global, trans-cultural, cross-cultural and multicultural contexts.
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Jackson, Brian D. "Island of Tranquility: Rhetoric and Identification at Brigham Young University During the Vietnam Era." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/4819.

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The author argues that beyond religious beliefs and conservative politics, rhetorical identification played an important role in the relative calmness of the BYU campus during the turbulent Sixties. Using Bitzer's rhetorical situation theory and Burke's identification theory, the author shows that BYU's calm campus can be explained as a result of communal identification with a conservative ethos. He also shows that apparent epistemological shortcomings of Bitzer's model can be resolved by considering the power of identification to create salience and knowledge in rhetorical situations. During the Sixties, BYU administration developed policies on physical appearance that invited students to take on a conservative identity, and therefore a conservative behavior. Relationships of power and hierarchy at BYU can be understood not as quantitative and oppressive matrices, but as rhetorical choices of students to identify with the character of school president, Ernest Wilkinson, and the administration. Power, then, is as Foucault envisioned it—as a field wherein identity and discourse are negotiated. This thesis argues for a more broad understanding of identification, ethos, and power for explaining rhetorical behavior in communal situations.
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Jorge, Muriel. "Philologie, grammaire historique, histoire de la langue ˸ constructions disciplinaires et savoirs enseignés (1867-1923)." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA138.

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Entre la fin des années 1860 et le milieu des années 1920, la philologie, la grammaire historique et l’histoire de la langue sont introduites dans l’enseignement supérieur français grâce à la création de postes et de chaires dans des établissements nouvellement fondés, comme l’École Pratique des Hautes Études et l’École normale supérieure de jeunes filles de Sèvres, ou profondément rénovés, comme la Faculté des lettres de Paris. La disciplinarisation de ces savoirs linguistiques de type historique participe du rapprochement entre enseignement et recherche et, ainsi, du renouvellement du système universitaire. En atteste la carrière dans les trois institutions citées de Gaston Paris, Arsène Darmesteter et Ferdinand Brunot, retracée à l’aide de correspondances privées et de documents d’archives d’ordre institutionnel. L’analyse de documents publiés par les établissements eux-mêmes (affiches, livrets, comptes rendus d’enseignements, ouvrages commémoratifs) met en évidence les difficultés que rencontrent ces trois enseignants pour s’adapter aux divers publics étudiants et aux préconisations officielles. Leurs notes de cours reflètent un travail de didactisation, qui passe par des pratiques d’écriture diverses dont on identifie les spécificités à l’aide des outils de la génétique textuelle. L’étude approfondie de deux objets de savoir met en lumière l’intérêt de ces notes en tant que sources pour l’histoire des idées linguistiques et de leur enseignement. D’abord, l’histoire de l’orthographe française, bien qu’absente des intitulés des cours, est présente dans les notes de cours. Ensuite, le « latin vulgaire » est un thème porteur d’enjeux idéologiques et épistémologiques majeurs invisibles dans les affichages institutionnels
Between the late 1860s and the mid-1920s, philology, historical grammar and language history are introduced into the French higher education system with the creation of positions and tenures in newly founded schools, such as the École Pratique des Hautes Études and the girls’ École normale supérieure in Sèvres, and in deeply transformed institutions, like the Paris Faculty of Letters. Making history-oriented linguistic knowledge into disciplines contributed to bring teaching and research closer together and led to the rebirth of the university system. This is illustrated by the careers of Gaston Paris, Arsène Darmesteter and Ferdinand Brunot in these institutions as evidenced by private correspondence and institutional archive material. The analysis of documents published by the establishments (posters, booklets, teaching records, anniversary publications) casts light on the problems these teachers faced when attempting to adapt to various student populations and official guidelines. Their teaching notes reveal content adaptation through diverse writing practices, which we identify and characterize by using text genetics. The in-depth study of two knowledge contents demonstrates the use that can be made of these notes as sources for the history of linguistic thought and its teaching. Firstly with the history of French orthography which is present in teaching notes, although it does not appear in course titles. Secondly with vulgar Latin as a theme that pertains to major ideological and epistemological issues which are invisible in institutional display material
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Harrington, Nan Katherine. "Student activism and university reform in England, France, and Germany, 1960's- 1970's." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116322.

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Books on the topic "Education, Higher Uganda History 20th century"

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Erlikh, Ḥagai. Students and university in 20th century Egyptian politics. London, England: F. Cass, 1989.

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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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Pálfy, Zoltán. National controversy in the Transylvanian academe: The Cluj/Kolozsvár University in the first half of the 20th century. Budapest: Akadémiai Kiadó, 2005.

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National controversy in the Transylvanian academe: The Cluj/Kolozsvár University in the first half of the 20th century. Budapest: Akadémiai Kiadó, 2005.

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Fifty years of higher education in India: The role of the University Grants Commission. Thousand Oaks, Calif: Sage Publications, 2004.

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Rowold, Katharina. The educated woman: Minds, bodies, and women's higher education in Britain, Germany, and Spain, 1865-1914. New York, NY: Routledge, 2009.

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Vzdělanostní nerovnosti v české společnosti: Vývoj od počátku 20. století do současnosti = Educational inequalities in Czech society : development from the early 20th century to the present day. Praha: Sociologické Nakladetelství, 2011.

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Nwauwa, Apollos O. Imperialism, academe, and nationalism: Britain and university education for Africans, 1860-1960. London: F. Cass, 1997.

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The Black campus movement: Black students and the racial reconstitution of higher education, 1965-1972. New York: Palgrave Macmillan, 2012.

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Chaddock, Katherine E. The multi-talented Mr. Erskine: Shaping mass culture through great books and fine music. New York: Palgrave Macmillan, 2012.

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Book chapters on the topic "Education, Higher Uganda History 20th century"

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Shoemaker, Dan C. "Making America Great Again." In Advances in Higher Education and Professional Development, 198–212. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2177-9.ch014.

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An interdisciplinary overview of more than 100 years of anti-democratic sentiment calls into question the regressive meaning of the political slogan “Make America Great Again.” The chapter is organized into four sections: (1) a review of political and economic history since the 1870s, (2) a review of media theory and history since the last third of the 20th century, (3) a theoretical excursion into social media's impact on public discourse and democracy, and (4) a theoretical proposition for employing the construct of regard as a way to negotiate the wish for both diversity and consensus, to facilitate community amid diversity, and to build democratic coalitions for progressive action in a regressive era.
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Kataoka, Kei. "Descriptive geometry in middle school mathematics teaching in Japan (1905-1946)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 57–72. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.05.

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Teaching of descriptive geometry began in 18th-century France and became widespread in tertiary and secondary education worldwide throughout the 19th century. Until the 20th century, educators often described two aims of descriptive geometry – technical education and mathematics education. In Japan, descriptive geometry was introduced into engineering and artistic higher education after the Meiji Restoration of 1868. Descriptive geometry became part of the general secondary school curriculum in the 1880s, but it had been taught under the auspices of arts and crafts education rather than mathematics. In the early 20th century, Japanese mathematics educators began to focus on descriptive geometry as a way to reform solid geometry. When Japan’s secondary school curriculum was revised in 1942, descriptive geometry was included in solid geometry and mathematics for the first time. Although this curriculum lasted only until 1946, it was the fruit of many educators’ labors and is worthy of examination. This paper examines several books and documents from the early 20th-century Japan and shows that there was a technical, mathematics-oriented debate about the aim of descriptive geometry teaching as seen in Europe. Keywords: descriptive geometry, solid geometry, secondary school, middle school, Nobutaro Nabeshima, Minoru Kuroda
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Leslie, Annie Ruth, Kim Brittingham Barnett, Matasha L. Harris, and Charles Adams. "Advancing the Demarginalization of African American Students." In The Black Experience and Navigating Higher Education Through a Virtual World, 73–96. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7537-6.ch005.

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This chapter presents theoretical discussions about advancing the demarginalization of African American students at Historically Black Colleges and Universities (HBCUs) by bringing in insights from Afrocentric and symbolic-interaction perspectives. Here, the authors discuss demarginalization related to certain intra-racial and intersecting class, gender, and mental health issues emerging since COVID-19 and online learning. The ideas presented here are equally viable in student face-to-face and virtual learning environments. It begins with discussing marginalization and Afrocentric and symbolic-interaction theories. It reviews relevant literature about the history of African American education since the American Civil War, including 19th and 20th century reconstructions, Jim Crow, the rise of Historically Black Colleges and Universities, the Black student campus union and Black power movements, and other relevant happenings in Black American education.
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Tuchais, Simon. "French." In Language Communities in Japan, 199–208. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198856610.003.0021.

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The situation of French in present-day Japan derives from its current status as an international language, and a history starting in the 19th century, when French became an important language of modernization of Japan. In the 20th century, French rapidly assumed the status of a language of refinement and culture, associated with literature, intellectual thought, fashion, film, and gastronomy. This image is reflected in numerous loanwords from French in Japanese. This history led to French being one of the main foreign languages other than English taught in Japan since the Meiji era at all levels of education. French is actively studied in institutions of higher education, and is present through the network of French governmental cultural institutions in the major cities.
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White, Derrick E. "Introduction." In Blood, Sweat, and Tears, 1–15. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469652443.003.0001.

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This book tells the history of college football at Historically Black Colleges and Universities (HBCUs) through the lens of Alonzo “Jake” Gaither’s playing and coaching career. After World War II, Gaither, as a coach, transformed Florida A&M University (FAMU) into the most dominant Black college football program over the next three decades. FAMU’s winning program was buttressed by the development of sporting congregations, a network of athletes, administrators, coaches, sportswriters, and fans that emerged in the first half of the 20th century. Finally, the growth of Black college football reflected a broader tension in African American higher education between integration and self-determination.
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Conference papers on the topic "Education, Higher Uganda History 20th century"

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Souliotou, AZ. "TRANSFORMATIONS OF MONA LISA: THE CASE OF A DISTANCE EDUCATION ART-ANDTECHNOLOGY PROJECT." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7131.

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Mona Lisa by Leonardo Da Vinci has been subject to numerous and various transformations in the form of (re)interpretations, reproductions, replicas, appropriations and parodies. Mona Lisa is far more than a mere Renaissance portrait or a symbol of its time. Instead Mona Lisa is radically connected with artistic movements and practices throughout the history of art as well as with the 20th and 21st century visual culture, visual commerce and social media imagery. This paper presents an activity in a higher education Department of Early Childhood where students experimented with digital tools and made a collective artwork of digital transformations of Mona Lisa. This digital experiment was a distance education project which took place during the COVID-19 pandemic restrictions in Greece. At first, students were given examples of appropriations and parodies of Mona Lisa from the history of art as well as from the visual culture. Then students gave their own "responses" through making digitally transformed versions of Mona Lisa which they put together in a collective digital mosaic. Clones, distortions, semi-transparencies, repositions and other transformations within 75 Mona Lisa versions render this collective artwork a composition with reference to pixel structure. Students' collective artwork contributed to the deeper understanding of Da Vinci's masterpiece and increased their confidence and familiarity with Renaissance painting. The case of this activity proves that digital culture is a catalyst for art history learning and creativity in the classroom. Furthermore, this activity fosters collaborative learning through distance education and turns out to be a vehicle for empowering learners in a digital world, as well as for developing linguistic, numerical and multisensory skills through digital creativity. Keywords: Mona Lisa, Leonardo Da Vinci, distance education, higher education, digital art, participatory practices, community resilience
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