Thèses : « Orphans – Education – 19th century »

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Floyd, William David. « Orphans of British fiction, 1880-1911 ». Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3601.

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Orphans of British Fiction, 1880-1911 Abstract William David Floyd Orphans of British Fiction, 1880-1911 focuses on the depiction of orphans in genre fiction of the Victorian fin-de-siecle. The overwhelming majority of criticism focusing on orphans centers particularly on the form as an early- to middle-century convention, primarily found in realist and domestic works; in effect, the non-traditional, aberrant, at times Gothic orphan of the fin-de-siecle has been largely overlooked, if not denied outright. This oversight has given rise to the need for a study of this potent cultural figure as it pertains to preoccupations characteristic of the turn of the century. The term “orphan” may typically elicit images of the Dickensian type, such as Oliver Twist, the homeless waif with no family or fortune with which he or she may discern identity and totality of self. The earlier-century portrayals of orphanhood that produced this stereotype dealt almost exclusively with issues arising from industrialization, such as class affiliation, economic disparity and social reform and were often informed by the cult of the ideal Victorian family. Beginning with an overview of orphanhood as presented in earlier fiction of the long nineteenth century, including its metaphorical import and the conventions associated with it, Orphans of British Literature, 1880-1911 goes on to examine the notable variance in literary orphans in genre fiction at the turn of the century. Indicators of the zeitgeist of modernism’s advent, turn-of-the-century orphans functioned as registers of burgeoning cultural anxieties particular to the fin-de-siecle, such as sexual ambiguity, moral and physical degeneration and concerns about the imperial enterprise. Furthermore, toward the century’s end, the notion of the ideal family fell under suspicion and was even criticized as limiting and oppressive rather than reliable and inclusive, casting into doubt the institution to which the orphan historically aspired and through which the orphan state was typically rectified. As a result, in contrast to the sentimental street urchin of early and middle century fiction, fin-de-siecle orphans are often unsettling, irresolute, even monstrous and violent figures.

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Nover, Stephen Michael. « History of language planning in deaf education : The 19th century ». Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284155.

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This dissertation documents historical patterns of language planning activities in American deaf education during the 19th century from a sociolinguistic perspective. This comprehensive study begins in the early 1800s, prior to the opening of the first public school for the deaf in Connecticut, tracing and categorizing available literature related to the language of signs and English as the languages of instruction for the deaf through 1900. Borg and Gall's (1989) historical research methodology was employed to ensure that a consistent historical approach was maintained based upon adequate and/or primary references whenever possible. Utilizing Cooper's (1989) language planning framework, each article in this extensive historical collection was categorized according to one of three major types of language planning activities: status planning (SP), acquisition planning (AP), or corpus planning (CP). Until this time, a comprehensive study of this nature has never been pursued in the field of deaf education. As a result, language planning patterns were discovered and a number of myths based upon inaccurate historical evidence that have long misguided educators of the deaf as well as the Deaf community were revealed. More specifically, these myths are related to the belief that 19th century linguistic analysis and scientific descriptions of the language of signs were nonexistent, and that 19th century literature related to the role, use and structure of the language of signs in education was extremely limited. Additionally this study discovered myths related to the status and use of sign language in this country, the history of deaf education programs, the growth and development of oralism and its impact upon existing programs for the deaf and the employment of deaf teachers. It was also revealed that several terms used in the 19th century have been misinterpreted by educational practitioners today who mistakenly believe they are using strategies that were developed long ago. Therefore, this study attempts to 'correct the record' by using primary sources to bring to light a new understanding of the history of deaf education from a language planning perspective.

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Risko, Sharon Marie. « 19th Century Sea Shanties : From the Capstan to the Classroom ». Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1439294062.

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Sliwka, Anne. « Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904) ». Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.

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Berstler, Wade. « Historians of 19th Century Baseball| Exploring Their Experiences Regarding Their Avocation ». Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300320.

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The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.

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Drummond, Anne (Anne Margaret). « From autonomous academy to public "high school" : Quebec English Protestant education, 1829-1889 ». Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65546.

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Bailey, Lucy E. « The absent presence of whiteness in 19th century didactic texts : Julia McNair Wright's 'Hidden curriculum' ». Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1258730573.

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Cochrane, Michelle L. « Educational Opportunities Available for Women in Antebellum Texas ». Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5383/.

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The matter of formal education for women in the antebellum South raises many questions, especially for the frontier state of Texas. Were there schools for young women in antebellum Texas? If so, did these schools emphasize academic or ornamental subjects? Did only women from wealthy families attend? This study answered these questions by examining educational opportunities in five antebellum Texas counties. Utilizing newspapers, probate records, tax records, and the federal census, it identified schools for girls in all of the counties and found that those schools offered academic as well as ornamental subjects. Almost all of the girls who attended those schools came from privileged families. Schools were available for young women in antebellum Texas, but generally only those from wealthy families were able to attend.

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Wong, Eng Lan. « Women, equality and education in Singapore from the 19th century to the present day ». Thesis, University of Bath, 1986. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370995.

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Smith, Elisabeth Margaret. « To walk upon the grass : the impact of the University of St Andrews' Lady Literate in Arts, 1877-1892 ». Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5570.

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In 1877 the University of St Andrews initiated a unique qualification, the Lady Literate in Arts, which came into existence initially as the LA, the Literate in Arts, a higher certificate available to women only. Awarded by examination but as a result of a programme of distance learning, it was conceived and explicitly promoted as a degree-level qualification at a time when women had no access to matriculation at Scottish universities and little anywhere in the United Kingdom. From small beginnings it expanded both in numbers of candidates and in spread of subjects and it lasted until the early 1930s by which time over 36,000 examinations had been taken and more than 5,000 women had completed the course. The scheme had emerged in response to various needs and external pressures which shaped its character. The purpose of this thesis is to assess the nature and achievements of the LLA in its first fifteen years and to establish its place within the wider movement for female equality of status and opportunity which developed in the later decades of the nineteenth century. The conditions under which the university introduced the LLA, its reasons for doing so, the nature of the qualification, its progress and development in the years before 1892 when women were admitted to Scottish universities as undergraduates and the consequences for the university itself are all examined in detail. The geographical and social origins and the educational backgrounds of the candidates themselves are analysed along with their age structure, their uptake of LLA subjects and the completion rates for the award. All of these are considered against the background of the students' later careers and life experiences. This thesis aims to discover the extent to which the LLA was influential in shaping the lives of its participants and in advancing the broader case for female higher education. It seeks to establish for the first time the contribution that St Andrews LLA women made to society at large and to the wider movement for female emancipation.

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Zhang, Jianqiao, et 張劍喬. « Marginalized women under the spotlight : Third Republic (1870-1940) schoolmistresses portrayed in French literature ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211121.

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Juxtaposing historical evidence with fiction, this thesis probes into the social marginalization of Third Republic schoolmistresses reflected in literary stereotypes. Despite their manifold representation in novels, the general stereotype is still predominant: a displeasing teacher in misery. Mostly secluded in provincial posts, they suffered not only from material indigence and burdensome teaching, but also from the hostility projected from their surroundings. Under these unfavorable circumstances, many took refuge in professional devotion and abnegation. However, they sometimes developed an ideal of heroism and self-sacrifice, which were comparable to nuns’ religious credos. Women teachers’ political portrait is often left out of literary representation. Because they could not even defend themselves and have their interests protected by superiors, political engagement would mean little to their secluded lives. Yet in the masculine Republic, women educators shouldered a political task of forming girls as qualified mothers and companions who embraced republican values. The Republic’s reinvention of the secular faith and the lay School manifested its inheritance of the Catholic legacy it strived to eradicate, best demonstrated by its imitation of a laicized religious discourse, epitomized in literature by institutrices’ spirit of martyrdom. Through their professional efforts, they came into the public sight and increased their political impact. With their pacifist ideal, militant teachers safeguarded the Republic as well as republican schooling. Above all, as a result of their continuous struggles, they shattered the image of domestic women by proving themselves to be independent and public, shaping the New Woman “prototypes” of the new century. The “vices” of new career women were evident, for their new professional identity contravened conventional norms of gender roles. It was the teaching career that gave them an anomalous sexual experience, by depriving them of their womanly roles as wives and mothers. The image of the embittered “vieille fille” thus became a target for demonization, which was presumably a cultural motive behind Colette’s writings. She arguably employed the image of schoolmistress as a vehicle for exposing a public polemic between traditional and modern views on gender roles, in the context of major social transformations especially in thought. Schoolmistresses are a metonymy of French republicanism: a republican experiment which conflicted with women’s traditional functions and undermined the inveterate masculinist order. Third Republic schoolmistresses underwent a metamorphosis from domestic to public as they acquired new social roles. While institutrice literature shares profound bonds with autobiographical accounts, many testimonies also suggest an inclination of being attached to and even governed by novels. Despite the fact that literature is fabricated upon a universe of stereotypes, many teachers spontaneously chose fictional texts as the representative of their professional voice, making these “republican mythologies” a collective autobiography which articulated institutrices’ individual career pathos to a broader audience.
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Modern Languages and Cultures
Master
Master of Philosophy

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Andrews, Matthew Paul. « Durham University : last of the ancient universities and first of the new (1831-1871) ». Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:52d639b8-a555-48ce-8226-af71d19cb346.

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This thesis is a study of Durham University, from its inception in 1831 to the opening of the College of Physical Science in Newcastle in 1871. It considers the foundation and early years of the University in the light of local and national developments, including movements for reform in the church and higher education. The approach is holistic, with the thesis based on extensive use of archival sources, parliamentary reports, local and national newspapers, and other primary printed sources as well as a newly-created and entirely unique database of Durham students. The argument advanced in this thesis is that the desire of the Durham authorities was to establish a modern university that would be useful to northern interests, and that their clear failure to achieve this reflected the general issues of the developing higher education sector at least as much as it did internal mismanagement. This places Durham in a different position relative to the traditional understanding of how universities and colleges developed in England and therefore broadens and deepens the quality of that narrative. In the light of the University's swift decline, and poor reputation, from the mid-1850s what were the ambitions of the founders and how did this deterioration occur? Were the critics' accusations against the University - principally that it was a theologically-dominated, inadequate imitation of Oxford, bound to the Chapter of Durham and ruled autocratically by its Warden - based on fact or prejudice? And if the critics were wrong, what were the factors that lead to the University's failings?

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Belfiore, Grace Mary. « Family strategies in Essex textile towns, 1860-1895 : the challenge of compulsory elementary schooling ». Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670382.

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Brown, Helen Harger. « Binaries, boundaries, and hierarchies : the spatial relations of city schooling in Nanaimo, British Columbia ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://hdl.handle.net/2429/9826.

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Urban School Boards and City Councils in British Columbia worked in tandem with provincial officials in Victoria to expand the state school system in the 1890s. In discharging their responsibilities, the Boards functioned with considerable independence. They built and maintained schools, appointed and ranked teachers, and organized students. During the course of the decade, City Councils acquired the responsibility for school finance. Nineteenth-century British Columbia education history, written from a centralist perspective, has articulated the idea of a dominant centre and subordinate localities, but this interpretation is not sufficient to explain the development of public schooling in Nanaimo hi the 1890s. The centralist interpretation does not allow for the real historical complexity of the school system. Neither does it accommodate the possibility of successful local resistance to central initiatives, nor the extent to which public schooling was produced locally. It is important, then, to examine what kind of context Nanaimo constituted for state schooling in the last years of the century. This study concludes that civic leaders and significant interest groups in the community believed schooling played an important boundary making role in forging civic, racial, gender, and occupational identities. In carrying out their interlocking responsibilities for providing physical space and organizing teachers and students, the Nanaimo School Trustees created opportunities for local girls and, within limits, for women. The Trustees limited opportunities for local men, and went outside the community for men who had the professional credentials which were increasingly desirable in the late-nineteenth century. Both the traditions of self-help and the imperatives of corporate capitalism intersected in school production in late-nineteenth century Nanaimo. The focus on securing identities through the differentiating processes of boundaries and hierarchies which was evident in Nanaimo was typical of a wider colonial discourse at the end of the nineteenth century.

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Yates, Paula. « The established church and rural elementary schooling : the Welsh dioceses 1780-1830 ». Thesis, University of Wales Trinity Saint David, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683276.

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Semrad, Alexandra [Verfasser], et Davide [Akademischer Betreuer] Cantoni. « Education, immmigration, and economic development : evidence from 19th and 20th century Bavaria / Alexandra Semrad. Betreuer : Davide Cantoni ». München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2015. http://d-nb.info/1080122230/34.

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Jones, Diana Kathryn. « The relationship between religion, work and education and the influence of 18th and 19th century nonconformist entrepreneurs ». Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308233.

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Korin, Tania. « Tradition and modernity -- : what it meant to be an educated Baghdadi Jew in the late nineteenth to early-mid twentieth century ». Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112403.

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The late 19th and early 20th century was a time of change for the Jewish people of Baghdad. Cultural influences from Europe and North America were making their presence felt and some Jewish Baghdadis actively sought to incorporate these into their personal and professional lives. To facilitate this process of acculturation, the Jewish community established schools that provided both a western education and a Jewish one. This essay studies these schools and considers the larger challenges that the community faced in seeking to be both western and Jewish while living in the Arab world. A brief history of the Jews of Baghdad and their standing in the city through the ages is also included.

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Mckenna, Eugene. « The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890 ». Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070326.142406.

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Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded. The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes. The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel. This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.

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Beard, Julie Anne. « Evidence of Leadership Competencies in the Journal of Mary Easton Sibley, a Pioneering 19th Century Women's College Founder ». Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645314.

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Little has been written about Mary Easton Sibley, the founder of Lindenwood University in St. Charles, Missouri, which until its acceptance of men in the mid-20^th century was the oldest women's college west of the Mississippi River and stands today, a thriving private coeducational institution, as the second oldest college west of that demarcation. This dearth of literature seemed unwarranted since Sibley was as progressive as her more famous East Coast contemporaries (Mary Lyon, Catharine Beecher, et al). All were motivated by the socially progressive Protestant evangelical movement known as the Second Great Awakening and by the founders' quest for an enlightened citizenry. Sibley particularly embraced the founders' notions of a useful, practical education. She was a strong-willed and generally admirable educational leader who founded a long-lived college during a cholera outbreak and in the face of criticism (for teaching young women to be independent and also for educating slaves at the St. Charles Sabbath School for Africans).

This study shed new light on Sibley's educational leadership through a comparative analysis using her spiritual journal and a book titled Leaders: Strategies for Taking Charge (1985, 2007) by USC professors emeriti Warren Bennis and Burt Nanus. The researcher examined whether evidence of Bennis and Nanus' four leadership strategies or competencies could be found in Sibley's journal, which she wrote primarily during the founding of Lindenwood (circa 1831), the rationale being that if contemporary leadership theory was evidenced nearly 200 years ago, it would likely be relevant 200 years hence, and therefore could be considered valid for today's educational leaders. The analysis required the creation of decontextualized researcher statements that enabled the iii coding of an historical document using contemporary theory. The study showed strong evidence of most of the researcher's statements (e.g., Leaders are singularly focused on their agenda and produce results, Leaders know what they want and communicate that clearly to others, Leaders challenge others to act, etc.) There was moderate evidence of competencies involving an awareness of strengths and weaknesses, and evidence of social scaffolding was weak, largely because of the nascent state of the college during the period studied.

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Chen, Shuangli, et 陳霜麗. « Cultivating new ryōsai kenbo : St. Agnes' School in the Meiji period ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209473.

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This thesis examines the contribution and influence that American Protestant missionary girls’ schools had on Japanese women’s education during the Meiji period. Between 1868 and 1912, over thirty missionary girls’ schools were established. These schools had the primary aim of introducing Christianity to Japanese female students. However, at the same time, they provided young women with opportunities for schooling outside of their families and played a pioneering role in promoting “Western enlightenment” inside and outside the classrooms. Set against the backdrop of Japan’s modernization efforts, this thesis uses as a case study St. Agnes’ School (Heian Jogakkō), one of the oldest missionary girls’ schools in the Kansai region, to consider how it cultivated new middle-class women through its education. Under the slogan of ryōsai kenbo (good wife, wise mother), the Japanese government introduced primary school education for girls as a part of its initiative to build a modern nation. The government considered the home women’s proper sphere and showed little interest in developing women’s secondary and higher education in the first two decades. Therefore it was private schools including missionary girls’ schools like St. Agnes’ that stepped in and filled the void for secondary education. Furthermore, the school introduced advanced courses such as bungaku bu (Arts Division) and kasei bu (Home Economics Division) in 1895. The aim of bungaku bu was to cultivate women who could engage in work for the public benefit. St. Agnes’ School was established by the Episcopal Church of the United States of America in 1875 in Osaka and later moved to Kyoto in 1895. The thesis explores the academics and practical skills St. Agnes’ taught in its classrooms, chapel, and dormitory. These included English language, Bible classes, science, physical training, and domestic science, including skills such as needlework and the concept of hygiene, which were considered important for American middle-class women. In addition, the school presented regulations on girl students’ decorum, provided a mentoring relationship between missionaries and students, and encouraged girl students to participate in charity and volunteer work such as raising funds for the poor, orphans, and disaster victims. By using historical documents, including the letters of American Episcopal missionaries and students’ letters and essays in from the archives of St. Agnes’ School, the thesis argues that missionary girls’ schools like St. Agnes’ School cultivated new ryōsai kenbo and ultimately new middle-class womanhood. It presents a case study of its two star graduates: Ukita Fuku, a scholarship recipient who later became a teacher at her alma mater; and Izumi Sonoko, who successfully developed American cookie-baking skills into a family business and became one of the most successful businesswomen and philanthropists of her time. Through their missionary school education, they acted as new middle-class women who engaged in “socially sanctioned activities” such as teaching and charity services in the social sphere. The education helped to construct new norms for middle-class women who worked in both domestic and social spheres in modern Japan.
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Modern Languages and Cultures
Doctoral
Doctor of Philosophy

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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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Madhani, Taslim. « Constructions of Muslim identity : women and the education reform movement in colonial India ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98555.

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This thesis examines educational reforms initiated by British colonial officials in late nineteenth/early twentieth century India and the responses they ensued from Indian Muslim reformers. Focusing on the "woman question," British colonizers came to the conviction that the best method to "civilize" Indian society was to educate women according to modern Western standards. Muslim reformers sought to resolve the "woman question" for themselves by combining their own ideologies of appropriate female education with Western ones. Muslim reformers were also deeply concerned with the disappearance of Islamic identity owing to colonial educational policies. Reformers placed the responsibility of maintaining Islamic culture on the shoulders of women so as to both resolve the debate over the proper place of women in society and retain a distinct Islamic identity in the changing Indian context. This resolution limited Indian Muslim women's access to education as well as their participation in Indian society at large.

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Read, Margery. « The Blaine Amendment and the Legislation it Engendered : Nativism and Civil Religion in the Late Nineteenth Century ». Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/ReadM2004.pdf.

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Jin, Yilin, et 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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Berner, Ashley Rogers. « Metaphysics in educational theory : educational philosophy and teacher training in England (1839-1944) ». Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:f604b518-5ea3-4e29-98b9-cecbe3c78843.

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In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis probes such shifts within a variety of elite educational resources, but its major sources of material are ten training colleges of diverse types: Anglican, Nonconformist, Roman Catholic, and University. The period covered by this thesis is divided into three broad blocks of time. During the first period (1839-1885) formal training occurred in religious colleges, and educators relied upon Biblical narratives to understand education. This first period also saw the birth of modern psychology, whose tools educators often deployed within a religious framework. The second period (1886-1920) witnessed the growth of university-based training colleges which were secular in nature and whose status surpassed that of the religious colleges. During this period, teacher training emphasized intellectual attainment over spiritual development. During the third period (1920-1944), teachers were taught to view education from the standpoint of psychological health. The teacher's goal was the well-developed personality of each child, and academic content served primarily not to impart knowledge but rather to inform the child's own creative drives. This educational project was construed in scientific and anti-metaphysical terms. The replacement of a theological and metaphysical discourse by a psychological one amounts to a secular turn. However, this occurred neither mechanically nor inevitably. Colleges and theorists often seem to have been unaware of the implications of their emphases. This thesis contemplates explanatory models other than the secularisation thesis and raises important historical questions about institutional identity and the processes of secularisation.

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Wang, Chao, et 王超. « Sign language and the moral government of deafness in antebellum America ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211119.

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Many Deaf people today consider themselves a linguistic minority with a culture distinct from the mainstream hearing society. This is in large part because they communicate through an independent language——American Sign Language (ASL). However, two hundreds years ago, sign language was a “common language” for communication between hearing and deaf people within the institutional framework of “manualism.” Manualism is a pedagogical system of sign language introduced mainly from France in order to buttress the campaign for deaf education in the early-19th-century America. In 1817, a hearing man Thomas Hopkins Gallaudet (1787-1851) and a deaf Frenchman Laurent Clerc (1785-1869) co-founded the first residential school for the deaf in Hartford, Connecticut. These early manualists shaped sign language within the evangelical framework of “moral government.” They believed that the divine origin of signs would lead the spiritual redemption of people who could not hear. Inside manual institutions, the religiously defined practice of signing, which claimed to transform the “heathen deaf” into being the “signing Christian,” enabled the process of assimilation into a shared “signing community.” The rapid expansion of manual institutions hence fostered a strong and separate deaf culture that continues to influence today’s deaf communities in the United States. However, social reformers in the mid-nineteenth century who advocated “oralism” perceived manualism as a threat to social integration. “Oralists” pursued a different model of deaf education in the 1860s, campaigning against sign language and hoping to replace it entirely with the skills in lip-reading and speech. The exploration of this tension leads to important questions: Were people who could not hear “(dis)abled” in the religious context of the early United States? In what ways did the manual institutions train students to become “able-bodied” citizens? How did this religiously framed pedagogy come to terms with the “hearing line” in the mid 19th century? In answering these questions, this dissertation analyzes the early history of manual education in relation to the formation and diffusion of religious governmentality, a topic that continues to influence deaf culture to this day.
published_or_final_version
Modern Languages and Cultures
Master
Master of Philosophy

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VASCONCELOS, MARIA CELI CHAVES. « THE HOME AND ITS MASTERS : EDUCATION AT HOME AS A PRACTICE OF THE ELITES IN BRAZIL IN THE 19TH CENTURY ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4624@1.

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A educação doméstica foi uma significativa prática de educação realizada nas Casas do Brasil de Oitocentos, que, em determinados momentos, consistiu na forma majoritária de ensinamentos dados a crianças e jovens, naquele tempo e contexto. Realizada pelos mestres, que se caracterizavam como professores particulares, preceptores, ou mesmo por familiares e padres, essa modalidade foi uma prática constante de educação durante todo o Brasil Imperial, tendo sua origem na educação de príncipes e nobres e sendo marcada pela influência européia. A tese propõe-se a estudar as características dessa prática e das circunstâncias em que ocorria na Casa, bem como, as relações que se estabeleciam entre ela, os colégios particulares e a escola estatal emergente, em um cotidiano em que conviviam essas diferentes modalidades de educação, concebidas como formas reconhecidas de educar meninos e meninas em Oitocentos. A pesquisa está baseada em diversos tipos de fontes documentais, principalmente em periódicos da época, que, explicitamente, apresentam como se configuravam as práticas de educação realizadas na Casa e como se inscrevem nesse período os mestres, agentes e responsáveis pela educação das crianças de elite no Brasil Oitocentista.
Education at home was a significant educational practice held at the Brazilian Homes in the 18th Century, which, in some moments, represented the largest share of education imparted to the young and to the children, at that time and situation. Held over by masters, who assumed the position of teachers and tutors private, or even by members of the family or priests, it was a constant practice in education all over the Imperial period in Brazil, having as its model the education imparted to princes and the nobility, and as its main feature the European influence. The thesis proposes studying the characteristics of this practice and of the circumstances in which it happened at the House, as well as the relationships established among it, the private schools and the emerging state schools, in a daily life involving the different means of education conceived as methods to educate boys and girls in the 18th Century. The research is based on several kinds of documental sources, mainly from periodicals of the time, which show clearly how the educational practices held at Home were planned and how the masters, the agents and the ones in charge of the education of the children of the elite in Brazil of the Eighteen Hundreds were inscribed in the period.

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Ruswan, 1968. « Colonial experience and muslim educational reforms : a comparison of the Aligarh and the Muhammadiyah movements ». Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27968.

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This thesis is a comparative study of the educational reforms initiated by the Aligarh and Muhammadiyah movements in India and Indonesia respectively. It covers three main points: Ahmad Khan's and Ahmad Dahlan's educational philosophy; the educational system of the Muhammadan Anglo-Oriental College (MAOC) and Muhammadiyah schools; and the impact of the educational reforms of the two movements to Muslim education in general in the two countries. As will be explained in this thesis, Ahmad Khan and Ahmad Dahlan were deeply concerned with economic and social problems faced by the Muslims due to colonial policies. Both scholars came to the conviction that education was one of the most important ways to solve those problems. The two scholars, therefore, each contrived to design a new system of education for Muslims, which would produce graduates capable of meeting the new demands of the changing socio-political context while retaining their faith. Their ideas were eventually realized in the establishment of the MAOC and the Muhammadiyah schools, respectively. Even though these two institutions were unable to satisfy all Muslim aspirations, they succeeded in making Muslims in India and Indonesia aware of the need for pragmatic education, which was to contribute to the empowerment of Muslims in the colonial era.

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Shoemaker, Fred C. « Mark Hanna and the Transformation of the Republican Party ». Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220461619.

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Roche, Helen Barbara Elizabeth. « Personal and political appropriations of Sparta in German elite education during the 19th and 20th centuries : with a particular focus on the Royal Prussian Cadet-Corps (1818-1920) and the Nationalpolitische Erziehungsanstalten (1933-1945) ». Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610857.

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Plisnier, René. « Contribution à l'étude de la vie culturelle d'une ville de province au XIXe siècle : le cas de Mons (1795-1914) ; enseignement, musées, bibliothèques, théâtres ; musique, beaux-arts et sociétés ». Doctoral thesis, Universite Libre de Bruxelles, 1997. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212113.

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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.

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Taillefer, Charles Carleton University Dissertation Law. « The Legal dimensions of public education and modernity ; an analysis of denominational rights and separate schools in late 19th and 20th century Ontario ». Ottawa, 1999.

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Howes, Sigi. « Tot Nut van het Algemeen' School, Cape Town 1804-1870 : case study of a Cape school's response to political and philosophical changes in the 19th century ». Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/53775.

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Thesis (MEd)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: The name of the School 'Tot Nut van het Algemeen' appears often in the literature on early Cape education. It is described as an institution of excellence that boasts many famous pupils such as President Jan Brand, Ds JH Neethling and 'Onze Jan' Hendrik Hofmeyr. In this study I explore how the School managed to adapt to political, social and philosophical changes to survive for 70 years. I do this through telling the narrative of its existence and functioning, and investigate the vexing question as to why it was forced to close in 1870. The research document consists of 9 chapters. The introductory chapter provides the orientation for the study. It is followed by a chapter dealing with the factors that led to the establishment of the School, taking into account events both overseas and at the Cape. Chapter 3 focuses on the British occupation of the Cape, with special emphasis on the Anglicisation of schools and the reaction of the colonists to this change of circumstance. Chapter 4 describes the School's activities from 1832, covering among other aspects, its reopening, curriculum and funding. The School's link with the South African College is also explored. In Chapter 5, I discuss the education policies that shaped the School, as well as the ideals of liberalism and democracy in as far as the School practiced them. Chapter 6 deals with the closing of the School, and I offer various reasons for this. In chapter 7, I present cameos of some of the influential teachers, while the School's legacy to Cape society is examined in Chapter 8. The study concludes with a reflection that draws these facts into an integrated view and highlights pertinent insights into the 'Tot Nut' as a worthy institution in the light of the findings revealed in this research.
AFRIKAANSE OPSOMMING: Die naam van die skool 'Tot Nut van het Algemeen' verskyn dikwels in die literatuur oor vroeë onderwys aan die Kaap. Dit word as 'n puik instansie beskryf, met menige bekende oudleerlinge soos President Jan Brand, Ds JH Neethling en 'Onze Jan' Hendrik Hofmeyr. In hierdie studie ondersoek ek hoe die Skool by verskeie politiese, sosiale en filosofiese veranderinge aangepas het om sodoende 70 jaar te kon oorleef. Dit doen ek deur die Skool se bestaan en funksionering te beskryf, en ek spreek die frustrerende kwessie aan waarom dit in 1870 gedwing is om te sluit. Die navorsingsverslag bestaan uit 9 hoofstukke. Die inleiding behels die oriëntasie ten opsigte van die studie. Dit word gevolg deur 'n hoofstuk wat handeloor die faktore wat tot die ontstaan van die Skool gelei het, waar daar na gebeure oorsee sowel as aan die Kaap, gekyk word. Hoofstuk 3 fokus op die Britse besetting, veralop die Anglisasie van die skole en die , koloniste se reaksie daarop. Hoofstuk 4 beskryf die Skool se aktiwiteite vanaf 1832, onder andere sy heropening, die kurrikulum en bevondsing. Die Skool se verwantskap met die Suid- Afrikaanse Kollege word ook bespreek. In Hoofstuk 5 ondersoek ek die opvoedingsbeleid wat die Skool beïnvloed het, asook die ideale van liberalisme en demokrasie in so ver die Skool dit beoefen het. Hoofstuk 6 handeloor die sluiting van die Skool en ek bied verskeie redes daarvoor aan. In Hoofstuk 7 bestaan uit sketse van die vernaamste onderwyspersoneel, terwyl die Skool se bydrae tot die Kaapse samelewing in Hoofstuk 8 voorgelê word. Die studie word afgerond met 'n terugblik wat hierdie feite in 'n integreerde perspektief oor die 'Tot Nut' bymekaar bring en, in die lig van die bevindings wat in hierdie navorsing blootgelê is, kan dit as 'n waardige instansie beskou word.

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Vandervennet, Martine. « L'action des libéraux pour un enseignement public et laïque : le cas de Mons (ca. 1860-1914) ». Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211370.

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Andrade, Antonio Luis de. « Das entranhas da terra : disciplinamento, resistencia e luta : breve historia sobre a educação e cultura dos trabalhadores da mineração de ouro em Nova Lima - MG / seculo XIX ». [s.n.], 2001. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251066.

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Orientador: Olinda M. Noronha
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-10-04T15:46:19Z (GMT). No. of bitstreams: 1 Andrade_AntonioLuisde_M.pdf: 1454264 bytes, checksum: 2b67dec90e5e016c020f96b0d8a93395 (MD5) Previous issue date: 2001
Resumo: A presente dissertação aborda o processo de disciplinamento e educação dos trabalhadores da mineração de ouro em Nova Lima ¿ MG, ao longo do século XIX e início do XX. Descreve os instrumentos e métodos utilizados pelos ingleses na tentativa de operar mudanças no comportamento, na cultura e identidade dos trabalhadores. Além disso, também trata dos instrumentos, das formas de luta e resistência desenvolvidas por esses trabalhadores. Procuro mostrar que mesmo frente a quase ausência da instituição escolar é possível identificar científica e objetivamente um processo educativo que faz parte da história da educação brasileira
Abstract: The present dissertation approaches the discipline and education processes carried out upon mining workers in Nova Lima, MG, throughout the 19th up to the early 20thc. It describes the instruments and methods used by the British in attempt to operate changes in the workers behaviour, culture and identity, as well as the workers resistance techniques, developed to oppose the British stand. Above all, this dissertation aims at showing that, despite a nearly absent educational institution, it is possible to identify, scientifically and objectively, an educational process that integrates the history of Brazilian education
Mestrado
Educação
Mestre em Educação
CNPQ

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Peterson, Rebecca C. (Rebecca Carol). « Early Educational Reform in North Germany : its Effects on Post-Reformation German Intellectuals ». Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278681/.

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Martin Luther supported the development of the early German educational system on the basis of both religious and social ideals. His impact endured in the emphasis on obedience and duty to the state evident in the north German educational system throughout the early modern period and the nineteenth century. Luther taught that the state was a gift from God and that service to the state was a personal vocation. This thesis explores the extent to which a select group of nineteenth century German philosophers and historians reflect Luther's teachings. Chapters II and III provide historiography on this topic, survey Luther's view of the state and education, and demonstrate the adherence of nineteenth century German intellectuals to these goals. Chapters IV through VII examine the works respectively of Johann Gottfried Herder, Georg Wilhelm Friedrich Hegel, Leopold von Ranke, and Wilhelm Dilthey, with focus on the interest each had in the reformer's work for its religious, and social content. The common themes found in these authors' works were: the analysis of the membership of the individual in the group, the stress on the uniqueness of individual persons and cultures, the belief that familial authority, as established in the Fourth Commandment, provided the basis for state authority, the view that the state was a necessary and benevolent institution, and, finally, the rejection of revolution as a means of instigating social change. This work explains the relationship between Luther's view of the state and its interpretation by later German scholars, providing specific examples of the way in which Herder, Hegel, Ranke, and Dilthey incorporated in their writings the reformer's theory of the state. It also argues for the continued importance of Luther to later German intellectuals in the area of social and political theory.

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Campbell, James Dunbar. « "The army isn't all work" : physical culture in the evolution of the British army, 1860-1920 / ». Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CampbellJD2003.pdf.

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Bernhardsson, Peter. « I privat och offentligt : Undervisningen i moderna språk i Stockholm 1800–1880 ». Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-301369.

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The aim of this thesis is to characterise the shifting relationship between public and private education in nineteenth-century Sweden. It does so by a study of modern language teaching in Stockholm 1800–1880. Whereas modern languages had long been taught by private language masters, German, French and English were only officially recognised as subjects of public grammar schools in 1807. The study shows that, unlike the impression given by earlier studies, the introduction of public teaching of modern languages did not bring an end to private language instruction. The study further demonstrates that although private language teaching continued to thrive alongside the expanding public language education, the relationship between the two types of education changed over time. Until the 1840s, both private and public education operated as competitors in a local educational market, adjusting their language teaching to local demand and mutual competition. A crucial condition for this competition was the fact that state curriculums still had a relatively limited impact on the actual teaching of public schools. In the later part of the century, the language teaching within public schools became more influenced by the idea of formal education, leading to an increased focus on grammar. Simultaneously, the role of private language instruction evolved into complementing public teaching, primarily by providing the practical proficiency neglected in public schools. While the study questions the importance and effects of central reforms, especially in the earlier decades of the 19th century, it points to other significant factors that influenced the local education market. In particular, the gradual centralisation and systematisation of public schools diminished their ability to cater for local demand. But the growing importance of formal credentials meant that public schools had less need to compete for students. Students were no longer necessarily attracted by the practical usefulness of schooling, creating both the possibility of the specific form of language teaching that developed within public schools, as well as the need of supplementary private instruction.

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Giragosian, James Gerard. « Wisdom as Sophia : An Analysis of the Sophiologies of Three 19th-20th Century Russian Philosopher-Theologians--Vladimir Solovyov, Pavel Florensky, and Sergius Bulgakov--Implications for Adult Learning ». Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47730.

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This study examined the concept of "wisdom" from the perspective of "sophiology"--a current in late nineteenth and early twentieth century Russian religious philosophy--particularly as it was used in the writings of Vladimir Solovyov, Pavel Florensky, and Sergius Bulgakov. The purpose of the study was to examine how the sophiological perspective as developed in these authors could inform an understanding of "wisdom" in the field of adult learning. The nature of "wisdom" has been one of the major themes in both Eastern and Western traditions of philosophical and theological thought for thousands of years. In the mid-nineteenth century, however, the epistemological tendency to approach the world exclusively from the standpoint of observation and experiment reduced "wisdom" to nothing more than technical knowledge verified by experience. The concept/construct of wisdom, however, has been experiencing resurgence in the social sciences, including the field of adult learning. My research did not, however, find an instance in which the sophiological perspective had informed the field's understanding of wisdom. For this reason, the perspective of sophiology and its potential contribution to adult learning offered a unique research opportunity. In this study, I sought to add another dimension to the already multi-faceted nature of wisdom in the field of adult learning. I also hoped to enhance the value of sophiological thought by demonstrating its application to a field with which it had not been previously associated. I sought to accomplish these objectives using the method of hermeneutics, an interpretive mode of inquiry with both reproductive and productive aspects. The reproductive aspect established the historical and philosophical context of the three thinkers and discussed how their sophiological texts aided an understanding of their thought as a whole, and vice versa. The productive aspect explored applications of sophiological thought to the field of adult learning. Since I was the "research instrument" for the study, I also introduced the reader to aspects of my own background and experience that prepared me for this interpretive inquiry.
Ph. D.

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Godoi, Lidiany Cristina de Oliveira 1979. « A reforma da instrução pública de 1892 : conflitos e disputas ». [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254099.

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Orientador: Jose Luís Sanfelice
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A educação escolarizada assume certa centralidade nos debates políticos ocorridos no final do século XIX no Brasil, alcançando uma grande relevância social. Neste contexto se inscreve a primeira reforma da instrução pública paulista (1892). Projeto bastante auspicioso à época, expressou o desejo dos republicanos de estender a escolarização formal às massas populares, instituindo a obrigatoriedade do ensino primário. A profissionalização do corpo docente, a racionalização do tempo, a instituição do ensino graduado, simultâneo e do método intuitivo, os edifícios construídos para os primeiros grupos escolares e a aquisição de materiais didáticos inovadores foram considerados símbolos de modernização do ensino e de propaganda da jovem República. Esta tese tem como objetivo analisar a primeira reforma da instrução pública paulista a partir de uma revisão problematizadora e crítica da historiografia que se dedicou a compreendê-la. Esta historiografia concebe, em grande medida, o projeto reformador como resultado de um consenso entre o Estado e uma elite intelectual e política, no qual não se veem presentes os matizes e as visões de mundo que lhe conformaram. Concentra-se, portanto, nos debates travados em 1891, procurando compreender o seu significado naquele momento histórico, as concepções de educação incorporadas, bem como aquelas abandonadas, tendo em vista as disputas políticas do momento, especialmente as que ocorreram no Partido Republicano Paulista e que, por sua vez, influenciaram sobremaneira os rumos traçados para a reforma do ensino
Abstract: School-based education becomes central in the political debates that took place in Brazil in the late nineteenth century, reaching out great social relevance. It was in this context that the First Reform of São Paulo¿s Public Instruction (1892) occurs. A very promising project at the time, the 1892 reform expressed the wishes of local republicans to provide formal education to the popular masses, making primary education compulsory. The professionalization of teachers, the rationalization of time, the institution of a graduated-based, simultaneous, and intuitive scholar system, the buildings built for the first schools¿ groups, and the acquisition of innovative materials for the schools were considered symbols of modernity in teaching and of propaganda of the recently established Brazilian Republic. This PhD thesis aims at analyzing the First Reform of São Paulo¿s Public Instruction through a critical assessment of the literature focused on understanding her. In general, this literature takes the reformist project as a result of a consensus reached between the São Paulo State Government and a political and intellectual elite, without taking into consideration the worldview that shaped the minds of the actors involved. This thesis emphasizes, therefore, the debates that took place in 1891, attempting to understand its meaning at that particular historical context, the conceptions of teaching incorporated by the actors, as well as those that had been abandoned by the political disputes of the time, particularly those that took place inside the São Paulo¿s Republican Party (Partido Republicano Paulista, PRP), and that, by its turn, have greatly influenced the paths drawn for the Reform of the Public Instruction
Doutorado
Filosofia e História da Educação
Doutora em Educação

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Pirotte-Bourgeois, Marie-Louise. « La lente émergence de l'enseignement secondaire laïque pour filles en Belgique (1864-1934) ». Doctoral thesis, Universite Libre de Bruxelles, 1994. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212661.

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MARQUES, GUEDES Ana Isabel. « Les enfants orphelins - education et assistance : les colegios dos meninos orfaos : Evora, Porto et Braga (XVIIe-XIXe siecles) ». Doctoral thesis, 2000. http://hdl.handle.net/1814/5894.

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Defence date: 15 December 2000
Examining board: Prof. Dominique Julia (supervisor) ; Prof. Stuart Woolf ; Prof. Doutor Francisco Ribeiro da Silva ; Prof. Gérard Delille
PDF of thesis uploaded from the Library digitised archive of EUI PhD theses completed between 2013 and 2017

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JANS, Jasper. « The politics of history education : teaching national history, identity and citizenship in Belgium and the Netherlands, 1830-1880 ». Doctoral thesis, 2014. http://hdl.handle.net/1814/32120.

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Defence date: 28 March 2014
Examining Board: Professor dr. Pavel Kolář, (European University Institute); Professor dr. Heinz-Gerhard Haupt, (European University Institute); Professor dr. Joep Leerssen, (University of Amsterdam); Professor dr. Tom Verschaffel, (KU Leuven)
This dissertation has studied the discourses around national history education in Belgium and the Netherlands in the middle of the nineteenth century. The literature on nation building and cultural nationalism often observes the importance of education as an instrument of nation building. Expanding school networks were one of the important conduits through which national awareness was spread among the populace. They helped to disseminate knowledge of the national language, culture and history, thus teaching the future generations about their 'home' and 'nation'. At the same time, historians often note the significance of narratives, often historical narratives, in fostering a sense of pride and attachment to the fatherland. Nevertheless, studies of the contents of and controversies surrounding history education are sparse. In this study, I hope to show that the field of (history) education is an important locus of nation building and therefore worthy of scholarly attention. Following Jörn Rüsen, I argue that history education knows a specific configuration of epistemological, aesthetic and political dimensions that makes it unique. It prioritises the political dimension over the two other dimensions, thus setting it apart from scholarly or literary and artistic forms of history-writing. Due to its pedagogical objective, furthermore, it is also different from other political forms of history-writing. History education addresses the future citizen directly and presents them visions of the good citizen. I argue that the civic virtues are an indispensable part of national identity. The education thereof should consequently be studied more in-depth. This dissertation therefore analyses notions of good citizenship present in the debates and contents of history education. Furthermore, it dissects ideas of national identity along the lines of nation and religion, nation and language, the national territory, nation and dynasty and the nation in the world.

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« Mens sana in sano corpore : physical education and athleticism in Greek education in the 19th century as part of a Platonic vision ». Thesis, 2014. http://hdl.handle.net/10210/12645.

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Lloyd, Elizabeth Ellen. « Worcester, Massachusetts : art education motivations at the close of the 19th century ». Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-4037.

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Drawing upon rhetorical evidence of three art education activities in Worcester, Massachusetts at the close of the 19th century−The Public School Art League, evening drawing classes, and School Arts magazine−it is argued through this research that the many active facets of art education that occurred in Worcester at this time were constructed in great part as response to the economic climate of the city. This thesis argues that the activities were representative of art education for the improvement of public taste, patience, and the recognition of beauty. In this study, parallels are drawn between these three organizations and activities in Worcester, demonstrating many common initiators and motivations. Exploring art education motivations in Worcester at the turn of the 19th century, this investigation also advocates the need for the study of Japanese influence on art education activities in New England during this same period.
text

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SCHÜTZ, Waltraud. « Educational entrepreneurs and the politics of schooling in nineteenth-century Habsburg society ». Doctoral thesis, 2018. http://hdl.handle.net/1814/55887.

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Defence date: 14 June 2018
Examining Board : Professor Pieter M. Judson, European University Institute (Supervisor) ; Professor Laura Lee Downs, European University Institute (Second Reader) ; Professor Gabriella Hauch, University of Vienna (External Advisor) ; Professor Gunda Barth-Scalmani, University of Innsbruck
In the Habsburg Empire the implementation of compulsory education in 1774 marked a new era. The development and monitoring of educational measures in the following decades was in the past frequently described as a linear narrative of progress until the present day. However, it was not the desire for educational advancement but social anxieties and economic considerations which were usually the driving force for educational policies as numerous examples in this thesis document. The instilment of morality was seen as an important purpose of education. This focus on morality and a general climate of fear during the period of the Napoleonic Wars provided the basis for educational structures that were effective until the Primary School Law of 1869 and beyond. Policies enacted during this time forced for example factory owners to concern themselves with the education of their child labourers and at the same time opened spaces for men and particularly women to engage in the business of private schooling. Through the critical investigation of a broad variety of sources this thesis shows how different school types developed, from factory schools to finishing schools, and how men and women claimed spaces as experts, from moralizing pamphleteers to women educational activists. By investigating the role of educational entrepreneurs, and tracing the possibilities, limitations and practical consequences of the politics of schooling this thesis provides new insights and adds complexity to our understanding of nineteenth century Habsburg society.

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« Modes of Misbehavior Pedagogy and Affect in the 19th-Century ». Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62760.

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abstract: This dissertation historicizes the contemporary notions of student misbehavior through a critical study of 19th-century teacher manuals. Instead of reading the texts of the manuals as a window into the experiences of the past, I consider the manuals as discursive operations that enacted practices and ideals. In drawing upon historiographical and analytical methods inspired by Michel Foucault and Sara Ahmed, I explore how the intersection of student misbehavior with teacher pedagogy and disciplinary procedures enact “modes of subjection” (Foucault, 1995) and “affective orientations” (Ahmed, 2006) in the modernization of teacher pedagogy and schooling. I argue that the archive of manuals demonstrates the entanglement of student subjectivity and affect with modernizing regimes of governmentality and the marketplace. I equally argue that the modes of student misbehavior present in the archive provide avenues and strategies for thinking outside contemporary developmental and clinical framing of misbehavior. It is in rethinking misbehavior outside of contemporary frameworks that this dissertation provides an opportunity to reconsider how the boundaries of schooling and school participation might radically open up toward more diversity, inclusivity, and equity.
Dissertation/Thesis
Doctoral Dissertation Learning, Literacies and Technologies 2020

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Petroyianni, Angeliki. « The institutional framework of the primary education in Greece during the period of King Othon, 1833-1862 ». Thesis, 2012. http://hdl.handle.net/10210/7143.

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M.A.
In this study we describe, analyze and assess the educational system that was valid as the elementary education during the period of the kingship of Othon (1833 - 1862). Based on the given law, unpublished historical documents and the relevant Greek and foreign bibliography we try to present the frame of the founding and function so that we can end p with safe results. After the flourishing of education during the time of Kapodistrias (1828 - 1831) we face a regression because of the anarchy that reigned in Greece for two years after loannis Kapodistrias' violent death. King Othon's regency formed a Special Committee to study the issue of education and in February 1834 an Act was issued "About primary schools" that was based on the French law of Guizot (1833) and was valid up to 1880. According to this order, studying at "primary school or people's school" was made compulsory and the responsibility for the primary school was given to the Municipal Authorities, as far as both the founding and the operation were concerned. Even if this was of a de-centralized and progressive character, it failed because no financial sources were provided, there was no equivalent cultural level at the time, nor the experience, the organization and the scale of priorities of the social needs. It was obviously affected by the Prussian Educational System so it didn't give results, since it ignored the Greek reality. However it was foreseen in the founding law that all children regardless of sex or financial situation would study at school. The Ministry of Education with later circulars tried to improve the legislated system but these acts were more informative than serious. Except for the primary schools there were also secondary ones (grammatodidaskaleia) but there was an attempt to eliminate their number to their total abolition. Private schools were also founded but they didn't have the same results because of the lack of teaching personnel as well as special schools for the practice of the teachers to-be. Providence was also taken for separate schools for boys and girls since ethics of the time didn't allow mingling pupils of both sexes. The category of private schools included kindergartens. The management of the Primary Education had as central organs the Secretariat of Church and Public Education and the General Inspector of Primary Schools. As regional executive organs there existed inspecting committees at country and region level, various other committees and the teachers themselves. The teaching personnel consisted of the teachers that were divided into three grades, among them, women teachers coming mostly from the Filekpedeftiki Eteria (The Society of the Friends of Education) and experienced teachers (grammatodidaskaloi) without any studies at all who taught the basics. A School was founded for the education of teachers, a School of two years study where subjects of general knowledge were taught. This public school didn't function: properly, examinations were loose and it was finally led to decadence. In 1864 the National Assembly abolished it to re-organize it on a new basis. The teacher besides teaching the various subjects had to observe his pupils behavior outside school too. In case a teacher violated his duty or went beyond it, he was punished as it was expected by the law. There was a problem with the payment (the Municipal Authorities didn't pay on time nor they shared the fees that parents paid or gave the money for the rent). Subjects were divided in compulsory and non-compulsory ones according to the teacher's judgment. Lessons of religion were also taught to non-orthodox pupils. The subjects were very useful to the pupils regardless their interest on further education or not. But basically education was limited to Reading, Writing and Arithmetic (just addition, subtraction, multiplication and division) because of the lack of properly educated teachers, the necessary books and the materials and mainly the parents' limited finances that prevented them from educating their children. As far as the educational method that was used was the alternate teaching and in some small schools the co-teaching. As books they used various publisher's editions after having taken the permit of the Ministry of education. In 1856 a competition of writing text books was held and some of the were approved. Every six months, public examinations were held. Their legislated frame was formed according to a series of Ministerial orders but there were problems since many times these examinations were just a typical procedure and the mingling of the Mayor was inevitable. Generally we see that during the kingship of Othon there was the will and the attempts as far as the State was concerned to found the Primary Education on a serious base. Bu various factors such as the lack of able teachers, the financial weakness of the State, the Municipalities and the parents, made it difficult for schools to operate and didn't have the expected results, without this meaning that there was not a certain progress in the attempt to provide the essential education to Greek people.

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