This article explores relationships between ideas of reform pedagogy and conceptions of history education in the writings of four Norwegian upper secondary school history teachers who worked at the ...same rural gymnasium, Eidsvoll landsgymnas (ELG), between 1936 and 1939. While expressing support for certain principles of reform pedagogy, their ideas of purposes, content, and methods of history education varied considerably. This article demonstrates diversity within Norwegian reform pedagogy. Although these teachers could agree in criticism of the “old school” and in support of more student-centred and active education, their conceptions of history, as well as their goals for societal development, differed greatly. While one of the teachers saw strengthening national identity as the main goal of history education, others emphasised history education’s role in education for democracy.
Abstract Sociology was first introduced to Italy in 1961, when Franco Ferrarotti became the first tenure track professor in 1960 at Rome’s Sapienza University. The Institute of Sociology was founded ...in the 1963/1964 academic year, and in 1962, the first Faculty of Sociology was established at the University of Trento. The process of formation is rather late when considering both the development of sociology as an autonomous science and the historical evolution of the various European universities. Sociology is now widely recognised as a discipline in Italy and is taught at universities as part of both bachelor’s and master's degree programmes, as well as in high schools (known as secondary schools of first level) for students aged 14 to 18/19. This work presents the development of sociology in Italy and its formation. Beginning with the development of sociology, it provides a historical analysis of its scientific recognition, role within the social system, and evolution as a science and association. It then explores the disciplin’s place in the Italian university educational system, analyzing its changes over the years. Finally, it discusses the formation of sociology within schools.
This study explores how teachers and students from culturally diverse upper secondary classrooms experienced the potential for enhanced belonging through the use of question cards from New Citizens. ...The methods include the collection of self-reported reflection logs from teachers, a focus group interview with teachers and individual interviews with students. The findings indicate three main themes: 1) development of communication skills, trust, and safety in student‒student relationships, 2) students' experiences of self-efficacy and self-worth, and 3) recognition of similarities and differences among students. These findings confirm the importance of student‒student relationships in upper secondary schools and show how the recognition of similarities and understanding were enhanced through the use of question cards. An implication of this study is that the further development of such tools could help teachers promote belonging in culturally diverse classrooms.
The aim of this article is to describe and analyze how school leaders as key actors in policy enactment understand, talk about and act in relation to Newly Arrived Migrant Students (NAMSs) enrolled ...in a separate Language Introduction Program in Sweden. Drawing on the work of Stephen J. Ball and colleagues, we argue that a particular discursive formation of NAMSs, operating within constrains of various contextual factors, has a decisive impact on how policy as text is interpreted and enacted. Discursively formulating NAMSs as having multiple challenges, beyond Swedish language and insufficient grades, introduces various barriers. Policy flexibility in combination with power disparities thus allows school leaders, framed within legitimacy of 'rational explanations' and 'affirmative intentions', to negotiate policy meanings which are not always working in the students' best interests. Our empirically grounded and theoretically informed discussions showcase why there can be no inclusive education if NAMSs, during a protracted period, are physically, pedagogically and socially separated from mainstream structures. Consequently, and with the support in international research, we call for the overhaul of organizational approaches that allocate Newly Arrived Migrant Students to separate educational forms.
The high schools of the Burgundy region possess a rich collection of 89 works acquired through the procedure of France’s legal provision called “1% artistique” (1% for Art) or “1% culturel” (1% for ...Culture). However, these works are little known to the staff and the students who walk past this local heritage every day. Acknowledging these works and integrating them into educational projects is the very challenge of their heritage enhancement. This article provides an analysis of the process of heritage enhancement and its issues. First, this will highlight the knowledge of these works by the actors in education, then, it will examine the tools developed and the scales involved in the enhancement of this heritage. Finally, a couple of more precise examples will allow us to review the processes and local issues of this heritage enhancement. These issues are related to artistic and cultural education development, but they also question the perception of educational institutions, namely the high schools. Indeed, at the core of the pedagogical enhancement of the works of the 1% for Art lies the challenge of an educational community identity, an elusive institutional object, and for which the 1% for Art could be meaningful.
History curricula are shaped by factors such as historiography, pedagogical ideals, political goals, international initiatives, and broader societal conditions and processes. This article examines ...ideas about purposes, content, and methods, of history education, in history curricula that were used in Swedish and Norwegian theoretical upper secondary schools between 1920 and 1960. These schools aimed at preparing students for university studies and providing general education (Bildung). While having close connections to academic disciplines, these schools were also influenced by political goals of democratization and ideas of progressive pedagogy. There are tensions in the curricula between material aspects of Bildung, focusing on content, and formal aspects of Bildung, focusing on students' development. Although material aspects remain essential, formal aspects are increasingly emphasized through individual projects, student interaction, more active use of historical sources, and, in the latest Swedish documents, critical thinking. Limitations of progressive methods are also acknowledged. The Norwegian and Swedish curricula differ in attitudes to nationalism and the state. These differences can be explained by different starting points for nation-building and differences between Norwegian and Swedish historiography. There is a more dramatic shift in the Norwegian curricula, from a highly teacher/material-centred approach, to an ideal of active and independent students.
In this article, we consider the problem of ensuring that Education for Sustainable Development (ESD) is firmly embedded in a school through appropriate management and planning of the school’s ...activities (or characteristics of the school organization). To this end, we identify the domains of school organization that would benefit from particular structures and routines in order to embed ESD. We identify these domains by thematically analyzing responses of interviewed leaders of schools employing a transformative approach to ESD. We divided the leaders into two groups, based on the extent to which their respective schools employed a transformative approach to ESD. We analyzed the differences in responses of the two groups, enabling us to identify and compare the structures that school leaders in the respective groups believe to be important. In addition to reporting the results, we discuss their implications. We focus particularly on how structures identified by leaders of highly transformative schools could contribute to long-lasting transformative implementation of ESD, and how structures identified by leaders of the other group could be used to circumvent barriers to such implementation.
The post-war demographic context (baby-boom), along with the political will to democratise and increase the duration of compulsory education, led the French State to build a large number of ...institutions throughout the country. Standardisation, prefabrication and centralising engineering were triumphant. This unprecedented construction undertaking, and for a time, truly euphoric, could almost boast about having no architect. That is why it offers a particularly topical prism for observing this unlikely “arranged marriage” between the functional requirement of prefabricated concrete and the artists invited by the law to produce works there. These artists were initially selected by the State, then by the regions, new sponsors as a result of the country’s decentralisation. In this article, we present a study of the artworks of the so-called “1%” (France’s One Percent for Art legal provision) in the high schools of Franche-Comté and Burgundy regions during the last half of the 20th century and the beginning of the 21th century. These artworks are varied and interact in diverse manners with the places for which they were commissioned: from the merge, in which the work, so to speak, become one with the architecture, to the moveable work- likely to be transported from the place for which it was created – and to the landscape creation. The profile of the artists - sculptor, painter, ceramist, stain glass artist – and the method of their appointment evolved during this period of time which witnessed the disappearance of the Prix de Rome, the criticism of the notion of “State artist” as well as the emergence of new local powers. Standing to the test of time, the fate of these works is variable.
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