Connecting Histories Of Education

The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems.

The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems.

The Francophone Caribbean boasts a trove of literary gems. Distinguished by innovative, elegant writing and thought-provoking questions of history and identity, this exciting body of work demands scholarly attention. Its authors treat the traumatic legacies of shared and personal histories pervading Caribbean experience in striking ways, delineating a path towards reconciliation and healing. The creation of diverse personal narratives�encompassing autobiography, autofiction (heavily autobiographical fiction), travel writing, and reflective essay�remains characteristic of many Caribbean writers and offers poignant illustrations of the complex interchange between shared and personal pasts and how they affect individual lives. Through their historically informed autobiography, the authors in this study�Maryse Cond�, Gis�le Pineau, Patrick Chamoiseau, Edwidge Danticat, and Dany Laferri�re�offer compelling insights into confronting, coming to terms with, and reconciling their past. The employment of personal narratives as the vehicle to carry out this investigation points to a tension evident in these writers� reflections, which constantly move between the collective and the personal. As an inescapably complex network, their past extends beyond the notion of a single, private life. These contemporary authors from Martinique, Guadeloupe, and Haiti intertwine their personal memories with reflections on the histories of their homelands and on the European and North American countries they adopt through choice or necessity. They reveal a multitude of deep connections that illuminate distinct Francophone Caribbean experiences.

First published in 2006. The dynamics of ethnicity, diaspora, identity and community are the defining features of contemporary life, giving rise to important and exciting new interdisciplinary fields of study and literature on subjects that were previously seen as the exclusive domain of the social sciences. Connecting Histories is an important contribution to this trend. While using sociological and anthropological theories, its is an innovative historical and comparative assessment of ethnic identities and memories. Romain focuses on Afro-Caribbean and Jewish individuals and groups, investigating the ways in which 'communities' remember their experiences.

Is it possible to bring university research and student education into a more connected, more symbiotic relationship? If so, can we develop programmes of study that enable faculty, students and ‘real world’ communities to connect in new ways? In this accessible book, Dilly Fung argues that it is not only possible but also potentially transformational to develop new forms of research-based education. Presenting the Connected Curriculum framework already adopted by UCL, she opens windows onto new initiatives related to, for example, research-based education, internationalisation, the global classroom, interdisciplinarity and public engagement. A Connected Curriculum for Higher Education is, however, not just about developing engaging programmes of study. Drawing on the field of philosophical hermeneutics, Fung argues how the Connected Curriculum framework can help to create spaces for critical dialogue about educational values, both within and across existing research groups, teaching departments and learning communities. Drawing on vignettes of practice from around the world, she argues that developing the synergies between research and education can empower faculty members and students from all backgrounds to contribute to the global common good.

The question that animates volume, 16th in the Service-Learning in the Disciplines Series, is: Why connect service-learning to history courses? The contributors answer that question in different ways and illustrate and highlight a diversity of historical approaches and interpretations. All agree, however, that they do their jobs better as teachers (and in some cases as researchers) by engaging their students in service-learning. An interesting read with a compelling case for the importance of history and how service-learning can improve the historian’s craft.

Exam board: SQA Level: National 4 & 5 Subject: History First teaching: September 2017 First assessment: Summer 2018 Fresh stories, fresh scholarship and a fresh structure. Connecting History informs and empowers tomorrow's citizens, today. Bringing together lesser-told narratives, academic excellence, accessibility and a sharp focus on assessment success, this series provides a rich, relevant and representative History curriculum. b” Connect the past to the present. b” Go far beyond other resources. b” Follow a clear and consistent structure. /bThe key issues in the N5 specification form the chapters in each book, and the content descriptors are subheadings within the chapters. Finding the information that you need has never been easier.brbrb” Meet the demands of the assessments. /biConnecting History /idevelops the knowledge and skills for success, with appropriate breadth, depth and pace. The narrative and sources take centre stage and the authors model the process of answering questions effectively through that narrative, ensuring that students know all the key points that they need to. Activities throughout each chapter consolidate and extend learning.brbr

Practicing Critical Oral History: Connecting School and Community provides ways and words for educators to use critical oral history in their classroom and communities in order to put their students and the voices of people from marginalized communities at the center of their curriculum to enact change. Clearly and concisely written, this book offers a thought-provoking overview of how to use stories from those who have been underrepresented by dominant systems to identify a critical topic, engage with critical processes, and enact critical transformative-justice outcomes. Critical oral history both writes and rights history, so that participants—both interviewers and narrators—in critical oral history projects aim to contextualize stories and make the voices and perspectives of those who have been historically marginalized heard and listened to. Supplemented throughout with sample activities, lesson-plan outlines, tables, and illustrative figures, Practicing Critical Oral History: Connecting School and Community is an essential resource for all those interested in integrating the techniques of critical oral history into an educational setting.