Learning to think the past: Heritage,identity and state education in Wales

Abstract

Despite its problematic nature, the term Celtic is often linked with Wales and its history. Commonly regarded as a Celtic nation, the concept has been used to engender a sense of identity and also a sense of difference between Wales and other parts of the British Isles, particularly with England. As the national curriculum has been adapted to the needs of schools in Wales, some of these aims and objectives have been made explicit in many parts of the syllabus. Heritage sites in Wales also relate their history and present archaeology to a Celtic past and a case study of a specific site in Pembrokeshire is used to exemplify this approach. There is evidence that children find these portrayals of their past, as contained in the teaching in schools and site visits, interesting and informative. The dangers lie in the over‐simplification of the contested concept of Celticity and in the shortage of good evaluative assessments of these learning to think approaches.     

抗战时期民国政府的边疆教育政策

本文从“边疆教育”概念的提出、边疆教育政策的内容、边疆教育政策的施行等三个方面对民国政府的边疆教育政策进了概要探讨。认为“边疆教育”从政策层面上言是在1935年提出的,由此引发了民国政府边疆教育政策的系列变化,并制定了特殊的政策,设置了特殊的管理机构,进而对边疆教育的发展起到了一定促进作用。     

(Education for) Sustainable Development in Geography Education: review and outlook from a perspective of Germany

Nearly 15 years after the Rio Conference and 10 years after the Lucerne Declaration on Geographical Education for Sustainable Development we are interested to what extent the goals of this declaration have been implemented? What role does Geography play in Education for Sustainable Development in higher education? We analyzed the modules of 107 degree programs with Geography as a degree major or as a teacher training subject at 55 German universities, technical colleges and universities of education. We conducted a quantitative text analysis in which we searched the key words “Sustainability”, “Sustainable Development”, “Education for Sustainable Development” and “Nature-Society Studies” in the Module Regulations. Our data indicate great heterogeneity between the degree programs. The key words were predominantly found in majors in “Human Geography”, “Geography” and teacher training programs for “academic high schools”. Aspects of the results considered in the paper include: (a) differences in the orientation of degree programs, (b) varying degree of implementation in the modules, (c) different conceptual understanding of the principles of sustainability, (d) the extent to which concepts of Environmental Education and Education for Sustainable Development are mixed, (e) heterogeneity between mandatory courses and electives.     

《高力士墓志》研究补证

《高力士墓志》记载了高力士世袭、宦绩、家庭及死因等诸多情况,于高力士及唐史研究俱有重要意义。本文通过志传对照,对志文涉及的高力士入宫时间、接受教育、入养假子、除授官职等问题进行了考证,以补充史传记载之不足。     

After the Fanfare: Education,the Lasting Legacy

Shipwrecks are resource rich. The recent Gulf of Mexico Deep Gulf Wrecks Project was meant to be shared and explored, not only by professional scientists but also by the public. The project website was the public link to the deepest reaches of the Gulf of Mexico during the scientific expedition. The website welcomed hundreds of visitors each day during the project. The audience composed of professionals and interested public followed the daily logs and videos. The overall scientific and educational data sets amassed from the project were, at times, overwhelmingly vast, but when segmented by topic, became manageable. After the fanfare generated by following along with the expedition ended, the primary project goals shifted to analysis and the creation of a lasting educational legacy. This legacy is presented digitally via the web. Project curriculum gives classrooms around the globe long-term access to the exciting scientific data. Along with the documentary film project the Deep Gulf Wrecks Project ensures that the legacy at the bottom of the Gulf of Mexico is indeed a lasting legacy.     

从云南看近代中国边疆民族地区女学的产生及其影响

在近代中国边疆民族地区女学的兴起与发展历程中 ,西南地区的云南由于民族众多 ,毗邻英属缅甸和法属越南 ,因而女学的产生和影响具有一定的代表性和典型性。本文以中国整体为理论视角 ,探讨了近代云南女学的产生、发展及影响。认为近代云南女学兴起于 19世纪末 2 0世纪初 ,最早始于教会女学 ,云南自办女学的出现推动了女学教育的进一步发展 ,小学男女生同校及大学开放女禁使女子教育趋于完善。近代云南女学不仅培养了大批女性人才 ,还巩固了祖国西南边疆 ,加强了民族团结 ,在一定程度上促进了云南边疆民族地区传统社会的变迁。同时 ,与沿海和内地相比 ,由于受客观条件的限制 ,近代云南女学也具有起步晚、起点低、规模小、类型复杂、总体水平不高等局限。     

Critical geopolitics and school textbooks: The case of environment-conflict links in Germany

This study explores the conceptual and empirical utility of studying school textbooks from a critical geopolitics perspective. School textbooks bind together various discourses, modalities and genres and can reflect the dominant knowledge in a given society. They therefore have a high potential to reveal the citational practices resonating between the domains of formal, practical and popular geopolitics. Studying school textbooks can also enrich the literature on children's and young people's (political) geographies by analyzing how the political worldviews and agency of young people are shaped by teaching materials. Empirically, the study draws on a mix of quantitative and qualitative methods to study how environment-conflict links are textually and visually portrayed in German geography and civics textbooks. The results suggest that German school textbooks significantly reflect the depictions of environment-conflict links in political, media and (popular) science discourses and thus reveal crucial citational practices. Drawing on the environmental security literature, it is further argued that these textbooks convey problematic geographical imaginations: they overemphasize the risk of environmental conflicts, reflect ideas of spill-over effects threatening the global north, and portray people from the global south as irresponsible and threatening.     

The Duke of Portland and his Agent: The Education Act of 1870

This article explores the ways in which the Duke of Portland’s Welbeck Abbey estate in Nottinghamshire reacted to the caveats of The Education Act of 1870. The Duke had in the past taken little interest in any school within his estate until it appeared that the new legislation would significantly impact the control he exerted. The situation was somewhat complicated as the 5th Duke was reclusive by nature and consequently his land agent William Cripwell was required to act as his representative to what essentially became an estate in conflict. The resultant furore, particularly at Gringley, between school, parishioners and clergy reveal the fragility of rural relationships. The expectation that the Duke’s agent had the expertise and ability to deal with the problems, which arose because of the Act, are a sign of the increasing professionalism of the land agent and the movement to a role beyond that of a traditional agriculturalist.     

The University of South Africa (Unisa) 1918–1948: the first transition,from colonial to segregationist institution

This article traces the first of what would become several significant transitions in the evolution of the University of South Africa (Unisa); that from University of the Cape of Good Hope (UCGH), an institution with a distinct English tradition loosely based on the ‘liberal’ constitution of the Cape Colony, to a more segregationist Afrikaner-dominated university by 1946. This was largely shaped by national politics, in particular the rise of Afrikaner nationalism, in the 1920s and 30s. Not only did Unisa become captive to Afrikaner forces, it also was strongly infiltrated by the Broederbond, which had as one of its objectives the holding of key positions in higher education in South Africa. In addition, issues of race now became a growing ‘problem’ as Unisa sought to fulfil its mandate to provide higher education for ‘non-Europeans’ in an era of segregation. However, it would be a distortion to portray this transition fom a simple binary perspective. There was ambivalence about the ‘liberalism’ of the UCGH that reflected the pressures for a new racial order at the Cape. Similarly, the extent of Broederbond influence at Unisa (and over national politics) should not be over-emphasised. Somewhat paradoxically, Unisa continued to accommodate nodes of liberal thinking within the institution, and in the 1960s resisted state attempts to be drawn into a scheme to construct an Afrikaans-only university in Johannesburg. Nevertheless, the essential conservatism and political acquiescence of the university to apartheid meant that the requirement to transform Unisa in the democratic era was all the more painful and complex.     

意大利纸质文物保护工作与文保教育概述——兼论中华古籍保护人才培养

中国的古籍保护事业正极速发展中,却也面临了许多全新的问题与挑战。而意大利在文物保护工作与文物保护教育上的成熟做法,虽然不能完全符合中国国情,却有许多值得国内参考的经验;例如:文物保护各领域间的分工与合作,修复课程设计上的文、理、实践并重,文物保护社会教育的普及,合理的学时,循序渐进的课程安排,专业的师资以及人民对于文物保护工作的热情和对文物修复师的尊敬等。这些经验值得加以深入探讨与分析,以期从中汲取欧洲人的智慧,滋养中国的古籍保护大业与文物保护百年教育。