Running with the ball? Making a play for sport heritage archives in Higher Education contexts

For considerable time, academia (in particular, the Humanities) has been in an intellectual, economic and pragmatic par des deux with the culture and arts sector (in this case, heritage, museums and archives). In many ways, given their respective pursuits of scientific enquiry and learning, valuable contribution to a knowledge economy, commitment to public enlightenment, and exploration of critical and creative endeavour, a relationship between the sectors makes sense. Unity notwithstanding, the relationships have become increasingly now influenced by (en)forced contextual constraints (e.g. government policy development and intervention, neoliberal market forces, structural and ideological shifts in funding acquisition and allocation, patronage changes and demands, and/or individual political priorities). Drawing on education and heritage scholarship, and theoretical frameworks of sport culture spaces, this paper examines efforts undertaken at one specific Higher Education establishment in the United Kingdom in which institutional agendas (vis-à-vis historical and cultural foci, encouraging ‘impactful’ academic activity, brand exposure, economic efficiency, and community engagement) have contoured, and become entwined with, an embryonic sport heritage and archive project. Recalling similar arrangements elsewhere, the aim of this case study is to explore how the wider education and cultural policy context have precipitated an increasingly symbiotic and dependent relationship between university and cultural/arts initiatives. The paper considers how the impetus to develop a sports-based (basketball) heritage archive and study centre reflects the current fragilities of the two sectors, yet, concomitantly, reveals the potentials that might be developed from fostering greater intellectual and pragmatic alliances. The paper concludes by advocating the practical, political and ideological usefulness of network formation, sustainability measures and continued cross-sector dialogue.     

北洋政府的蒙古教育政策

本文主要依据档案资料对北洋政府的蒙古教育政策进行了概要探讨。认为虽然蒙古地区的情况比较复杂,但北洋政府还是出台了一些与蒙古教育有关的政策。这些政策尽管缺乏系统性,但继承了清末教育变革的精神,继续推动了传统教育和现代教育的接轨。这一时期蒙古教育的发展受到了社会动荡的严重影响,但热河、绥远、察哈尔三个有蒙古族分布的地区,其教育还是在困境之中维持或有一定程度的发展,这种发展更多的是来自于上述地区内部的发展要求。     

Teaching terrorism,saving the state? Education and geopolitical imaginations of terrorism in 12 violently challenged states

The role of education in political socialisation and the importance of terrorism discourses in promoting (or silencing) certain interests have long been acknowledged. This study combines both themes by asking: How do school textbooks, sanctioned by states that are violently challenged by internal opposition, discuss the issue of terrorism? I draw on, and contribute to, four distinct, yet related streams of research: critical geopolitics, critical terrorism studies, geographies of education, and young people's geographies. Simultaneously, while most work on the topic focuses on individual cases (typically of Western countries), I conduct the first comparative analysis of twelve countries from different world regions: China, Egypt, India, Kenya, Nigeria, Papua New Guinea, Peru, Philippines, Russia, Spain, Sri Lanka and Turkey. Contrary to recent claims, considerable heterogeneity persists regarding geopolitical imaginations of terrorism, while US-coined discourses are only infrequently adapted. However, there is still recognisable functionalist convergence as the states under analysis utilise their control of the education system in their internal struggles, mainly by portraying their opponents as evil, by ascribing a positive identity to themselves, and by calling for support by their citizens (including restrictions of human rights and democracy).     

The changing nature of GIS and the provision of formal GIS education in the UK: a case study

The arrival of the term Geographical Information System (GIS) in the 1960s soon created a demand for training and education in the use of this specialist hardware and software. Initially the main focus was on training people to use GIS, formal named degree programmes leading to postgraduate and undergraduate qualifications arrived later. This paper explores the changing landscape of U.K. degree level GIS education drawing on contemporary information from Higher Education Institution websites and a case study of the first single honours degree in GIS in Europe. The paper identifies a rise and fall in the number of named undergraduate “GIS” degrees since the late 1980s sandwiched between the continuation and development of postgraduate qualifications. In parallel with this trend the teaching and learning of GIS skills has emerged as a core component of undergraduate degree programmes with “Geography” in their title and in national school and degree level benchmarking statements for the discipline.     

Gendered politics of empire: the female explorateur and natural histories of the Amazon basin 1899–1901

At the turn of the twentieth century, the Brazilian Amazon was experiencing a moment of heightened exploration, mapping, border creation, and contestation. This article examines the production of the French explorateur and geographer Octavie Coudreau through analysis of the natural history/travel narrative, Voyage au Trombetas (1899), and her subsequent narrative Voyage au Cuminá (1901). Octavie Coudreau initially went to Amazonia to travel with her husband, Henri Coudreau, already a renowned explorer of the French and Brazilian Amazon. After Henri Coudreau’s death on their first voyage, Octavie Coudreau continued working under contract for the Brazilian state and published natural history narratives after each of her four exploratory and mapping missions. These travel narratives include suggestions for increased colonization along with observation of local populaces, supported by a multitude of maps and photographs. Using feminist approaches to the historiography of travel, empire, and geographical work, I look at the female European explorer’s view of imperialism during this significant period in Amazonian history and development. I examine the unfixing of gender identity as it relates to movement within a liminal space. I think of this as the in-between place in which Octavie finds herself – as a grieving widow, thrust into a position of power abroad, while still dealing with the limitations of her gender during this time period, and the space of the Amazon itself, a region in flux where multiple races and imperial powers interact in a contact zone.     

定县实验与农村复兴运动

20世纪二三十年代晏阳初领导的以定县实验为主体的平民教育与乡村建设运动和国民政府倡导的农村复兴运动相结合,使乡村运动走上了“政治与学术合流”的道路,“合流”的结果产生了河北省县政建设研究院。在县政与研究院的双重作用下,平教会的工作得以推进,同时也因此失去了原有的独立地位。但是,无论怎样,这些现象表明当时政府和民间在重构国家权威上的一致性,在自觉地为达到“国家再造”这一目标而进行不懈的努力。     

对陆九渊“顿悟”教育理论的重新认识

南宋陆九渊是自孔子以来伟大的教育思想家之一,他的“顿悟”教育理论体系是对中国古代教育艺术思想、教学实践经验集大成的总结和继承。然而,千百年来他的“顿悟”教育备受歧视和排斥。重新认识“顿悟”教育,不仅是对宋代优秀教育思想的认可,且对当今的教育理念仍有很强的指导意义。     

Education in Maritime Archaeology: The Egyptian Case Study

The investigation of archaeological sites of maritime nature started in Egypt more than a century ago, with the discovery of the Dahshur boats (Haldane 1998) and the ancient harbour of Pharos (Jondet 1912); however, education in maritime and underwater archaeology in Egypt is still in its infancy. This paper will look at the development of maritime archaeology in Egypt as a scientific discipline and the progress achieved to date in providing Egyptian archaeologists with education and training in aspects of maritime archaeology and underwater cultural heritage.     

任鸿隽科学教育思想及其实践初探

任鸿隽是我国近代著名的科学教育家,在近代中国的社会转型中,他以中国知识界卓越前驱的敏锐目光,对近代中国的教育发展提出了诸多独到的见解。任鸿隽在科学教育上的筚路蓝缕之功为世人所公认,他对科学教育思想的独特阐释与实践,以及在科学教育实践上提出的科学与人文并重的理念,不仅在近代中国教育界产生了深远影响,而且为当今中国科学教育改革提供了极为有益的借鉴。