Introduction: Theory, methodology, and the history of education

McCulloch, Gary; Watts, Ruth

doi:10.1080/00467600304153

Cited by 14 publications

(6 citation statements)

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“…In this research, the educational-historical research approach (Aldrich, 2003;McGulloch & Watts, 2003) was employed to dissect how the teaching of art education took place at the teacher training colleges, especially at the teacher training college of Tornio, in Northern Finland. It was a women 's college and operated in 1921-1970. The sources used in the research are mostly primary sources: archival sources, annuals, and contemporary textbooks.…”

Section: Methodsmentioning

confidence: 99%

From teachers into multiply skilled persons: How was art education implemented at a Finnish teacher training college in 1921-1970?

Paksuniemi¹,

Uusiautti²,

Määttä³

2012

IJRSE

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The purpose of the article is to describe education provided at the Teacher Training College of Tornio located in Northern Finland in 1921-1970 Teacher training was based on the educational trend of Herbart-Zillerism and the aim of education was to develop strong moral-religious character. In this study, the research approach was educational historical and the data were comprised of archival sources, annuals, and contemporary textbooks complemented by interview data in which nine former teacher students of the college reminisced their experiences. Art education at the teacher training colleges covered playing and singing, manual skills, and gymnastics, games, and sports. The results showed how teachers were expected to be able to accompany hymns, spiritual and patriotic songs, to solo sing, and to master a choir. Teachers had to be sportive and able to patch up and sew clothes to themselves and their families. In addition, teachers were expected to be diligent, even-tempered, brisk, careful, and handy. Teachers acted as role models for their pupils and set an example of model citizens. The role of art education both in teacher education and in school is speaking to people still today. Knowledge of the past makes a useful adjunct to the discourse.

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Section: Methodsmentioning

confidence: 99%

From teachers into multiply skilled persons: How was art education implemented at a Finnish teacher training college in 1921-1970?

Paksuniemi¹,

Uusiautti²,

Määttä³

2012

IJRSE

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“…While it might be argued that all who were there would have differing accounts of the early days of the AHRD, the voices we have gathered together in this issue are those of many of the former presidents and leaders and many of the founding members of the AHRD. McCulloch and Watts (2003) noted that at the heart of historical narrative is the problem of voice—From whose voice are we hearing this story? What is the bias of the historian himself or herself?…”

Section: Why a History Of Ahrd Now?mentioning

confidence: 99%

A History of the Academy of Human Resource Development

Watkins

2016

Advances in Developing Human Resources

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The Problem As the founders of the Academy of Human Resource Development [AHRD] begin to retire, the story of the evolution of this academic field has not been captured. The Solution This issue looks at the early beginnings of an academic emphasis in human resource development (HRD) and the professional association they formed to support and enhance academic programs from the voices of those who have played key roles in the founding of the Academy. The Stakeholders What is important to practitioners to know is that this association is part of a larger process of professionalization and certification of practitioners in the field. These efforts have the potential to ensure that all who practice in HRD are recognized as professionals with a unique body of knowledge. For scholars, theory development in HRD has been a significant thrust of several of the scholars included in this issue, and some of the articles proposed have the potential to identify areas where we need to encourage new theory development. Practitioners will find a thread that connects the mission of the AHRD to advance the profession through research with the way HRD professionals are educated at the institutions offering these degrees. At the same time, in the reciprocal and reflexive nature of this field, practice also helps shape the research agenda.

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“…It involves imagination, the search for patterns, the critique of data. 128 Arguably, theory and history are best employed on mutually critical terms, in which neither is unquestioningly taken for granted. As Brehony recently discussed, the use of social theory can be an invaluable device through which to understand diverse experiences across temporal space.…”

Section: History Of Education 551mentioning

confidence: 99%

Tracing radical working-class education: praxis and historical representation

Gerrard

2012

History of Education

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Growing collections of social and educational history chronicle the many instances of educational agency that lie outside institutional narratives. Renewing and developing historical understanding, these histories raise important methodological questions surrounding historical representation. Addressing such questions, this paper develops the methodological notion of praxis as a means to trace genealogies of radical working-class educational agency. It is concerned primarily with the possibility of history to create understanding across temporality, and with the place of theory in histories that mobilise conceptual terms of reference, such as class. Reflecting on research undertaken on the temporally and culturally distinct Socialist Sunday Schools and Black Saturday Schools, the discussion begins by considering the academic representation of workingclass communities. Following from this, analyses of Marx, Foucault and Ricoeur inform the conceptual development of praxis. The paper concludes by reflecting on the use of community-based testimony in constructing genealogies of radical working-class education.

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Introduction: Theory, methodology, and the history of education

Cited by 14 publications

References 0 publications

From teachers into multiply skilled persons: How was art education implemented at a Finnish teacher training college in 1921-1970?

From teachers into multiply skilled persons: How was art education implemented at a Finnish teacher training college in 1921-1970?

A History of the Academy of Human Resource Development

Tracing radical working-class education: praxis and historical representation

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