La réforme des établissements pour mineurs sous main de justice entreprise en 1945 exclut tout usage de la violence physique. Les textes officiels, les articles de la presse généraliste ou professionnelle relèvent tous ce rejet de la manière forte et vantent la nouvelle pédagogie. Si l’on délaisse ces sources imprimées et que l’on explore les archives comme les rapports d’inspection, les comptes rendus d’activité, les dossiers des personnels et ceux des mineurs, on perçoit alors l’écart entre les pratiques effectives et (...) les nouvelles normes promues par les autorités. L’auteur a mené l’enquête à l’« internat approprié de Chanteloup », la structure de l’éducation surveillée la plus susceptible de rejeter les « violences pédagogiques ». Pourtant, là aussi elles subsistent et l’on mesure la force de l’habitude et la lenteur de certaines transformations dans le champ de l’éducation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:William Thomas Jones 1910–1998Charles M. YoungWilliam Thomas Jones, a friend and supporter of this journal since its inception, died on September 30, 1998, in Claremont, California, at the age of eighty-eight. Born in Natchez, Mississippi, Will was educated at Swarthmore, Oxford (as a Rhodes scholar), and Princeton. After a legendary teaching career spanning nearly fifty years, thirty-four at Pomona College and another fifteen at the California Institute of Technology, (...) Will retired in 1985. He published a host of articles and books, among them the highly regarded five-volume A History of Western Philosophy, now in its fourth edition. Will received numerous awards and honors, including Lippincott, Procter, Ford Faculty, and Guggenheim Fellowships; he was also a Phi Beta Kappa Visiting Scholar, and twice a Resident Scholar with the Rockefeller Foundation at Villa Servelloni. In 1969–70, he was President of the American Philosophical Association’s Pacific Division.In 1961, Will joined Karl Aschenbrenner, John D. Goheen, Paul O. Kristeller, Oskar Piest, Benson Mates, Ernest Moody, Richard H. Popkin, Herbert W. Schneider, and E. W. Strong (as chair) to form the Executive Committee (now Board of Directors) of the Journal of the History of Philosophy. The first issue of the JHP appeared some two years later. Will provided much valuable counsel and support in the turbulent early years of the JHP, helping in particular in securing much needed financial support from the Claremont Colleges. We join Will’s family, friends, colleagues, and students in mourning the loss of a fine historian, philosopher, and teacher.Copyright © 1999 Johns Hopkins University Press... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:William Thomas Jones 1910–1998Charles M. YoungWilliam Thomas Jones, a friend and supporter of this journal since its inception, died on September 30, 1998, in Claremont, California, at the age of eighty-eight. Born in Natchez, Mississippi, Will was educated at Swarthmore, Oxford (as a Rhodes scholar), and Princeton. After a legendary teaching career spanning nearly fifty years, thirty-four at Pomona College and another fifteen at the California Institute of Technology, (...) Will retired in 1985. He published a host of articles and books, among them the highly regarded five-volume A History of Western Philosophy, now in its fourth edition. Will received numerous awards and honors, including Lippincott, Procter, Ford Faculty, and Guggenheim Fellowships; he was also a Phi Beta Kappa Visiting Scholar, and twice a Resident Scholar with the Rockefeller Foundation at Villa Servelloni. In 1969–70, he was President of the American Philosophical Association’s Pacific Division.In 1961, Will joined Karl Aschenbrenner, John D. Goheen, Paul O. Kristeller, Oskar Piest, Benson Mates, Ernest Moody, Richard H. Popkin, Herbert W. Schneider, and E. W. Strong (as chair) to form the Executive Committee (now Board of Directors) of the Journal of the History of Philosophy. The first issue of the JHP appeared some two years later. Will provided much valuable counsel and support in the turbulent early years of the JHP, helping in particular in securing much needed financial support from the Claremont Colleges. We join Will’s family, friends, colleagues, and students in mourning the loss of a fine historian, philosopher, and teacher.Copyright © 1999 Johns Hopkins University Press... (shrink)

The spiritual geography of Russian cosmism. General characteristics ; Recent definitions of cosmism -- Forerunners of Russian cosmism. Vasily Nazarovich Karazin (1773-1842) ; Alexander Nikolaevich Radishchev (1749-1802) ; Poets: Mikhail Vasilyevich Lomonosov, (1711-1765) and Gavriila Romanovich Derzhavin (1743-1816) ; Prince Vladimir Fedorovich Odoevsky (1803-1869) ; Aleksander Vasilyevich Sukhovo-Kobylin (1817-1903) -- The Russian philosophical context. Philosophy as a passion ; The destiny of Russia ; Thought as a call for action ; The totalitarian cast of mind -- The religious and spiritual (...) context. The kingdom of god on earth ; Hesychasm: two great Russian saints ; The Third Rome ; Pre-Christian antecedents -- The Russian esoteric context. Early searches for "deep wisdom" ; Popular magic ; Higher magic in the time of Peter the Great ; Esotericism after Peter the Great ; Theosophy and anthroposophy -- Nikolai Fedorovich Fedorov (1829-1903), the philosopher of the common task ; The one idea ; The unacknowledged prince ; The village teacher ; First disciple: Dostoevsky and Tolstoy ; The Moscow librarian ; Last years: Askhabad: the only portrait -- The "common task" ; Esoteric dimensions of the "common task" ; Fedorov's legacy: projectivism, delo, regulation -- The religious cosmists. Vladimir Sergeevich Solovyov (1853-1900) ; Sergei Nikolaevich Bulgakov (1871-1944) ; Pavel Aleksandrovich Florensky (1882-1937) ; Nikolai Aleksandrovich Berdyaev (1874-1948) -- The scientific cosmists. Konstantin Edouardovich Tsiolkovsky (1857-1935) ; Vladimir Ivanovich Vernadsky (1863-1945) ; Alexander Leonidovich Chizhevsky (1897-1964) ; Vasily Feofilovich Kuprevich (1897-1969) -- Promethean theurgy. Life-creation ; Cultural immortalism ; God-building ; Re-aiming the arrows of Eros ; Technological utopianism ; Occultism -- Fedorov's twentieth century followers. Nikolai Pavlovich Peterson (1844-1919) and Vladimir Aleksandrovich Kozhevnikov (1852-1917) ; Svyatogor and the biocosmists ; New wine and the universal task ; Alexander Konstantinovich Gorsky (1886-1943) and Nikolai Alexandrovich Setnitsky (1888-1937) ; Valerian Nikolaevich Muravyov (1885-1932) ; Vasily Nikolaevich Chekrygin (1897-1922) -- Cosmism and its offshoots today. The N.F. Fedorov museum-library ; The Tsiolkovsky museum and Chizhevsky center ; ISRICA - Institute for Scientific Research in Cosmic Anthropoecology ; Lev Nikolaevich Gumilev (1912-1992) and neo-eurasianism ; The hyperboreans ; Scientific immortalism: Igor Vishev, Danila Medvedev ; Conclusions about the Russian cosmists. (shrink)

Previous studies in Western contexts have examined the relationships between various board characteristics and CSR, yet the relationships need to be re-examined in non-Western contexts given differential theoretical premises across contexts. We specifically propose that the effects of board characteristics on CSR in Korea should be patterned distinctively from Western-based existing literature, focusing on three important board characteristics, such as a board’s independence, social ties, and diversity. Using a panel dataset from large Korean firms, we found that various relationships between (...) board characteristics and CSR were non-linear, whereas most of the previous research on Western contexts found that the same relationships were linear. Specifically, curvilinear relationships were found between CSR and board independence, CEO-outside director social ties, and educational diversity. Our findings suggest that there is no universal feature of CSR-supportive board characteristics due to the unique characteristics of various institutional contexts. (shrink)

Recent developments in literary theory, such as structuralism and deconstruction, have come under attack for neglecting history, while historically-based approaches have been criticized for failing to take account of the problems inherent in their methodological foundations. This collection of essays is unique in that it focuses on the relation between post-structuralism and historical (especially Marxist) literary theory and criticism. The volume includes a deconstructive reading of Marx, essays that relate history to the philosophical and institutional context, and a number of (...) studies of particular texts, literary and non-literary, which pose the question of history and literary theory with particular force. (shrink)

In this essay, I explore the founding violence that the Royal Danish Academy of Fine Arts can be said to rest on. I propose to view the building of Charlottenborg Castle which houses the Royal Danish Academy of Fine Arts as a “material witness” (Schuppli) to colonial history. I suggest that the building forms part of a material “cultural archive” (Wekker) of colonialism that can be seen as an entangled archive, that is simultaneously an entanglement of overlapping histories, and an (...) instrument that disentangled and disconnected communities affected by colonialism by producing a radical cut between the colonized communities and their creative expression. By juxtaposing paintings from the colonial era with contemporary art works the essay explores the following questions: What does it mean to conduct art education on such contested grounds? What are the ramifications of colonial-modernity within the art institutions today? And how does it continue (indirectly or directly) to distribute and determine what counts as a work of art and who counts as a subject? (shrink)

This article takes up the adventure of the Arabic version of the Elements published in Rome at the Typographia Medicea in 1594 at the point where the first installment (Cassinet, Revue française d’histoire du livre 78–79:5–51, 1993) ended. In this new installment of the adventure, we situate the Rome edition within a stemma of connected Arabic copies spanning some four centuries. We show that the text of the Rome edition was typeset from Biblioteca Medicea Laurenziana, Or. 20 and that Or. (...) 20 in turn was copied from Or. 50. We show that a manuscript (Tehran, Sipahsalar 540) was later copied from the printed edition and that still later the text of the Rome edition was reissued in lithograph form in Fez. The story is important because the Rome edition influenced the development of non-Euclidean geometry in European mathematics and because the mistaken identity of its author has led to persistent errors in the history of mathematics. (shrink)

South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world history textbooks for the ways in which they reproduce Eurocentric colonial hegemony. To conduct our study, we developed four (...) analytical criteria: (a) constructions of Subject/Other, (b) discourses of inclusion/exclusion, (c) silencing of voices, and (d) narratives of re/colonization. Focusing on two major historical themes in the textbooks?the Discovery of New Trade Routes and the Industrial Revolution?we postulate the need to pluralize historical consciousness, reflect the contributions of the East to world history, and rethink curriculum and teaching practices. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:How The Mule Got Its Tale: Moretti’s Darwinian BricolageGeoffrey Winthrop-Young* (bio)Franco Moretti. Atlas Of The European Novel. London: Verso, 1998. [AN]Franco Moretti. Modern Epic: The World System From Goethe To García Márquez. Trans. Quentin Hoare. London: Verso, 1996. [ME]1. Darwinian Preliminaries1805: Cousin de Grainville, Le dernier homme. A world in which humans have displaced the oceans dies from ecological exhaustion. 1836: Louis Geoffroy, Napoléon et la conquête du (...) monde. A history in which Napoleon wins at Waterloo and becomes emperor of the world. 1854: Charlemagne-Ischir Defontenay, Star ou Psi de Cassiopée. A distant planetary system filled with its own mythologies, histories and migration patterns.... A litany of lost names and titles: dead, discarded, ignored, out of print, reduced to pulp and brief entries in reference books, known only to experts specializing in early French science fiction. Cut off from each other with little sense of coherence or continuity, two generations of writers had been probing the many possibilities of a new literary form, some of them in highly imaginative ways, but nobody could have foretold the fate of what Félix Bodin had named littérature futuriste. Suddenly, the literary equivalent of a mass extinction wiped out a broad spectrum of conjectural imaginations. Did they deserve their fate? Wrong question. Who is to blame for their disappearance? Cui bono? The prime suspect, no doubt, is Jules Verne. “It was as if SF had for sixty years sought in vain for an institutional ‘landing point,’” surmises Marc Angenot, before pointing out that Verne’s success coincided with, indeed was based on, the repression of a wide array of promising alternatives [64]. Displaying that jovial bluntness which in his days passed for commendable virility, he extracted certain formal features from his environment, eliminated the rest, and engineered his selections into a highly marketable literary model. A lot began with Verne, but a lot ended with him, too.At the outset a rapidly emerging set of random and undirected variations opens up a multiplicity of future possibilities; then a choice is made, a selection that locks in one particular variant while locking out the competition. Subsequently, a winner—who need not be the best or most promising candidate, but who by virtue of his selection manages to impose definite constraints on future developments—spawns a tradition that coasts along until another crisis is heralded by yet another round of proliferation and selection. Readers familiar with Franco Moretti’s work will recognize this Darwinian scenario, which provides the theoretical backbone for his analyses. In the programmatic essay “On Literary Evolution” in the revised edition of Signs Taken for Wonders, it allows him to whittle down the development of the European novel from its experimental phase in the eighteenth century to the victory of the Bildungsroman in the nineteenth century and its subsequent disintegration to what must be the shortest account of the history of the novel ever written: “Novels/novel/novels” [264]. In The Way of the World it helps explain how it was possible for the Bildungsroman “to emerge victorious from that veritable ‘struggle for existence’ between various narrative forms that took place at the [End Page 18] turn of the eighteenth century” [10]. Modern Epic, in turn, uses the Darwinian model to plot the evolution of the hybrid genre announced in its title, while Atlas of the European Novel explains the morphological change novels undergo when they move from one space to another. But why Darwin? Or, since “Darwin” means many different things to many different Darwinists: why this punctuated, nongradualist, highly contingency-tolerant Gouldian Darwin? How much do we gain by applying the proliferation/lock-in sequence to the development of devices, texts, and genres? What motivates the optimism that the Darwinian paradigm may “help us to explain in a new—and better—way numerous questions that literary history has never succeeded in resolving satisfactorily”? [ME 5].But then why raise these arcane questions? Surely, Moretti’s books center on more relevant issues. Atlas is about space—and given the current critical focus on space, what more timely topic could there be? And what more obvious criticism than... (shrink)

As far back as we know, there have been individuals incapacitated by memories that have filled them with sadness and remorse, fright and horror, or a sense of irreparable loss. Only recently, however, have people tormented with such recollections been diagnosed as suffering from "post-traumatic stress disorder." Here Allan Young traces this malady, particularly as it is suffered by Vietnam veterans, to its beginnings in the emergence of ideas about the unconscious mind and to earlier manifestations of traumatic memory (...) like shell shock or traumatic hysteria. In Young's view, PTSD is not a timeless or universal phenomenon newly discovered. Rather, it is a "harmony of illusions," a cultural product gradually put together by the practices, technologies, and narratives with which it is diagnosed, studied, and treated and by the various interests, institutions, and moral arguments mobilizing these efforts. This book is part history and part ethnography, and it includes a detailed account of everyday life in the treatment of Vietnam veterans with PTSD. To illustrate his points, Young presents a number of fascinating transcripts of the group therapy and diagnostic sessions that he observed firsthand over a period of two years. Through his comments and the transcripts themselves, the reader becomes familiar with the individual hospital personnel and clients and their struggle to make sense of life after a tragic war. One observes that everyone on the unit is heavily invested in the PTSD diagnosis: boundaries between therapist and patient are as unclear as were the distinctions between victim and victimizer in the jungles of Southeast Asia. (shrink)

What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? (...) What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice? (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Art as a Political Act:Expression of Cultural Identity, Self-Identity, and Gender by Suk Nam Yun and Yong Soon MinHwa Young Choi Caruso (bio)IntroductionA number of artists of color, including Asian American women, are creating art from the basis of their lived experiences. Within minority groups searching for their cultural identity, establishing self-identity is an important process. For various psychological and sociological reasons, artists seem inspired to seek deeper (...) meaning and a broader participation in cultural work.1 Asian American women artists, in particular, are currently making art as a means of exploring self-identity, cultural identity, and gender issues. Korean/Korean American minority women artists are creating art as a reaction to their cultural upbringing, which questions issues of identity, gender, ethnicity, politics, cultural, and socioeconomic status. These contemporary artists are breaking away from traditional cultural expectations and overcoming social barriers as artists, women, and Koreans/Korean Americans. With the growing public awareness of women's consciousness and sense of self as women in Korea and as an ethnic minority in America, these artists are redefining their identity. Despite the traditional patriarchal Confucian hierarchy; lack of social, institutional, and political support; and stereotypic gender, cultural, and socioeconomic status expectations for women, a few have stepped out of their traditional roles as women and have become successful artists in Korea and America.The artworks of these artists are worthy of investigation because they appear to be a culturally, socially, and politically motivated artistic expression of the complex multifaceted Korean/Korean American life experiences as women and as Korean immigrant members of a cultural (ethnic) minority in American society. Therefore, two main research questions can be posed: [End Page 71]• Given that art can be constructed out of layers of different experiences and influences, to what extent do the dimensions of cultural identity, self-identity, and gender interweave and contribute to the function of art as a political act for Korean/Korean American women artists?• How do Korean/Korean American cultural, social, and female experiences influence the artistic expression of Korean/Korean American women artists?In order to answer these questions, I selected case study methodology2 and adapted elements of interpretive biography,3 and narrative approaches as developed by Wallace and Gruber.4 According to Denzin,5 interpretive biography involves the collection and analysis of personal experiences, life documents, stories, accounts, and narratives that describe turning-point moments in individuals' lives. Denzin argues that personal experiences and personal stories are derived from a larger cultural, ideological, and historical context. The intent of the biographical project is to problematize the social, economic, cultural, structural, and historical forces that shape, distort, and otherwise alter lived experiences.By using narrative case study methods, I explore elements of self-identity formation, cultural identity, gender issues, personal thoughts, artistic expression, meaning of artworks, professional achievement, and life circumstances. I examine each participant's life in the Korean and American historical, cultural, social, and political environments. I interpret participants' outer lives (what they do) and inner lives (feelings, thoughts, inner self) to capture their deep, profound life experiences. I examine salient themes of their art expression and how the role of art and artistic activity is a part of political, cultural, social, and feminist activism. I further investigate their professional activities in order to identify the multiple roles that contribute to personal and professional identity formation.For the purpose of this study, I selected the contemporary Korean woman artist Suk Nam Yun and the contemporary Korean American woman artist Yong Soon Min as primary participants. These two women artists, despite many social and cultural barriers, chose to become artists; feminists; and social, cultural, and political activists; in addition to fulfilling traditional Korean family and domestic roles. Yun and Min are regarded as the leading contemporary Korean/Korean American women artists whose artworks deal with issues of cultural, social, feminist, political, and hybrid identity and art as political activism.Lippard acknowledges that visual images play an increasingly important role in society.6 Art that connects everyday experience with social critique and creative expression becomes a vital means of reflecting upon the nature of society and social existence.7 Artworks can function as... (shrink)

There is a need for all industries, including healthcare, to reduce their greenhouse gas emissions. In anaesthetic practice, this not only requires a reduction in resource use and waste, but also a shift away from inhaled anaesthetic gases and towards alternatives with a lower carbon footprint. As inhalational anaesthesia produces greenhouse gas emissions at the point of use, achieving sustainable anaesthetic practice involves individual practitioner behaviour change. However, changing the practice of healthcare professionals raises potential ethical issues. The purpose of (...) this paper is twofold. First, we discuss what moral duties anaesthetic practitioners have when it comes to practices that impact the environment. We argue that behaviour change among practitioners to align with certain moral responsibilities must be supplemented with an account of institutional duties to support this. In other words, we argue that institutions and those in power have second-order responsibilities to ensure that practitioners can fulfil their first-order responsibilities to practice more sustainably. The second goal of the paper is to consider not just the nature of second-order responsibilities but the content. We assess four different ways that second-order responsibilities might be fulfilled within healthcare systems: removing certain anaesthetic agents, seeking consensus, education and methods from behavioural economics. We argue that, while each of these are a necessary part of the picture, some interventions like nudges have considerable advantages. (shrink)

What an honor to have political and educational theorists of such caliber take up ideas from my work! What a daunting task to try to respond! My remarks will touch on the following questions: What are some key issues of distributive justice in education today? Why does defining justice in terms of oppression and domination imply that issues of justice cannot be reduced to distribution? How does normalization constitute a major process enacting oppression, and what does this imply for education? (...) What does it mean to include marginalized groups in economic opportunity and democratic process, and how can educational institutions foster such inclusion? Why do issues of religion and other forms of cultural expression belong to a distinct category of justice? Are values of freedom of expression and tolerance in tension with the project of democratic inclusion? How shall we consider transnational issues of educational justice? (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, such as (...) compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

The archive is a cultural institution that creates a framework for the social and collective memory and as such is one of the collection of knowledge institutions that not only preserves and classifies “texts” but uses them to re-create collective memory and sometimes to invent cultural histories. Like all knowledge institutions, the archive is also a construction deeply implicated in knowledge politics or what Foucault calls power/knowledge. In the past the archive has functioned as a central metaphor for the (...) construction of human knowledge in all it is different institutional forms and like the encyclopedia and the camera, the archive produces highly coded representations that make implicit validity claims to the truth and justice of the past. Politically speaking, those who control the archive control the past. In the digital world, the archive is used to describe a machine-readable location as a store for “data” and “information.” Digital technologies radically alter our existing institutions,... (shrink)

International students often turn to various sources for help, including writing center tutors, friends, faculty mentors, online sources such as Google translate, and proofreading and editorial services, among others. While receiving help from these sources is both understandable and somewhat expected, what type and level of help is appropriate or ethical is not always clearly defined. The current research study investigates perceptions of faculty and international students at one U.S. university as to what is ethical in academic writing help for (...) international students in 17 different scenarios. Findings suggest that students, far more than faculty, lacked certainty and agreement on whether certain help they may receive is ethical. The two groups’ views also varied on machine translation and the use of for-pay editors. Faculty, in general, had the least agreement on the use of machine translation and the use of a for-pay editing service for sentence- and discourse-level help and expressed that specific contexts and instructor’s expectations should be taken into consideration. Also, perceptions of students from East Asia showed notable differences. We argue that establishing and communicating clear guidelines concerning writing help should be part of any policy of academic integrity and present an “ethicality index” to help begin conversations as each institution, program, or faculty establishes the boundaries of ethical writing help in a specific context. (shrink)

As one example of how modern Western societies are increasingly obliged to reconcile questions of civility and justice against common, indeed revered, practices that compromise nonhuman animals, this paper examines the recent history of public debate regarding the use of animals for public entertainment in the Canadian West. Using media-based public dialogue regarding the annual Calgary Stampede as a case study and couching the high-risk use of horses in the sociological language of “sports-related violence,” the paper explores the various arguments (...) for and against the continued use of horses at the self-proclaimed “Greatest Outdoor Show on Earth” despite unambiguous evidence of the harm that regularly, and sometimes graphically, occurs. (shrink)

Purpose In this paper, faculty librarians at an academic institution explore the ethical dimensions of conducting research with user-generated social networking service data. In an effort to guide librarian-researchers, this paper first offers a background discussion of privacy ethics across disciplines and then proposes a library-specific ethical framework for conducting SNS research. Design/methodology/approach By surveying the literature in other disciplines, three key considerations are identified that can inform ethical practice in the field of library science: context, expectation, and value (...) analysis. For each of these considerations, the framework is tailored to consider ethical issues, as they relate to libraries and our practice as librarian-researchers. Findings The unique role of the librarian-researcher demands an ethical framework specific to that practice. The findings of this paper propose such a framework. Practical implications Librarian-researchers are at a unique point in our history. In exploring SNSs as a source of data to conduct research and improve services, we become challenged by conflicting and equally cherished values of patron privacy and information access. By evaluating research according to context, expectations, and value, this framework provides an ethical path forward for research using SNS data. Originality/value As of this paper’s publication, there is no existing ethical framework for conducting SNS research in libraries. The proposed framework is informed both by library values and by broader research values, and therefore provides unique guidelines for the librarian-researcher. (shrink)

Currently, boys growing up in urban poverty remain severely under-represented in Australian higher education. To explore this phenomenon, we draw on recent research with boys in Year 12 who will potentially be first-in-family as well as their teachers. The overarching research question framing the chapter is: “How do the school experiences of marginalized young men, living in one of the poorest urban regions in Australia, influence their transition to university?” Research on social mobility has documented that schooling plays a (...) significant role in how students transition to university, where school experiences can significantly influence the success of students from disadvantaged backgrounds. We draw on case study data from one school site, Chipple Senior College, located in the western suburbs of Sydney, to show how certain learner identities are cultivated through institutional tracking as well as teacher–student relationships concerning career guidance counselling and mentorship. Specifically, we identify certain divergences between how teachers view the transition journey of these boys, compared with how the boys themselves see it. The findings indicate discourses of gender—as well as institutional practices—play a significant role in orienting these young men toward their futures. (shrink)

This is a fundamental re-assessment of the world-view of the alchemists, natural philosophers and intelligencers of the mid 17th century. Based almost entirely upon the extensive and hitherto little-researched manuscript archive of Samuel Hartlib, it charts and contextualises the personal and intellectual history of Johann Moriaen (c.1592-1668), a Dutch-German alchemist and natural philosopher. Moriaen was closely acquainted with many of the leading thinkers and experimenters of his time, including René Descartes, J.A. Comenius, J.R. Glauber and J.S. KÃ1⁄4ffler. His detailed reports (...) of relations with these figures and his response to their work provide a uniquely informed insight into the world of alchemy and natural philosophy. This study also illuminates the nature and mechanisms of intellectual and technological exchanges between Germany, The Netherlands and England. (shrink)

* This paper was originally given as one of the Doris Lee Lectures on February 20th 1975, at the University of London Institute of Education.

Abstract:This paper explores multiple encounters between activist-survivors of Japanese military sexual slavery (“comfort women” or halmonis, meaning “elderly women” or “grannies” in Korean) and solidarity activists. I mainly focus on the stories of two foundational figures in the ongoing justice campaign for the survivors, both of whom faced that forceful military act (between 1932 and 1945) as teenage girls in colonized Korea, although in dramatically different ways: Yun Chung-ok, a leading scholar and activist who, having managed to escape the fate (...) of many other peers, first spoke out about Japanese military sexual slavery, and Kim Bok-dong, a survivor and human rights activist. This paper will address the multiple encounters and dialogues of memories to resituate subjects, which led to overcoming personal trauma and reaching out to others and continues to drive the redress movement. Drawing on oral history interviews, feminist ethnography, and various documented resources including survivors’ testimonies, which have been archived for around twenty years as part of my own scholar-activist work, I juxtapose these women’s lives to show how a community of responsibility has been formed to decolonize androcentric history. The women involved in the movement for the resolution of the Japanese military sexual slavery issue reinterpreted their experiences as having been formed by imperialism, colonialism, and patriarchy. While caring for and healing with one another, they suggested the possibility of a new subject formation. Through mutually constructed identities, activist-survivors broke away from social stigma and became agents who led transformation of a postcolonial society. (shrink)

This paper explores multiple encounters between activist-survivors of Japanese military sexual slavery and solidarity activists. I mainly focus on the stories of two foundational figures in the ongoing justice campaign for the survivors, both of whom faced that forceful military act as teenage girls in colonized Korea, although in dramatically different ways: Yun Chung-ok, a leading scholar and activist who, having managed to escape the fate of many other peers, first spoke out about Japanese military sexual slavery, and Kim Bok-dong, (...) a survivor and human rights activist. This paper will address the multiple encounters and dialogues of memories to resituate subjects, which led to overcoming personal trauma and reaching out to others and continues to drive the redress movement. Drawing on oral history interviews, feminist ethnography, and various documented resources including survivors’ testimonies, which have been archived for around twenty years as part of my own scholar-activist work, I juxtapose these women’s lives to show how a community of responsibility has been formed to decolonize androcentric history. The women involved in the movement for the resolution of the Japanese military sexual slavery issue reinterpreted their experiences as having been formed by imperialism, colonialism, and patriarchy. While caring for and healing with one another, they suggested the possibility of a new subject formation. Through mutually constructed identities, activist-survivors broke away from social stigma and became agents who led transformation of a postcolonial society. (shrink)

The recent resurgence of knitting is an ambiguous social phenomenon because it has pre-industrial connotations in late modern society. Knitting is inherently an ambiguous practice which blurs the boundary between production and consumption, the material and the mental and subject and object. This paper explores Korean knitting practice from the angle of social practice. An examination of knitting practice in Korea revealed that the inherent heterogeneity is intricately intertwined with the complex landscape of knitting practice, which is dispersed in a (...) range of different forms of subgroups. Also, the multifaceted aspect of these subgroups which combines consumption, production, education and socialization, refers to the complicated and contrasting aspects of contemporary consumption and consumers. This paper particularly pays attention to the role of practical understanding as a form of skill, know-how and knowledge in the formulation and transformation of knitting practice. It also examines the emotional landscape of knitting practice, which is constructed and mediated in close interconnection with the material dimensions of the practice. (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, such as (...) compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

Purpose The debate about the end-of-life care decision is becoming a serious ethical and legal concern in the Far-Eastern countries of Korea, China and Japan. However, the issues regarding end-of-life care will reflect the cultural background, current medical practices and socioeconomic conditions of the countries, which are different from Western countries and between each other. Understanding the genuine thoughts of patients who are critically ill is the first step in confronting the issues, and a comparative descriptive study of these perspectives (...) was conducted by collaboration between researchers in all three countries. Methods Surveys using self-reporting paper questionnaire forms were conducted from December 2008 to April 2009 in Korea (six hospitals in two regions), China (five hospitals in four regions) and Japan (nine hospitals in one region). The subjects were patients who were critically ill who had been diagnosed as having cancer. A total of 235 participants (Korea, 91; China, 62; Japan, 52) were eventually recruited and statistically analysed. Results Most respondents had sometimes or often thought of their own death, mostly fear of ‘separation from loved ones’. They wanted to hear the news regarding their own condition directly and frankly from the physician. A quarter of them preferred making end-of-life care decisions by themselves, while many respondents favoured a ‘joint decision’ with their family members. The most favoured proxy decision maker was the spouse, followed by the children. Most admitted the necessity of ‘advance directives’ and agreed with artificial ventilation withdrawal in irreversible conditions. The most common reason was ‘artificial prolongation of life is unnecessary’. Most respondents agreed with the concept of active euthanasia; however, significant differences were sometimes observed in the responses according to variables such as patient's country of origin, age, gender and education level. Conclusion Patients in Far-Eastern countries gave various responses regarding end-of-life care decisions. Although familial input is still influential, most patients think of themselves as the major decision maker and accept the necessity of advance directives with Westernization of the society. Artificial ventilation withdrawal and even active euthanasia may be acceptable to them. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. (...) Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

Psychopathy continues to be a challenge in forensic contexts, and evidence of its association with destructive behaviors, such as aggressive antisocial behaviors, is extensive. However, the potential role of intelligence as moderator of the well-established association between psychopathy and aggressive antisocial behaviors has largely been neglected, despite intelligence having been independently related to both concepts. Increased knowledge of whether intelligence is relevant to this association is needed because of its possible implications on the assessment and treatment of individuals with psychopathic (...) traits and aggressive antisocial behaviors. This study aimed to investigate the association between psychopathic traits, aggressive antisocial behaviors, and intelligence in young violent offenders and to test whether intelligence moderates the relationship between psychopathic traits and aggressive antisocial behaviors. Participants were 269 male violent offenders aged 18 to 25 years, assessed on the Psychopathy Checklist-Revised (PCL-R), the Life History of Aggression (LHA), and the General Ability Index from the Wechsler Adult Intelligence Scale, 3rd edition. Associations were tested with Spearman’s rho and moderation analysis was performed through ordinary least squares regressions. The PCL-R four-facet structure was used for the analyses. We found a positive association between psychopathic traits and aggressive antisocial behaviors, and a small, negative association between the Affective PCL-R facet and intelligence. In the moderation analyses, a small yet statistically significant moderation effect of intelligence on the association between the Interpersonal facet and LHA total scores was demonstrated. However, the amount of variance in the LHA total score explained by the model was very small; 2.9%. We suggest that intelligence, however important for rehabilitation strategies and everyday functioning, is not necessarily pertinent to understanding aggressive antisocial behaviors in young offenders with psychopathic traits. (shrink)

The political articulation of sexual violence, as legally understood today, took place in India from 1970s onward. In succeeding decades, its definition broadened, positioning it in contexts of caste-based violence, of violence against women at workplaces, and of custodial violence. The Delhi gang rape case, in 2012, introduced another set of political and legal articulations, simultaneously revealing the very politics around them. This paper begins by tracking these phases and definitions, to emphasize one area where such violence has been vocalized (...) the most in recent years, i.e. institutes of higher education in India. Legal codes in this context, carry grave contradictions. Beside, altogether different interpretation occurs when these are applied within institutes of higher education via bureaucratic channels. Recorded cases have shown presence since 2013, except in some regions which appear in negligible measure. Therefore, alongside tracing the historical journey of political articulations of sexual violence in institutes of higher education, this paper takes the case of Raipur city, in the state of Chhattisgarh located in the central-eastern part of India, which has negligible presence in sexual violence crime records in the context of higher educational institutes. Based on a close reading of legal texts, and field visits conducted across institutions in Raipur between 2020–2022, I argue that the limitation of law in combating gender violence, appears not when it is neglected, but often when it is consciously reinterpreted against minority communities, despite claiming to protect those very communities. I attempt to reassess the potential of ‘law’ as a tool to combat gender violence, around existing debates around society and law. (shrink)

Violence in sexual-affective relationships among teens and young people is recognized as a social, educational, and health problem that has increased worldwide in recent years. Educational institutions, as central developmental contexts in adolescence, are key in preventing and responding to gender violence through implementing successful actions. In order to scientifically support that task, the research reported in this article presents and discusses a psycho-educational intervention focused on autobiographical memory reconstruction that proved to be successful in raising young women’s (...) critical consciousness about the force of the coercive dominant discourse upon sexual-affective experiences and memories. We examined among a sample of young women (n = 32, age range 17-30) whether reading a scientific text about love, the Radical Love book, modified autobiographical memories of violent sexual-affective relationships in line with preventing future victimization. This group was compared with a control group (n = 31, age range 17-30). Memory reports were collected before and after the reading and coded to analyze their content, both quantitatively and qualitatively. Memory quality features were assessed with the Memory Quality Questionnaire. A focus group was also conducted to examine the personal impact of the intervention on participants. Compared with controls, the experimental group had stronger critical memories (of episodes involving violence), an average decrease in positive emotions induced by recall, and an average increase in negative emotions. The results show the effectiveness of the reading intervention designed in relation to gender violence prevention, as they indicate the ability of the psycho-educational action to debilitate the force of the coercive dominant discourse in young women’s memories. The findings both advance knowledge on the reconstructive nature of autobiographical memories of violent sexual-affective relationships in female youth and indicate the potential of memory-based interventions as an instrument to prevent and reduce gender violence in school contexts. Teachers and teaching staff, and educational psychologists, among others, can benefit from these results by expanding the tools they have to address gender violence among female adolescents and youth. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:FROM SACRIFICIAL VIOLENCE TO RESPONSIBILITY: THE EDUCATION OF MOSES IN EXODUS 2-4 Sandor Goodhart Purdue University When toward the end of his life Moses tried to stave off death, God said to him: "Did I tell you to slay the Egyptian?" (Midrash in Plaut 383) I. Education in Plato and Judaism The word "education", of course, comes from the Latin, educare, meaning "to lead out" or "to bring up," (...) and both its Latinate morphology and the semantic value it assumes in English reflect its peculiar history. To "lead out" implies in the first place leadership, which is to say a relationship between one designated as a "leader" and another (or others) designated as the "led." The notion of leadership also entails a movement through which the leader propels the led, namely from a region designated as "inside," to another designated as "outside." Within the Western context, which is to say, within the Western European historical experience which traces itselfback through the romance language speaking countries to Rome and ultimately to Greece, the primary articulator ofthe notion of education we have inherited is, of course, Plato. Although Plato's Republic is nominally about justice, and even more specifically the "just" state, commentators have long pointed out that it is really about education (see, for example, Havelock). How shall the guardians ofthe state that we shall term "just" be educated?, Plato's interlocutors ask themselves. In this regard, of course, Plato was challenging the educational system already in place at the time at the head of which was Homer and the Homeric epics, and substituting for an older oral culture founded on an elaborate system of mnemonics another founded more decisively upon writing and the alphabet. Some have argued that in place of a aural or Sandor Goodhart1 3 hearing-centered culture Plato was inaugurating a visual or video-centric cultural organization, and much work is currently being done in this area (see, for example, Ong). What was Plato's educational solution? It was an appeal, in short, to the true, to the language of reason, and to the realm of the ontological as the context in which the true could be defined. The true, as the phenomenological tradition has taught us, may be regarded as the separation of that which has being from that which does not have being, that which only appears or seems to be from that which truly is. Reason in this context is the method or modality ofthinking by which such difference or distinction between the true and the false becomes articulated. Education may then be said to be the process by which all of this occurs, by which one learns to separate appearances from reality, the true from the false, the reasonable from the unreasonable, and thereby the process by which one avoids slavery. For at bottom the enemy for Plato remains slavery and the goal remains freedom from its ravages. Plato, for one, defines his program in specific opposition to Greek tragedy, which he takes among the species ofmimesis or of mimetic poesis that he cites to be the worst threat to his program of absolute difference. The tragic poets leave us without an antidote, he tells us, to its irresistible seductions. Even the best of us—by which he would certainly include Socrates, who has been educating these young men about the processes of education—go to the theater, follow the theatrical performance with enthusiasm, beat their breasts along with the players, and finally praise as most worthy those playwrights who most enable this enthusiasm to take place. The distinction between the true and the mimetic, between the true and the imitational or representational, between that which has being and that which only shadows being, is always on the verge of collapsing in this context. And as a consequence the only safe state, Plato tells us, is the one that excludes theatrical performance from its premises. There is no place in the present context to develop any further the complicated relationship Plato has with his predecessors, and I have hinted at this relationship elsewhere (see Goodhart 261). Suffice it to say that Plato remains in this regard the master in Western circles ofall... (shrink)

In this powerful new study Edward Baring sheds fresh light on Jacques Derrida, one of the most influential yet controversial intellectuals of the twentieth century. Reading Derrida from a historical perspective and drawing on new archival sources, The Young Derrida and French Philosophy shows how Derrida's thought arose in the closely contested space of post-war French intellectual life, developing in response to Sartrian existentialism, religious philosophy and the structuralism that found its base at the École Normale Supe;rieure. In a (...) history of the philosophical movements and academic institutions of post-war France, Baring paints a portrait of a community caught between humanism and anti-humanism, providing a radically new interpretation of the genesis of deconstruction and of one of the most vibrant intellectual moments of modern times. (shrink)

Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people’s resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, (...) political support, resources, skills, and hope. This volume offers a global perspective on education initiatives by and for young people that promote a transition to sustainability. It includes 38 essays co-authored by 68 contributors from 25 nations, representing a diversity of geography, gender, and generation. "The development of youth leadership has been a central concern of my professional work. Young people have a lot to offer to sustainable development and should participate in planning for our planet’s future. This rich collection of theoretical and practical approaches captures the growing response of young people to this challenge. I am particularly pleased with the attention paid to the role of often-underrepresented regions of the world, to the role of women, and to the Earth Charter in the creating of a peaceful and sustainable future." Julia Marton-Lefèvre, Director General of IUCN (International Union for Conversation of Nature), and former Rector of the University for Peace "This book is a rich, global tapestry depicting the inter-linkages among youth, education and sustainable development. What is particularly interesting is that it shows how education, at all levels, can be a powerful engine for promoting sustainability. This work is an important contribution to the United Nations Decade of Education for Sustainable Development." Goolam Mohamedbhai, Secretary-General, Association of African Universities, and Past President, International Association of Universities "This important and skillfully-prepared book comes at a critical time.... A great strength of this volume is that it blends together theoretical and practical insights regarding education for sustainable development by and for young people. It is written from diverse cultural perspectives from all world regions. Readers, from many fields, especially young people and their teachers, will find it timely and relevant. I hope that it will inspire the younger generation to get involved in seeking solutions to the challenges we face." James Gustave Speth, Former Administrator of the United Nations Development Programme, and Dean Emeritus of the School of Forestry and Environmental Studies at Yale University "It is my hope that you are inspired, as I have been, by Young People, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis, for the stories in this volume are full of the possibilities that emerge when we honor and support young people." Ruud Lubbers, Former Prime Minister of The Netherlands, and past United Nations High Commissioner for Refugees. (shrink)

The objective of this study is to explore and to verify the utility of the five moral foundations to differentiate between two understudied groups, namely, young offenders who use violence against their parents or dating partners, as well as to predict the extent to which these young people justify violence and perceive themselves as aggressive. Although both types of violence imply, by definition, harming someone and adopting a position of authority, we hypothesize a very different role for at (...) least these two moral foundations. Our results support this idea and show a much lower regard for the five moral foundations, including care and authority, in the child-to-parent violence group than in the dating violence group. Additionally, the authority foundation was able to increase the effectiveness of correctly classifying the participants in one group or the other by 29%. Finally, care and authority, along with fairness, served to predict justification of violence and self-perceived aggressiveness. The moral foundations approach provides preliminary evidence to better understand two specific types of youth violence and extract preventive educational and treatment strategies. (shrink)

The confession quoted above by way of introduction reveals with tragic sincerity the fatal passion of an overly avid reader, unlimited in curiosity certainly but fully conscious of the demanding finality of the work he had to accomplish: the scientific critique of an international system of social organization, “in which man is a humiliated, enslaved, abandoned and scornful being” (1844). Cultivating poetry and philosophy in a world felt to be unlivable meant becoming an accomplice of those individuals and institutions principally (...) responsible for the barbarity called modern civilization. But to combat this, it was necessary to scour the murky historical horizon issued from a distant past where only great social revolutions marked the stages of a progression seen as ambiguous because realized by means of unspeakable phenomena of regression. Only one revolution took place under the contradictory sign of an emancipation with universal ambitions and of a decline with indelible consequences: the French Revolution. Conclusion as well as beginning, it was studied by Marx as a unique event, both in relation to its antecedents as well as its liberating promises. Although it is true that Marx “never wrote a history of the ancien régime”, a hardly significant remark, it is no less true that he studied and compiled, with the eagerness of a schoolboy enthralled by history, an enormous mass of documentation that can “help understand how (the ancien regime) gave birth to the Revolution”, despite what François Furet might think (Marx et la Révolution française, Paris, 1986, p. 79). Moreover, the author of Das Kapital drew from the revolutionary history of France the inspiration for a “poetry of the future” in which the following vision was designed:“The old bourgeois society, with its classes and its class antagonism, gave way to an association in which the free development of each individual is the condition for the free development of the whole” (1848). (shrink)

The aim of this study is to identify the typical psychological, demographic, socio-economical, educational, health, and criminological characteristics of juvenile delinquents who tend to continue in their criminal career to adulthood and therefore obstruct the possibility of successful, non-offending integration to society. Subjects of research were young male prisoners jailed in the Juvenile imprisonment house that completed the test battery. By ex-post analysis after a period of five years, the differences between offenders and non-offenders were identified. Results show significant (...) differences in the age of prisoners, length of imprisonment, presence of violent offence in the criminal history, number of previous offences recorded, differences in factors i, h, and q1 from the Sixteen Personality Factor Questionnaire, responses within the Hand test characteristic, and in several signs of the drawings in a Draw-A-Person test. The importance and influence of listed factors is discussed. (shrink)

We argue for peace education as a process of improving the quality of everyday relationships. This is vital, as children bring their habits formed largely by social and political institutions such as the family, religion, law, cultural mores, to the classroom (Splitter, 1993; Furlong & Morrison, 2000) and vice versa. It is inevitable that the classroom habitat, as a microcosm of the community in which it is situated, will perpetuate the epistemic practices and injustices of that community, manifested in attitudes, (...) beliefs, behaviours and actions that can limit the child’s ability to learn. The educational task then, is to create opportunities for children to problematize the very environment they inhabit. To this end, our concern is for peace education aimed at addressing epistemic violence; a form of harm brought about by a particular rationality of domination. -/- The classroom community of inquiry, initially developed by Matthew Lipman and Ann Sharp as the methodology for the Philosophy for Children (P4C) approach to education (Lipman & Sharp, 1978; Lipman, Sharp & Oscanyan, 1980), is often viewed as a solution to inequality in the classroom—an intellectually safe environment which allows students to explore, practice and internalize good reasoning through philosophy so that they can make school relevant to their lives. Traditionally, the teacher’s role is to take a ‘neutral stance’ in discussion during the conduct of a community of inquiry. However, we argue that it is misplaced to assume that the community of inquiry is a safe intellectual environment in which the teacher as co-inquirer also facilitates the discussion procedurally, letting the argument lead, which Lipman took as the guiding principle for his process of inquiry. For, as Paulo Freire (1987) put it: -/- ... the dominant ideology makes its presence in the classroom partly felt by trying to convince the teacher that he or she must be neutral in order to respect the student. This kind of neutrality is a false respect for students. On the contrary, the more I say nothing about agreeing or not agreeing out of respect for the others, the more I am leaving the dominant ideology in peace! (p. 174). -/- Teachers must be aware of the possibility of epistemic violence to be able to detect and disrupt it, in order to facilitate a peaceful inquiry. We do not consider peace in the negative, as the absence of conflict, but in the positive as the capacity to respond skilfully to conflict as a way of life. Therefore, we concentrate on peace education that prepares students to turn conflict into inquiry, rather than peace education as values education or character education that instils values of ‘fraternity and non-violence’ (Gregory, 2004, p. 277). The community of inquiry provides such a framework, however, we argue that it must be facilitated in a way that mitigates the effects of epistemic violence by creating an educational habitat in which multiple ways of knowing can flourish. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own (...) aims and methodology. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Despite high rates of gendered violence among youth, very few young women report these incidents to authority figures. This study moves the discussion from the question of why young women do not report them toward how violence is produced, maintained, and normalized among youth. The girls in this study often did not name what law, researchers, and educators commonly identify as sexual harassment and abuse. How then, do girls name and make sense of victimization? Exploring violence via the (...) lens of compulsory heterosexuality highlights the relational dynamics at play in this naming process. Forensic interviews with youth revealed patterns of heteronormative scripts appropriated to make sense of everyday harassment, violence, coercion, and consent. Findings inform discussions about the links between dominant discourses and sexual subjectivities as we try to better understand why many regard violence a normal part of life. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

This is a review of the book Archiving Sovereignty by Stewart Motha. Typical of critical legal writing, the monograph challenges our conditioned perception about the sovereign State. As such, it provides us with access to an archive of sovereign violence created by the law. It is argued that judicial decisions sustain and recreate sovereign power by way of destruction of facts. The focus here is on states with imperial histories, taking as case studies several islands in the Indian ocean region.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

Zaolian refers to courtship or dating among young people in elementary and secondary school systems. In today’s China, it is regarded as a serious social problem related to minors/adolescents. To safeguard their moral, hygiene and promising future, it is believed that zaolian should be prevented and controlled by school regulations, family pressures, and even state laws. This paper attempts to provide a historical explanation to origins of this specific juvenile delinquency in China’s long twentieth century. Firstly, it offers a (...) critical discussion on current scholarships, which dismiss zaolian either as a Freudian sexual repression by the Chinese Communist regime since 1949 or as a product of this regime’s social control efforts in the early 1980s. Unconvinced by these explanations, it then presents a new approach to examine “moral, ideological and structural” origins of zaolian. The moral and ideological origins include traditional Confucian patriarchy and its sexual norms, a new regime of western medical sciences, and the sexual repressive regime of the Chinese Communist Party, and all of them could be traced at least in the early 20th century. Lastly, it turns to the more crucial structural origins, or the three institutional-buildings responding to globally circulating discourses since the early 20th century: modern marriage against zaohun, family planning policy against zaoyu and modern educational system. Zaolian as a social problem was fledged in the 1980s when the three institutions had been well-established in China. (shrink)

The three texts addressed in this review essay challenge us to question and creatively re-imagine the representation of material spaces at the centre of the colonial project: oceans, islands, ships and archives. Elizabeth McMahon deconstructs the island and its metaphorics, charting the relationship of geography, politics and literature through the changing status of islands, as imagined by colonists, beginning in the Caribbean and ending in Australia. Renisa Mawani destabilises colonial geography by re-animating the ocean and presents, amongst others, the ship (...) and the ocean, as both method and juridical form. Writing against the ‘free sea’, Mawani addresses the imperial reliance on control of the ocean and the intensive juridification of the sea. Stewart Motha re-imagines law’s aggressive acts of adjudication, and challenges its originary fictions by exploring the logic, aesthetics and violence of legal processes that preserve and disavow the past at the same time. Each monograph considers the imaginaries, fictions and material geographies of colonialism, alongside how these imaginaries have been used as sites of counter-claim and resistance by those subjected to their technologies. (shrink)

Educational phenomena and child development fascinate many disciplines for which they offer a tremendous field of experimentation and application. More than a hundred years ago, when educational sciences adopted the main institutional emblems of an academic discipline (chairs, diploma, laboratories, scientific network etc.), they obviously vacillated between the dream of becoming a unified science (as pedology testifies), and the claim of a rewarding pluridisciplinarity that could synergise all disciplines concerned with the child and with education. This paper asserts that the (...) issue of pluridisciplinarity is constitutive for the development of sciences of education whose object is ever coveted by other disciplines. The first section adopts the point of view of a social history and, on the basis of voluminous archives, it describes the main lines of the shaping of this pluridisciplinary field in Geneva, representative of that which also occurs elsewhere. In the second part, it presents a more theoretical reflection on the tensions and pitfalls of what we call the 'process of disciplinarisation' of educational sciences, outlining the characteristics of this constitutively pluridisciplinary field. (shrink)