Urban Legends of Maldivian Schools.pdf (original) (raw)
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School Discipline as Reflected in Children's Folklore
Main focus of this article is on narrative representation of the school discipline (student resistance, incompliance and conflicts with teachers) in Russian school folklore and official school documents in the second half of the 20th century. Two genres of school jokes (written and oral), school rules and official lists of allowed punishments were compared. Concept of discipline is operationalized as disciplinary episodes depicting student infringements or disciplinary acts (punishments) taken by teachers. Distribution of infringements and punishments among studied genres and genre differences in perspective on the same disciplinary episodes discover subtle borders between official and unofficial view on discipline in Soviet school. Also I suggest several semantic categories, guiding narrative representation of school discipline: isomorphism of disciplinary and schooling processes, risk involved in initiating disciplinary conflict, connection between discipline and everyday school routine, internal structure of disciplinary system (hierarchy of punishments).
History of Education & Children's Literature, 2013
ABSTRACT: During his rule, Sultan Abdulhamid II (r. 1876-1909) had to recover as a financially, militarily, and politically sick of European man. After losing vast Christian territories in the Balkans he also had to initiate Pan-Islamic politics to protect unity and cope with European driven liberalist movements among the Arabs. Knowing that education is the most important factor in development and community enlightenment, Sultan Abdulhamid II attempted to reform and expand the Ottoman educational system by establishing several educational institutions for various purposes during his reign. Among them, the «Royal School for Tribes», established in 1892 in Istanbul, is distinguished from others with its aims and students. EET/TEE KEYWORDS: History of Education; Ottoman Empire; School System; Tribes: Educational Reform; Nationalization; Turkey; XIX-XX Centuries.
Lessons from Contemporary Schools
Sociological Bulletin, 1998
When we look at the panorama of schools in Banaras today, the first thing that strikes us is the amazing variety and range of these schools. They can be called anything from Shishu Mandir (Temple to Infants') to Oxford Public School. There is a Harvard and a Cambridge too, as well as two St Josephs, one Catholic and one 'secular', a St Mary's, a St John's, and a St Vyas. There are innumerable Little Birds, Tiny Tots (and Tiny Taughts), Sun Beams, Golden Boughs, T emple Bells, Gloria, Glorious, Margarate [sic], Don (and Dawn) 'Public Schools,' 'Academies' and 'Convents'. Most have grand and impressive signs that lead onto a verandah, playground, or narrow passage with another opening, which leads in turn, like the White Rabbit's tunnel, into a whole world. These are all ostensibly English medium schools, and want to make their affiliation clear from their very name. Then there are all the Hindi, Urdu, Urdu-Arabic, and Sanskrit medium schools that pronounce their own intentions by their nomenclature. Most of the Hindi schools are named after role models, such as Tulsi Das or Madan Mohan Malaviya. But the cultural fund to be gained in thus naming them is arguably lost as children and the public reduce the names to undifferentiable barebones: TVS, CHS, DPS, and so on. Madrasas are typically, in flowery Urdu, gardens, springs, and centres of learning. Non-madrasa Muslim schools are a stark contrast: City Girls' School and National Public School. Sanskrit schools all name t he patron, and sometimes only the patron, as another abbreviation takes place, with only the first part of the name spoken, thus: Adarsh Rani Chandravati (Sanskrit Mahavidyalaya); Goinka (ditto); Sri Nandlal Bajoria (ditto). I collected basic data on about 100 of the schools of Banaras, choosing them randomly from what accosted me in the streets and lanes. Some fifty of these I pursued further, visiting regularly, observing in their classrooms, interviewing their managers, principals, teachers and servants, interacting with the students, and studying their textbooks and odd materials. In this essay, I partly act as the naive observer, asking some basic questions about schooling. Of the many fascinating processes that go on under the school roof, or the improvised roofs in the courtyard as the case may be, I focus on one direct question and one indirect one: What is the child learning in these schools? And what do we learn Nita Kumar is on the faculty of the Centre for the Studies in Social Sciences,
International Bibliography of History of Education and Children's Literature (2014)
The present overview International Bibliography of the history of education and children's literature about the year 2014 is the third of a serie, which has been published in 2012 and 2103 on the international journal «History of Education & Children's Literature» and concerned the four years period 2010-2012 and 2013; it was followed by the publication of two volumes about the same period. This specialized bibliographical overview includes researches and studies about the history of education edited around the world (articles published in journals, monographs, collections of essays, proceedings and textbooks). In order to build the present work tool, addressed in particular to the scholars of history of education and of children's literature, it was necessary to go systematically through an outstanding quantity of national and international specialized publishers' catalogues (historical studies, social and human sciences, educational sciences), as well as through the catalogues of almost 400 high specialized scientific reviews published in different countries of the world.
The Neglected Municipal School
Contemporary Education Dialogue, 2019
In state and central governments, there is a widespread perception that it is the rural areas that are in the greatest need of government assistance. By the same token, it is assumed that the educational problems are more urgent in rural areas. In this understanding, the taluka town is willy-nilly classified as urban, and little attention is given to the fact that as far as government-run primary education goes, the town is worse off than the village (and undoubtedly than the large city). In order to discuss this further, I will narrate a couple of stories. These go back to the very beginning of our work, before we had started Kamala Nimbkar Balbhavan or developed our approach to teaching early literacy.
offficers at schools published version
In this article both the historical origins and the consequences of the flow of retired military personal into the Israeli school system are examined. In the first part there is a sketch of the history of this invasion. This is then followed by an analysis of the way in which the ex military personal entered the Israeli school system and how they failed, as a rule, to deliver the goods they were expected to deliver. The article ends by suggesting that this failure can largely be attributed to the differences between military values and education values.
On the trail of the school inspector
This is about a school inspector's diary, a hundred years ago in British India, in Bangalore. There are classroom observations from those days. How did those schools look, and how do they look now, 100 years later? Is anything different...?