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1 – 10 of over 6000The purpose of this paper is to examine expert ideas about education for citizenship in 1930s Australia. Drawing on a larger study of adolescence and schooling during the middle…
Abstract
Purpose
The purpose of this paper is to examine expert ideas about education for citizenship in 1930s Australia. Drawing on a larger study of adolescence and schooling during the middle decades of the twentieth century, the paper explores the role of international networks and US philanthropy in fostering the spread of new psychological and curriculum ideas that shaped citizenship education, and broader educational changes during the interwar period. A second purpose is to provide historical perspectives on contemporary concerns about the role of schooling in addressing social values and student wellbeing.
Design/methodology/approach
The discussion is informed by approaches drawn from Foucauldian genealogy and historical studies of transnationalism. It examines constructions of the good and problem student and the networks of international educational expertise as forms of “travelling ideas”. These transnational exchanges are explored through a close analysis of a defining moment in Australian educational history, the 1937 conference of the New Education Fellowship.
Findings
The analysis reveals the ways in which psychological understandings and curriculum reforms shaped education for citizenship in the 1930s and identify in particular the emergent role of psychology in defining what it meant to be a good student and a good future citizen. The paper further finds that Australian education during the interwar years was more cosmopolitan and engaged in international discussions about citizenship and schooling than is usually remembered in the present. Elaborating this is important for building transnational histories of knowledge exchange in Australian education.
Originality/value
The paper shows the value of a relational analysis of school curriculum and psychological understandings for more fully grasping the different dimensions of education for citizenship both in the interwar years and now. It offers fresh perspectives on contemporary educational debates about globalisation and youth identities, as played out in current concerns about social values and schooling.
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Abstract
Purpose
This paper traces the incorporation of western educational histories in the development of normal-school curricula during the late Qing Dynasty and the Republic of China (1901–1944). It uses publication networks to show how the study of comparative educational history facilitated the international circulation of knowledge in the teaching profession, and how the “uses” of educational history were shaped by larger geopolitical forces.
Design/methodology/approach
This paper analyzes the international exchange of texts between normal schools in China and Japan and, subsequently, between normal schools in China and the United States. A database of 107 publications in the field of western educational history that were adopted in China reveals specific patterns of textual citation, cross-reference, and canon-formation in the field of educational historiography.
Findings
With conclusions derived from a combination of social network analysis and clustering analysis, this paper identifies three broad stages in China's development of normal-school curricula in comparative educational history: “Japan as Teacher,” “transitional period” and “America as Teacher.”
Research limitations/implications
Statistical analysis can reveal citation and reference patterns but not readers' understanding of the deeper meaning of texts – in this case, textbooks on the subject of western educational history. In addition, the types of publications analyzed in this study are relatively limited, the articles on the history of education in journals have not become the main objects of this study.
Originality/value
This paper uses both quantitative and qualitative methods to uncover the transnational circulation of knowledge in the field of comparative educational history during its formative period in China.
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Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some…
Abstract
Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.
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This chapter explores the potential of transnational history for researching global higher education policy. It begins with an overview of transnational history as a perspective…
Abstract
This chapter explores the potential of transnational history for researching global higher education policy. It begins with an overview of transnational history as a perspective, demonstrating how it is, in part, a response to processes of globalization that have also transformed contemporary higher education. Second, it reviews key features of transnational history as a perspective that can enhance global higher education policy research. The third part takes dimensions of contemporary global higher education and discusses how these can be approached through a transnational historical perspective drawing on the features outlined. The chapter concludes by highlighting how a transnational historical approach can enable new insights and research questions as well as some challenges presented by this perspective. The spatial focus of the chapter is predominantly European higher education, though the implications are more general.
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Many feminist scholars have challenged West-centric epistemologies and offered concepts such as multiple modernities and decoloniality as appropriate frames for understanding and…
Abstract
Many feminist scholars have challenged West-centric epistemologies and offered concepts such as multiple modernities and decoloniality as appropriate frames for understanding and challenging knowledge hierarchies. Much of these challenges have come from the two-thirds world, though some emanated from scholars located in the one-third world. This chapter presents two related discussions. First, the challenge of moving beyond binaries such as the Global North and South, or one- and two-thirds worlds, even though every region, nation-state, and locale is marked by many discussions, debates, and challenges between the privileged and marginalized within the realms, currently and historically. Second, our scholarly ability to consider a broader knowledge production process, especially evident through the productions through virtual spaces. I examine efforts to include indigenous knowledge by feminists, and reflect on the continuing challenges of dismantling knowledge hierarchies.
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Jing Qi, Catherine Manathunga, Michael Singh and Tracey Bunda
The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas…
Abstract
Purpose
The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China.
Design/methodology/approach
This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies.
Findings
Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others.
Originality/value
This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.
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Milorad M. Novicevic, John Humphreys and Duan Zhao
The purpose of this paper is to describe and analyze Alfred Chandler's ideological shift from American exceptionalism to transnational history in research assumptions to identify…
Abstract
Purpose
The purpose of this paper is to describe and analyze Alfred Chandler's ideological shift from American exceptionalism to transnational history in research assumptions to identify significant corollaries for the study of management history.
Design/methodology/approach
Using the determinism‐indeterminism classifying framework proposed by Tucker, the paper classifies Chandler's works based on the extent to which they reflect Chandler's ideological commitment to exceptionalist versus transnational perspective.
Findings
The paper found that the year of 1980 was the turning point for Chandler's ideological shift from American exceptionalism to a more transnational comparative perspective.
Practical implications
The paper outlines the relevant implications of our findings for management history, calling for an emulation of Chandler's pursuit of comparative examinations of established concepts and management philosophy within the historical development of contemporary and past transnational firms and managers. It believes this holds great importance to furthering a historical perspective in relative management history, and global management, which, in turn, will further illuminate the history of American business and management as well.
Originality/value
The unique contribution of this paper is that it provides the first historical analysis of the ideological assumptions underpinning Chandler's works.
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Sandra Milena Santamaria-Alvarez and Martyna Śliwa
The purpose of this paper is to discuss the transnational entrepreneurial activities of Colombian emigrants to the USA in the context of the Colombian government’s policies and…
Abstract
Purpose
The purpose of this paper is to discuss the transnational entrepreneurial activities of Colombian emigrants to the USA in the context of the Colombian government’s policies and initiatives aimed at encouraging and facilitating emigrants’ transnational entrepreneurship. It examines the profile of Colombian emigrants, the entrepreneurial transnational activities they pursue and the actual and potential role of the government in instigating and shaping these activities.
Design/methodology/approach
The paper analyzes data obtained from focus groups with migrant families and interviews with governmental officials and an expert researcher. It also evaluates secondary data sources relevant to the subject of the paper.
Findings
The impact of transnational activities of Colombian migrants upon Colombian economy and society is much lower compared with the activities of migrants in other countries and with the potential these activities could have for contributing to the economic development of Colombia. Possible causes of this include: the specific characteristics of the Colombian emigrant and entrepreneur profile, the fragmentation of transnational networks of the migrants and the lack of governmental strategies to support the development of transnational activities of migrants.
Originality/value
The paper contributes to the debates on emigrant–state relation through offering an analysis of migrant entrepreneurship, technology and knowledge transfer and investment activities of Colombian emigrants in the home country. It also provides recommendations for policy action and concrete government programs that might encourage greater involvement of Colombian migrants in high value-adding activities that could benefit the country’s development.
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In this article I examine the role of ANZHES and its contribution to the development of the field over the past 40 years. Drawing on a range of theories, I argue that the annual…
Abstract
In this article I examine the role of ANZHES and its contribution to the development of the field over the past 40 years. Drawing on a range of theories, I argue that the annual exchange (or pilgrimage) of academics between Australia and New Zealand has been a vital component in the nurturing of our intellectual geographies and the formation of ANZHES as an intellectual community of scholars. And while ANZHES might well be borderless, there has been a gradual emergence of a border zone as academic work, academic knowledge and the Academy has been increasingly fractured, partitioned and dispersed. What then is the disciplinary territory that historians of education now occupy? How has the landscape of our work shifted and changed? To what extent might these connections be represented in ANZHES’ academic journal?
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The purpose of this chapter is to examine the ways in which gender is socially constructed through transnational adoption.
Abstract
Purpose
The purpose of this chapter is to examine the ways in which gender is socially constructed through transnational adoption.
Methodology/approach
Feminist methodologies and reflexivity are put into practice. Life histories of women who participate in transnational adoptions are presented.
Findings
Life history narratives shed light on how these particular women, through the process of transnational adoption, experience gender differently and in more complex ways. Adoptive mothers’ negotiations (and renegotiations) of their own gender contribute to our understandings of how motherhood (and, thereby, womanhood) is constructed in broader society.
Research limitations/implications
Life histories provide rich, thick descriptions of social life. However, they are limited in terms of reliability and making generalizations about larger populations.
Practical implications
This chapter engages the reader, scholars, students, practitioners, and policy-makers in contemplating the processes of motherhood and womanhood.
Social implications
The chapter is a building block for future research on this topic and challenges our understandings of “motherhood” and “womanhood.”
Originality/value
This chapter is unique in that I include my own life narrative and story of becoming a mother through transnational adoption. Through reflexivity, the researcher becomes the subject and vice versa. These life history narratives offer insight through their expressions of “everyday knowledge” (Hill Collins, 2000) and bring new dimensions to the study of gender as these women’s experiences are situated within the intersections of the global economy, specific political systems, and individual identities.
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