I want to revisit also some of the ideas that linked memory and subjectivity that were popularised in the 1970s and 1980s response to limitations of the positivist tradition. I am…
Abstract
I want to revisit also some of the ideas that linked memory and subjectivity that were popularised in the 1970s and 1980s response to limitations of the positivist tradition. I am concerned also with the relationship between the present and the past as it gets expressed in memory work to interrogate more fully not only ‘what happened’, but also how events come to be remembered in the ways that they are, and how they come to be understood as history. These ideas will be developed by drawing on some of what I consider to be key studies that use oral history, some directly related to education, some not. I will finish with voices that are not my own. These will be the voices of participants in an oral history project with which I have been involved. They will demonstrate in a more meaningful way, the ideas presented here and how a coming together of the fields of oral history and memory studies can enrich the understandings we have of experience in the history of education.
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Despite the exponential spread of the British Empire by the late nineteenth century, there remained in England a continued indifference to “the Empire”. In 1883, J.R. Seeley…
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Despite the exponential spread of the British Empire by the late nineteenth century, there remained in England a continued indifference to “the Empire”. In 1883, J.R. Seeley, Regius Professor of Modern History in the University of Cambridge, had expressed concern because ‘we think of Great Britain too much and of Greater Britain too little’. People had to rethink their understandings of nation and empire, he suggested, and steps had to be taken to modify what he saw as a ‘defective constitution’. Seeley’s lecture series had prompted debate about ‘the imperial question’, but the ‘anomalous political arrangements’ and the reluctance of the people to think imperially persisted. Insularity was not exclusive to the people in Britain, however. Because of their preoccupation with their own local affairs, it was suggested, there had been little opportunity for people from other parts of the empire to devote much time to the larger questions of imperial and common citizenship.
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Division D was one of a number of post‐primary teacher preparation initiatives introduced to address a severe staffing shortage in New Zealand which, by 1960, had reached crisis…
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Division D was one of a number of post‐primary teacher preparation initiatives introduced to address a severe staffing shortage in New Zealand which, by 1960, had reached crisis point. This paper explores the origins of the problem of teacher supply and locates the establishment of Division D within the ideological and practical context within which the problem was posed and confronted. It suggests that, because the students entered the profession without the university qualifications which had traditionally defined eligibility to teach in New Zealand secondary schools, the course presented contradictions as both a solution to the Department’s problem of supply, and a problem for status within the profession.
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This chapter discusses the methodological underpinnings of a doctoral study that examined boys’ performances of gender in physical education (PE) at a single-sex secondary school…
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This chapter discusses the methodological underpinnings of a doctoral study that examined boys’ performances of gender in physical education (PE) at a single-sex secondary school in Auckland, New Zealand. Initial findings are also presented; however, they only serve to demonstrate the potential of such an approach and not as an exhaustive report of findings. Using a participatory visual research approach involving video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The boys’ visual representations and interpretations highlight how their performances of gender are embedded in the design and structure of the physical spaces and places associated with PE. Through a Foucauldian (poststructural) lens the boys’ responses also illuminate how the gendered self is performed in multiple, contradictory and fluid ways involving particular technologies of the self. Visual research methods that focus on young people’s visual representations and interpretations might help identify (gendered) identity issues that are seen as important to the students themselves. It creates a space for young people to critically think about, reflect, articulate, and reason their lived experiences, their relationships with their peers and more importantly themselves. The use of such research approaches has the potential of realizing one of the key aims of symbolic interactionism by opening up new analytical possibilities for understanding young people’s lived experiences in both formal and informal pedagogical contexts.
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THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that…
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THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.
C. Richard Yarbrough, Glen T. Cameron, Lynne M. Sallot and Allison McWilliams
This paper offers a quick overview of Cameron's contingency theory of conflict management in public relations. It then applies the theory to three cases that occurred during the…
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This paper offers a quick overview of Cameron's contingency theory of conflict management in public relations. It then applies the theory to three cases that occurred during the 1996 Summer Olympic Games that were taken from the policy position papers, notes, diaries and tape recordings of C. Richard Yarbrough, Managing Director‐Communications of the Atlanta Committee for the Olympic Games (ACOG). The areas analysed include: the moving of preliminary volleyball matches from one venue to another which was forced by conflict between gay activists and local politicians who passed an anti‐gay resolution — a sustained effort at accommodation that shifted to advocacy; conflict between the ACOG board of directors and the media resulting from the disclosure of ACOG executive salaries — a strong advocacy stance that led to compromise; and conflict threatened between ACOG and a minority minister who was disgruntled about an Olympic sponsor — a case of marginality too insignificant to bother with. The cases not only illustrate and support factors in the contingency theory, but highlight the impracticality and inflexibility of two‐way symmetrical or mixed‐motive public relations as models of choice.