Researching emotion and affect in the history of education

Sobe, Noah W.

doi:10.1080/0046760x.2012.696150

Cited by 17 publications

(11 citation statements)

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“…It has explored aspirations for community schools, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling. This was prompted, initially, by a growing interest within the history of education in the spatial, material and affective dimensions of schooling (Burke and Grosvenor, 2008;Kozlovsky, 2010;Sobe, 2012), sparking questions about the importance of space and design for the new progressive schools. These were central to the ambitions of community schools, leading to experimentation in building forms, pedagogy and curriculum, and as the contrast with Huntingdale and Swinburne suggests, simultaneously formalising and keeping provisional the radical visions of their agenda.…”

Section: Discussionmentioning

confidence: 99%

“…Complementing these debates, an emerging body of scholarship is looking at how the design and aspirations of school spaces shape, make possible and regulate particular teacher and student identities (Paechter, 2004;Kozlovsky, 2010;Leander et al, 2010). This is accompanied by growing interest among historians of education in exploring the emotional and sensory registers of the materiality and spaces of schooling (Grosvenor, 2012;Sobe, 2012). On the one hand, radical and socially critical schools challenged normative identities and encouraged an overhaul of established ideas about being a teacher or a student.…”

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confidence: 99%

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Experimenting with education: spaces of freedom and alternative schooling in the 1970s

McLeod

2014

History of Education Review

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Purpose -The purpose of this paper is to explore philosophies of progressive education circulating in Australia in the period immediately following the expansion of secondary schools in the 1960s. It examines the rise of the alternative and community school movement of the 1970s, focusing on initiatives within the Victorian government school sector. It aims to better understand the realisation of progressive education in the design and spatial arrangements of schools, with specific reference to the re-making of school and community relations and new norms of the student-subject of alternative schooling. Design/methodology/approach -It combines historical analysis of educational ideas and reforms, focusing largely on the ideas of practitioners and networks of educators, and is guided by an interest in the importance of school space and place in mediating educational change and aspirations. It draws on published writings and reports from teachers and commentators in the 1970s, publications from the Victorian Department of Education, media discussions, internal and published documentation on specific schools and oral history interviews with former teachers and principals who worked at alternative schools. Findings -It shows the different realisation of radical aims in the set up of two schools, against a backdrop of wider innovations in state education, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling. Originality/value -Its value lies in offering the beginnings of a history of 1970s educational progressivism. It brings forward a focus on the spatial dimensions of radical schooling, and moves from characterisation of a mood of change to illuminate the complexities of these ideas in the contrasting ambitions and design of two signature community schools.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Experimenting with education: spaces of freedom and alternative schooling in the 1970s

McLeod

2014

History of Education Review

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“…No. 4. page 18. can recognize several affections and emotions, like power, integrity, trust, belief, and a longing for better times to come -an expression of an ideal socialist consciousness, a concept worth a deeper study in the next years (about emotions in the history of education, see Sobe 2012).…”

Section: "A Boy Like Any Other"mentioning

confidence: 99%

Lenin as a Child Visual Propaganda and Pedagogy

Somogyvári

2019

ActPaed

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My study aims to reveal the connections between visual propaganda and pedagogy during the Hungarian state-socialism by analyzing different variations of a single picture of Vladimir Lenin. The ideological indoctrination played an important role in the socialization of children, even teachers; thus, the communist power tried to create a new ceremonial-ritual order and a socialist identity. The following analyzed images (photos and paintings) show different functions and meanings; by reframing and transforming photographs and contexts, we can demonstrate how the viewers could have been manipulated. The starting photo comes from my studies (based upon the corpus of Hungarian pedagogical journals) published in 1970, showing a seemingly unconventional representation: Lenin as a child.

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“…81 No es posible plantear la eliminación o supresión individual de las emociones «ruines» y «molestas» (celos, tristeza, odio, cólera, temor, rabia,...) al modo en que las dibujó Skinner en Walden Dos, 82 pero sí saber detectarlas y conocer las consecuencias y el impacto de su experiencia, positivo (movilización social) y negativo (guerra), en los planos individual y colectivo. Siguiendo el pronóstico de Sobe, 83 una de las grandes aportaciones de la historia de la educación puede ser una llamada de atención hacia la presencia y transmisión de determinadas emociones y sentimientos en los distintos contextos educativos a lo largo de la historia, programas y agendas político-educativas, y la necesidad de debatir sobre ellos para dilucidar cuáles y cómo se incorporan a lo educativo. Su inclusión o su exclusión afectará al pensamiento crítico, a la conciencia de uno mismo, a la percepción de la realidad; de la misma manera, el tipo de percepción y el grado de comprensión de la realidad -exigiendo una transmisión del conocimiento de calidad-dirigirá el sentimiento en una dirección u otra.…”

Section: Nos Decía Kant En Su Pedagogíaunclassified