History of Education ReviewTable of Contents for History of Education Review. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/0819-8691/vol/52/iss/2/3?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestHistory of Education ReviewEmerald Publishing LimitedHistory of Education ReviewHistory of Education Reviewhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/d37cf3044f5fba7bce988a19e194f92b/urn:emeraldgroup.com:asset:id:binary:her.cover.jpghttps://www.emerald.com/insight/publication/issn/0819-8691/vol/52/iss/2/3?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestEducation to secure empire and self-government: civics textbooks in Australia and Aotearoa, New Zealand, from 1880 to 1920https://www.emerald.com/insight/content/doi/10.1108/HER-12-2022-0036/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestRecent trends in Western civics education have attempted to secure democratic institutions from perceived threats. This paper investigates how political securitisation historically operated within civics textbooks in Australia and Aotearoa, New Zealand. It further evaluates how Māori, Aboriginal and other Indigenous peoples were variably incorporated or marginalised in these educational discourses. This discourse analysis evaluates a sample of civics textbooks circulated in Australia and New Zealand between 1880 and 1920. These historical sources are interpreted through theories of decoloniality and securitisation. The sample of textbooks asserted to students that their self-governing colonies required the military protection of the British Empire against undemocratic “threats”. They argued that self-governing colonies strengthened the empire by raising subjects who were loyal to British military interests and ideological values. The authors pedagogically encouraged a governmentality within students that was complementary to military, imperial and democratic service. The hypocritical denial of self-government for many Indigenous peoples was rationalised as a measure of “security” against “native rule” and imperial rivals. Under a lens of securitisation, the discursive links between imperialism, military service and democratic diligence have not yet been examined in civics textbooks from the historical contexts of Australia and New Zealand. This investigation provides conceptual and pedagogical insights for contemporary civics education in both nations.Education to secure empire and self-government: civics textbooks in Australia and Aotearoa, New Zealand, from 1880 to 1920
Julian Rawiri Kusabs
History of Education Review, Vol. 52, No. 2/3, pp.85-98

Recent trends in Western civics education have attempted to secure democratic institutions from perceived threats. This paper investigates how political securitisation historically operated within civics textbooks in Australia and Aotearoa, New Zealand. It further evaluates how Māori, Aboriginal and other Indigenous peoples were variably incorporated or marginalised in these educational discourses.

This discourse analysis evaluates a sample of civics textbooks circulated in Australia and New Zealand between 1880 and 1920. These historical sources are interpreted through theories of decoloniality and securitisation.

The sample of textbooks asserted to students that their self-governing colonies required the military protection of the British Empire against undemocratic “threats”. They argued that self-governing colonies strengthened the empire by raising subjects who were loyal to British military interests and ideological values. The authors pedagogically encouraged a governmentality within students that was complementary to military, imperial and democratic service. The hypocritical denial of self-government for many Indigenous peoples was rationalised as a measure of “security” against “native rule” and imperial rivals.

Under a lens of securitisation, the discursive links between imperialism, military service and democratic diligence have not yet been examined in civics textbooks from the historical contexts of Australia and New Zealand. This investigation provides conceptual and pedagogical insights for contemporary civics education in both nations.

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Education to secure empire and self-government: civics textbooks in Australia and Aotearoa, New Zealand, from 1880 to 192010.1108/HER-12-2022-0036History of Education Review2023-07-20© 2023 Emerald Publishing LimitedJulian Rawiri KusabsHistory of Education Review522/32023-07-2010.1108/HER-12-2022-0036https://www.emerald.com/insight/content/doi/10.1108/HER-12-2022-0036/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
The ABC of history education: a comparison of Australian, British and Canadian approaches to teaching national and First Nations historieshttps://www.emerald.com/insight/content/doi/10.1108/HER-06-2022-0024/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions. This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience. The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing. The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.The ABC of history education: a comparison of Australian, British and Canadian approaches to teaching national and First Nations histories
Alison Bedford
History of Education Review, Vol. 52, No. 2/3, pp.99-114

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

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The ABC of history education: a comparison of Australian, British and Canadian approaches to teaching national and First Nations histories10.1108/HER-06-2022-0024History of Education Review2023-11-01© 2023 Emerald Publishing LimitedAlison BedfordHistory of Education Review522/32023-11-0110.1108/HER-06-2022-0024https://www.emerald.com/insight/content/doi/10.1108/HER-06-2022-0024/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
“Are we there yet?” 25 years of reform (and reform, and reform, and reform) of teacher education in Australiahttps://www.emerald.com/insight/content/doi/10.1108/HER-06-2023-0014/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and movements over this timeframe and aims to better understand the ongoing reforms in the changing contexts of their times. The paper engages a critical policy historiography approach, focusing on four “policy moments” each linked to a review commissioned by the Commonwealth government of the day. It draws upon the reports and government responses themselves, along with media reports, extracts from Hansard, and ministerial speeches, press releases and interviews related to each of the four policy moments, asking critical questions about the “public issues” and “private troubles” (Gale, 2001) of each moment and aiming to shed light on the complexities of these accounts of policy and the trajectory they represent. The paper charts the construction of the problem of ITE in Australia over time, highlighting the discursive continuities and shifts since 1998. It traces the constitution of both policy problems and solutions to explain the current policy settlement using a historical lens. Its value lies in offering a reading of the current policy settlement, based on a close and systematic historical analysis. Where previous research has focused either on particular moments or concepts in ITE reform, this analysis seeks to understand the current policy settlement by taking a longer, contextualised view.“Are we there yet?” 25 years of reform (and reform, and reform, and reform) of teacher education in Australia
Nicole Mockler
History of Education Review, Vol. 52, No. 2/3, pp.115-131

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and movements over this timeframe and aims to better understand the ongoing reforms in the changing contexts of their times.

The paper engages a critical policy historiography approach, focusing on four “policy moments” each linked to a review commissioned by the Commonwealth government of the day. It draws upon the reports and government responses themselves, along with media reports, extracts from Hansard, and ministerial speeches, press releases and interviews related to each of the four policy moments, asking critical questions about the “public issues” and “private troubles” (Gale, 2001) of each moment and aiming to shed light on the complexities of these accounts of policy and the trajectory they represent.

The paper charts the construction of the problem of ITE in Australia over time, highlighting the discursive continuities and shifts since 1998. It traces the constitution of both policy problems and solutions to explain the current policy settlement using a historical lens.

Its value lies in offering a reading of the current policy settlement, based on a close and systematic historical analysis. Where previous research has focused either on particular moments or concepts in ITE reform, this analysis seeks to understand the current policy settlement by taking a longer, contextualised view.

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“Are we there yet?” 25 years of reform (and reform, and reform, and reform) of teacher education in Australia10.1108/HER-06-2023-0014History of Education Review2023-11-14© 2023 Emerald Publishing LimitedNicole MocklerHistory of Education Review522/32023-11-1410.1108/HER-06-2023-0014https://www.emerald.com/insight/content/doi/10.1108/HER-06-2023-0014/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Beyond zero-sum thinking in teacher education: cognitive science, educational neuroscience, and the history of educationhttps://www.emerald.com/insight/content/doi/10.1108/HER-04-2023-0011/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestI take as a starting point the disparaging comments about the place of history and philosophy of education in initial teacher education (ITE) made by the chair of the Teacher Education Expert Panel established by the Australian Government in 2023, which I take to be the most recent attempt at resurrecting the tired debate over “the art versus science of teaching”. I draw on an example from my own ITE classroom to tease possibilities for how historical research and research in the sciences of learning can be in dialogue and collaborate to deepen educational scholarship. The purpose of this essay is to reflect on the scholarly discussions and debates in the sciences of learning that historical researchers of education have largely been absent or excluded from. I argue that historical researchers have an important role to play as “critical friends” to the burgeoning fields of cognitive science and educational neuroscience. From my cursory and singular account, I highlight two key areas of education where historical research and the sciences of learning can be fruitfully in dialogue and collaboration: Firstly, on the cultural dimension that prefigures learners' approach to learning; and secondly, on the factors that enable or disable effective learning. This essay sets an agenda for historical researchers in education to exercise “critical friendship” with the cognitive and brain sciences of learning, specifically by adding temporal considerations to the way biology, psychology, and sociality interact to produce different educational outcomes. This will be of “practical” service to ITE – and to students in schools.Beyond zero-sum thinking in teacher education: cognitive science, educational neuroscience, and the history of education
Remy Low
History of Education Review, Vol. 52, No. 2/3, pp.132-143

I take as a starting point the disparaging comments about the place of history and philosophy of education in initial teacher education (ITE) made by the chair of the Teacher Education Expert Panel established by the Australian Government in 2023, which I take to be the most recent attempt at resurrecting the tired debate over “the art versus science of teaching”. I draw on an example from my own ITE classroom to tease possibilities for how historical research and research in the sciences of learning can be in dialogue and collaborate to deepen educational scholarship.

The purpose of this essay is to reflect on the scholarly discussions and debates in the sciences of learning that historical researchers of education have largely been absent or excluded from. I argue that historical researchers have an important role to play as “critical friends” to the burgeoning fields of cognitive science and educational neuroscience.

From my cursory and singular account, I highlight two key areas of education where historical research and the sciences of learning can be fruitfully in dialogue and collaboration: Firstly, on the cultural dimension that prefigures learners' approach to learning; and secondly, on the factors that enable or disable effective learning.

This essay sets an agenda for historical researchers in education to exercise “critical friendship” with the cognitive and brain sciences of learning, specifically by adding temporal considerations to the way biology, psychology, and sociality interact to produce different educational outcomes. This will be of “practical” service to ITE – and to students in schools.

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Beyond zero-sum thinking in teacher education: cognitive science, educational neuroscience, and the history of education10.1108/HER-04-2023-0011History of Education Review2023-11-01© 2023 Emerald Publishing LimitedRemy LowHistory of Education Review522/32023-11-0110.1108/HER-04-2023-0011https://www.emerald.com/insight/content/doi/10.1108/HER-04-2023-0011/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Transformation of the architect's role: a reading of architectural education in Turkey through the journal (1963–2000)https://www.emerald.com/insight/content/doi/10.1108/HER-03-2023-0007/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study investigates the transformation of the architect's role as portrayed in written texts by analyzing discursive practices concerning architectural education in Turkey between 1963 and 2000. The research employs critical discourse analysis (CDA) to examine selected texts published in the Mimarlık journal, representing the Chamber of Architects of Turkey. By embracing M. Bakhtin's “dialogism” approach, it aspires to foster new discussions on architectural education and establishes a “dialogical landscape” showcasing various voices and arguments. The research supplements its methodology by mapping the dialogical landscape, illustrating the relationality of discursive practices. The paper contends that alterations in the missions, goals, and priorities of the architectural discipline significantly impact architectural education. Rather than focusing on individual perspectives, the creation of new dialogical platforms, emphasizing the interplay of diverse and conflicting viewpoints, offers more comprehensive pathways to guide the future of architectural education. Debates and conflicts regarding the architect's role are central to architectural education. This article offers a novel perspective on the history of architectural education in Turkey by analyzing shifts in the definition and role of the architect as expressed in the Mimarlık journal. By integrating the principles of dialogism into the study of educational discourses and revealing the relationality between material-discursive practices, it aims to enrich the discourse and contribute value to critical studies on architectural education.Transformation of the architect's role: a reading of architectural education in Turkey through the journal (1963–2000)
Gi̇zem Özer Özgür, Aslıhan Şenel
History of Education Review, Vol. 52, No. 2/3, pp.144-161

This study investigates the transformation of the architect's role as portrayed in written texts by analyzing discursive practices concerning architectural education in Turkey between 1963 and 2000.

The research employs critical discourse analysis (CDA) to examine selected texts published in the Mimarlık journal, representing the Chamber of Architects of Turkey. By embracing M. Bakhtin's “dialogism” approach, it aspires to foster new discussions on architectural education and establishes a “dialogical landscape” showcasing various voices and arguments. The research supplements its methodology by mapping the dialogical landscape, illustrating the relationality of discursive practices.

The paper contends that alterations in the missions, goals, and priorities of the architectural discipline significantly impact architectural education. Rather than focusing on individual perspectives, the creation of new dialogical platforms, emphasizing the interplay of diverse and conflicting viewpoints, offers more comprehensive pathways to guide the future of architectural education.

Debates and conflicts regarding the architect's role are central to architectural education. This article offers a novel perspective on the history of architectural education in Turkey by analyzing shifts in the definition and role of the architect as expressed in the Mimarlık journal. By integrating the principles of dialogism into the study of educational discourses and revealing the relationality between material-discursive practices, it aims to enrich the discourse and contribute value to critical studies on architectural education.

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Transformation of the architect's role: a reading of architectural education in Turkey through the journal (1963–2000)10.1108/HER-03-2023-0007History of Education Review2023-11-10© 2023 Emerald Publishing LimitedGi̇zem Özer ÖzgürAslıhan ŞenelHistory of Education Review522/32023-11-1010.1108/HER-03-2023-0007https://www.emerald.com/insight/content/doi/10.1108/HER-03-2023-0007/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Book review: Isobelle Barrett Meyering – https://www.emerald.com/insight/content/doi/10.1108/HER-12-2023-102/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestBook review: Isobelle Barrett Meyering – Book review: Isobelle Barrett Meyering –
Brooke Manning
History of Education Review, Vol. 52, No. 2/3, pp.162-163]]>
Book review: Isobelle Barrett Meyering – 10.1108/HER-12-2023-102History of Education Review2023-11-21© 2023 Emerald Publishing LimitedBrooke ManningHistory of Education Review522/32023-11-2110.1108/HER-12-2023-102https://www.emerald.com/insight/content/doi/10.1108/HER-12-2023-102/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
and its Spencerian originhttps://www.emerald.com/insight/content/doi/10.1108/HER-08-2023-0017/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe aim of this article is two-fold. First, it offers a unique account of San Min, the prototype of the current Chinese educational principle proposed by Yan Fu (1854–1921) that aimed at improving people’s physical, intellectual and moral capacities. This system of educational thinking has received only marginal attention in Anglophone research literature. Second, given the influence of Yan Fu’s interpretation and promulgation of Herbert Spencer’s educational philosophy during that period, it investigates the extent to which San Min is derived from Spencer’s educational thought (the “Spencerian Triad”). This article focusses on how Yan Fu adapted the ideas of San Min from Spencer’s account. This article considers Yan Fu’s principle of San Min in relation to Spencer’s educational triad through a close reading and comparison of key primary texts (including Yan Fu’s original writing). It explores the similarities and differences between each account of education’s goals and its proposed means of attainment. Yan Fu’s principle of San Min is shown to have been adapted from the Spencerian Triad. However, using the theory of Social Organism, Yan Fu re-interpreted Spencer’s individual liberty as liberty for the nation. While Spencer’s goal was to empower individuals, Yan Fu aimed to serve collective independence, wealth and power. This article addresses oversights concerning San Min’s Western origins in the Spencerian Triad and its influence on Chinese education under Yan Fu’s sway. It is significant because San Min is still at the core of the current Chinese educational policy. and its Spencerian origin
Bin Liang, David Moltow, Stephanie Richey
History of Education Review, Vol. ahead-of-print, No. ahead-of-print, pp.-

The aim of this article is two-fold. First, it offers a unique account of San Min, the prototype of the current Chinese educational principle proposed by Yan Fu (1854–1921) that aimed at improving people’s physical, intellectual and moral capacities. This system of educational thinking has received only marginal attention in Anglophone research literature. Second, given the influence of Yan Fu’s interpretation and promulgation of Herbert Spencer’s educational philosophy during that period, it investigates the extent to which San Min is derived from Spencer’s educational thought (the “Spencerian Triad”). This article focusses on how Yan Fu adapted the ideas of San Min from Spencer’s account.

This article considers Yan Fu’s principle of San Min in relation to Spencer’s educational triad through a close reading and comparison of key primary texts (including Yan Fu’s original writing). It explores the similarities and differences between each account of education’s goals and its proposed means of attainment.

Yan Fu’s principle of San Min is shown to have been adapted from the Spencerian Triad. However, using the theory of Social Organism, Yan Fu re-interpreted Spencer’s individual liberty as liberty for the nation. While Spencer’s goal was to empower individuals, Yan Fu aimed to serve collective independence, wealth and power.

This article addresses oversights concerning San Min’s Western origins in the Spencerian Triad and its influence on Chinese education under Yan Fu’s sway. It is significant because San Min is still at the core of the current Chinese educational policy.

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and its Spencerian origin10.1108/HER-08-2023-0017History of Education Review2024-03-18© 2024 Emerald Publishing LimitedBin LiangDavid MoltowStephanie RicheyHistory of Education Reviewahead-of-printahead-of-print2024-03-1810.1108/HER-08-2023-0017https://www.emerald.com/insight/content/doi/10.1108/HER-08-2023-0017/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited