scholarly journals How to Teach English to Immigrant Children: Canadian Pedagogical Theory and Practice, 1910-1960

2014 ◽  
Author(s):  
R. D. Gidney ◽  
W.P.J. Millar
Keyword(s):  
Twentieth Century ◽  
Language Learning ◽  
Social History ◽  
Immigrant Children ◽  
Theory And Practice ◽  
Early Twentieth Century ◽  
Learning Programs ◽  
Dominant Society ◽  
Pedagogical Theory

Abstract The idea of Anglo-conformity and the attack on immigrant cultures in the early twentieth century is a well-documented theme in Canadian social history. It involved both language-learning and acculturation.  But there has been a curious lack of attention to just how children were to be taught the language and implicitly the culture of the dominant society. This article addresses both the pedagogical theories that were developed to ensure that immigrant children learned English, and the implications for the implementation of language-learning programs. Résumé Dans l’histoire sociale canadienne, l’anglo-conformisme et les offensives lancées contre la culture des immigrés au début du vingtième siècle est un thème bien documenté qui implique à la fois l’apprentissage de la langue et l’acculturation. Curieusement, peu d’études se sont intéressées à la manière dont les enfants s’initiaient à l’anglais et par voie de conséquence assimilaient la culture de la société d’accueil. Cet article s’intéresse à la fois aux théories pédagogiques développées pour s’assurer que les enfants d’immigrants apprenaient l’anglais ainsi qu’aux conséquence de la mise en place des programmes de langue.  

Introduction

2021 ◽  
pp. 1-35
Author(s):  
Charlotte Jones
Keyword(s):  
Twentieth Century ◽  
Theory And Practice ◽  
Literary Realism ◽  
Philosophical Discourse ◽  
Realist Theory ◽  
Early Twentieth Century ◽  
Critical Approaches ◽  
Late Nineteenth

The Introduction sets synthetic realism in the context of late nineteenth- and early twentieth-century culture and aesthetics to show why literary realism needs to be grasped in metaphysical terms. Ranging across contemporary periodical culture and works of literature, philosophy, and science, it examines the ways in which realist theory and practice grapples with the recalcitrance of ‘reality’ as a shifting referential cipher. The Introduction also considers previous critical approaches and suggests that the effects of these encounters between realist aesthetics and philosophical discourse were more various, ambiguous, and complex than we might have thought. It concludes with brief overviews of the book’s five main chapters and elucidates the overarching arguments that are developed within them.

scholarly journals Educar ou instruir? Narrativas anarcossindicalistas nos primeiros anos da República Portuguesa: Revista Lumen (Lisboa, 1911-1913)

2018 ◽  
Vol 17 (1) ◽  
pp. 213 ◽  
Author(s):  
Luiz Carlos Barreira
Keyword(s):  
Twentieth Century ◽  
Social History ◽  
Education Program ◽  
Social Practices ◽  
Human Being ◽  
Early Twentieth Century ◽  
The Press ◽  
Analytical Perspective ◽  
The Creation ◽  
Siglo Xx

Este artigo focaliza as ações de um grupo de intelectuais portugueses no início do século XX que se apresentava como anarcossindicalista. Autodenominado Grupo Lumen, suas ações visavam à formação do ser social. Dentre tais ações, o texto destaca a criação de uma revista, intitulada Lumen, por meio da qual o Grupo publicou suas teses sobre o educar e o instruir, tendo como referência as experiências da Escola Oficina Nº 1 de Lisboa e da Escola Moderna de Ferrer y Guardia, em Barcelona. A perspectiva de análise adotada pelo autor situa a imprensa no terreno da história social, no âmbito do qual ela é concebida como um conjunto de práticas constitutivas do social. Por meio da imprensa, o Grupo Lumen propôs um programa de instrução laica, científica e livre como condição necessária à criação de uma sociedade ácrata.Palavras-chave: Anarcossindicalismo, Formação libertária, Revista Lumen. Portugal. AbstractThis article focuses on the actions of a group of Portuguese intellectuals in the early twentieth century who presented itself as anarcho-syndicalist. Calling itself Lumen Group, its actions aimed at the formation of the human being. Among such actions, the text highlights the creation of a magazine, entitled Lumen, through which the Group published its thesis on educating and instructing, choosing as a reference the experiences of the Escola Oficina Nº 1 of Lisbon and the Escola Moderna, directed by Ferrer y Guardia, in Barcelona. The analytical perspective adopted by the author puts the press in the field of social history, under which it is conceived as a set of constitutive social practices. Through the press, the Lumen Group proposed a secular, scientific and free education program as a necessary component to create a self-governed (stateless) society.Keywords: Anarcho-syndicalism, Libertarian formation, Lumen Magazine. Portugal.ResumenEste artículo se centra en las acciones de un grupo de intelectuales portugueses a principios del siglo XX que se presentaba como anarcosindicalista. Autodenominado Grupo Lumen, sus acciones apunta a la formación del ser social. Entre estas acciones, el texto destaca la creación de una revista, titulada Lumen, por medio de la cual el Grupo publicó sus tesis sobre el educar y el instruir, eligiendo como referencia las experiencias de la Escuela Oficina Nº 1 de Lisboa y de la Escuela Moderna de Ferrer y Guardia, en Barcelona. La perspectiva de análisis adoptada por el autor sitúa a la prensa en el terreno de la historia social, en el marco del cual ella es concebida como un conjunto de prácticas constitutivas de lo social. A través de la prensa, el Grupo Lumen propuso un programa de instrucción laica, científica y libre como condición necesaria a la construcción de una sociedad ácrata.Palabras clave: Anarcosindicalismo; Formación libertaria, Revista Lumen. Portugal.

Introduction

On Hospitals ◽  
2020 ◽  
pp. 3-30
Author(s):  
Sethina Watson
Keyword(s):  
Twentieth Century ◽  
Canon Law ◽  
Theory And Practice ◽  
Sixth Century ◽  
The West ◽  
General Lack ◽  
Early Twentieth Century ◽  
Medieval Church ◽  
Legal Model ◽  
Medieval Christianity

This chapter redefines the problem of hospitals in the medieval church. It surveys the spread of welfare foundations to the West and, especially, the intensive foundation of welfare houses, in many forms, during the ‘charitable revolution’ of the twelfth and thirteenth centuries. This messy picture of hospitals on the ground, ‘between church and world’, has never conformed to the legal model that historians have long held for hospitals, as ecclesiastical houses under the bishop (a model that rests fundamentally on the sixth-century laws of Justinian, the East Roman/Byzantine Emperor). This gap between the ‘theory’ and ‘practice’ of hospitals, so familiar in scholarship, has long been attributed to lax enforcement—and a general lack of concern—by bishops, popes, and canonists. This chapter redefines the problem as the model itself, which was established by early twentieth-century historians. It unpicks this model, identifying the national agendas that produced it and the frameworks that have continued to shape the field. It argues for canon law as a European question and for the place of welfare at the heart of medieval Christianity. The overall approach and structure of the book is then introduced.

Music in Early Twentieth-Century Istanbul

2021 ◽  
Vol 89 (1) ◽  
pp. 63-84
Author(s):  
Onur Öner
Keyword(s):  
Twentieth Century ◽  
Social History ◽  
Urban Life ◽  
Limited Attention ◽  
The Political ◽  
Music Schools ◽  
Political Crises ◽  
Early Twentieth Century ◽  
The Social ◽  
The Status

This study addresses the social history of music in early twentieth-century Ottoman Istanbul. The paper argues that private music schools were at the center of transformations in music and that their history is profoundly related to the political crises the Ottoman state experienced after the turn of the twentieth century. More precisely, by approaching the Ottoman bureaucracy from a musical perspective, the paper tries to link the reorganization of the Ottoman bureaucracy in 1909 with the emergence of private music schools in Istanbul. To explore the process, the paper follows some official functionaries’ career paths to explain their concentration in these schools. In contrast to conventional historiography, the aim is to emphasise that out of the political crises, private music schools emerged as a new ground in music. By paying limited attention to musical aspects, the study will mainly address the social roles these schools occupied in Ottoman urban life. They were practically social organizations, whose members pursued common goals. Collective action, such a fundamental shift of mindset on the part of the musicians, facilitated the advancement of the status of musicians in Ottoman urban society and decreased uncertainty about the future of the profession. Moreover, the institutional identity provided by the schools changed the place of women in music by increasing their visibility as music teachers and performers.

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