Victoria SCHMIDT, Masaryk University, Czech Rep.; Libor MUSIL, Masaryk University, Czech Rep

Westward bound: cultural transfer and the case of child rearing in the Netherlands

Around 1900 in the Netherlands parenting manuals and magazines took their inspiration, apart from religious principles, primarily from German philosophers and educationalists, like I. Kant, and J.F. Herbart. Half a century later religion was much less important as source of inspiration and theory was drawn mainly from the work of (child) psychiatrists and psychologists from the United States, like A. Gesell, or Britain, like A. Adler, A. Freud and J. Bowlby. This shift of perspective of Dutch child-rearing experts, from looking eastward to looking westward for inspiration, has had far-reaching effects on the advice given and the issues raised in this body of literature that set a standard of normality for both parenting and child behaviour. This paper discusses the steps that were taken between the 1920 and the 1950s away from philosophy as source of an ethics of the aims of child rearing and of acceptable parent behaviour to child psychiatry and developmentalism as sources of standards of normal (healthy) development and normal (acceptable) child behaviour. Parenting, as a consequence, became determined by the requirements of development, health and normality according to the dominant or chosen psychological or psychiatric theory, replacing earlier emphases as on instilling obedience, responsibility, and self-control in a child. A small number of the steps that will be identified will be analysed in terms of cross-national circulation of knowledge, using the concept of cultural transfer, which goes beyond imitation as it also includes transformation of the original model and making it fit the receiving context.

Western influences and national characteristics of the 18th century Hungarian women education literature

Globalisation, Gender and Education in Sub-Saharan Africa

The study highlights the fact that globalization is heightening gender in ways female education is being hindered. In view of theoretical frame work the paper looks at globalization as a process by which the capitalist West system spreads across the actual globe giving rise to world economy where states are bound to compete, world system theory (Wallerstein 1998). Modernisation theory whereby traditional countries can be brought to development is considered. In relation to education, globalisation has given rise to economic restructuring for efficient economic development and efficiency. The paper posits that economic restructuring works for the west and (NICs) but not for African nations especially (SSA) region. It is of the opinion that economic restructuring has reflected deep fiscal crisis and budgetary reduction affecting public sector reducing welfare especially education and at the same time led to model of exclusion that leaves women living in poverty and un-educated in the region. Globalisation has created tension between the global and local, between economic and cultural dimensions. Economic restructuring has resulted in fragmentation and divisions of subordinate groups. The ultimate goal of post-colonialism is combating the effects of colonialism on cultures, how the world can move together towards a place of mutual respect. Historically modernization principle could be derived from idea of progress which emerged in the 18th century Age of Enlightenment with the idea that people through education could develop and change their society as propounded by Marquis de Condorcet. Today globalization processes are threatening the autonomy of the national education system and the sovereignty of the nation, and the consequences are of concern to all stake holders in education. Findings show that women intensive participation in education remains the single most important investment that SSA can make, translating into better conditions.

"If the girls learn, the rains will stop": The story of old Yemenite Jewish women in Israel who were banned of literacy as girls in Yemen

Yonah KATZ-DAR, The Hebrew University, Israel; Shiri KATZ-GERSHON, Wayne State University, USA

"If the girls learn the rains will stop" was a common saying in the Jewish community in Yemen 60-70 years ago. It banned academic teaching to Jewish girls; while Jewish boys were regularly taught to read and write. The big majority of these girls immigrated to Israel in their 20s, and had to read and write in order to mediate between their family and the Israeli institutes. This study interviewed 20 of these women, 60-70 years after their immigration to Israel (age range 85-95, average 89). Its major objectives were to learn what were the perceived reasons for the banning of literacy in girls, what was the effect of this intentional illiteracy on the women’s perceived adjustment to the Israeli society, as well as their attitudes to education. The methodology included unstructured interviews (in Yemenite) focusing on the individual stories of these women with regard to the prohibition of education. The major findings were that 1) all of the women were eager to tell and publish their story, and they perceived it as a collective story of the girls of Yemen (Muslim girls were included). 2) the majority of the women were angry, frustrated, and despaired in regard to their lack of education (it was as if the prohibition of education occurred at the time of the interview). They envied men and women in their age who were able to read and write 3) all women mentioned that the necessity to function in a literate society forced them to try to learn to read and write, and that Israel offered them free education. However, they mentioned that their familial and economic status (large families, poverty, and the need to work outside the home) made it very challenging to participate in the free literacy classes offered by the state of Israel. 4) a small number of women accepted their lack of education as the will of forces beyond their control (G-d and the leaders of their community). 5) all participants concluded that the damage is deep and irreversible. Several women expressed it as an acquired disability that cannot be fixed. 6) Out of the 20 women only 4 knew to read and write. Their literacy was limited to the biblical dialect of Hebrew and to a specific font (non cursive letters). 6) Finally, most stories revealed a conflict between the need of the women to be literate in order to function in everyday life in Israel and the negative attitudes toward education in women in the local (usually religious) Yemenite community in Israel. It is striking that the transfer of young women from a society that ban literacy to one that formally encourages literacy did not ameliorate education. The story of old Yemenite Israeli women may enable us to see the real forces that prevent a change in education.

Child and Childhood: International influences in Greece through the activity of pioneer Greek women educators (1900-1940)

The developments in pedagogy that occur internationally during the first decades of the 20th century influence in a high degree the formation of the pedagogical theory in Greece, since the adaptation and the application of the principles of ‘New Education’ by the Greek educators, men and women, creates a friendlier school atmosphere for the child in which its needs and interests are placed in the center of the teaching procedure. During the same period the progress in scientific fields of psychology, child’s psychology and hygiene, promotes the discussion about the welfare of the childhood. Thus, the child and the childhood constitute the researching interest of several sciences. Referring to ‘New Education’ child is approached as an independent and autonomous entity, whose evolution based and defined by its needs and dynamics. According to this perception child’s education aims to its personal development. The idea that the child is an adult’s miniature is no longer effective; an idea which does not recognize children’s special features and promotes an education that improves adults’ skills and qualities. In this context the contribution of the Greek women educators in the promotion of the relevant discussion during the first decades of the 20th century is really multidimensional. The particular interest that they show about the welfare of the Greek childhood is being demonstrated by their authoring work (Reading books, child’s literature and tales), their participation in the publication of magazines about children(for example ‘Pedologia’ magazine), the foundation of associations and institutions for children and the organization of pertinent conferences (for example the 1st Conference of Motherhood’s and Childhood’s Protection’ in Athens in 1930). The aim of this paper is to bring out the multiple activities of Greek women educators and teachers towards the promotion of the welfare of child and childhood in Greece during the first decades of the 20th century. Especially, we intend to present how the international developments in pedagogy affected their pedagogical thought and theory and how this influence is being impressed in their educational work and action.

The Dynamic of Internationalization of Modern Mathematics Movement: the Process of Translation / Adaptation Of Smsg’s Textbooks in Brazil

In the 1960s, during the movement of Modern Mathematics, Professor Lafayette de Moraes provided services to the Brazilian Institute of Education, Science and Culture (IBECC). As an organ of UNESCO (United Nations Educational, Scientific and Cultural Organization), the IBECC brought to Brazil a reform program of science education that was already underway in the United States and England. Thus, for this purpose, the IBECC translated educational materials produced by the American teams from PSSC (Physical Science Study Committee), CBA (Chemical Bond Approach), project CHEM (Chem Study Chemstry) and BSCS (Biological Sciences Curriculum Study). These teaching materials were translated and adapted to be used in Brazil since the 1960s, with financial support from the Ford Foundation and the guarantee of the United States Agency for International Development (USAID). For the discipline of Mathematics and through a scholarship provided by the National Science Foundation and Pan Amerian Union, the Professor Lafayette was asked to go to the United States of America to attend some courses and to know SMSG´s teaching materials (School Mathematics Study Group). Back in Brazil, Professor Lafayette de Moraes, with the help of teacher Lydia Lamparelli, started a work of translation/adaptation of the SMSG´s books for the brazilian educational curriculum. Besides the translation work, both teachers offered courses to those who were interested in these materials. Due to this background, this article aims to discuss the political context of the coming-education and the use of SMSG´s textbooks in Brazil, by the following guiding questions: What is the context related to the entrance of this material in Brazil? What are the reasons for the acceptance and/or refusal of such educational material for the school culture during that time in Brazil? How was the appropriation process for the translation and adaption work of textbooks in Brazil? We use as theoretical support the appropriation concepts of Roger Chartier (1990), Dominique Julia school culture (2000), as well as studies about the textbooks developed by Alan Choppin (2004). In conclusion, we found that translators/adapters teachers have specific and unique appropriation of such material to do their jobs, selecting and adapting what they considered most important for the senior high school. In this sense, they had a certain degree of autonomy regarding to the choice of the content. This study identified some reasons why there was no acceptance from the current school culture of SMSG´s textbooks published in Brazil.

Transcending national literary borders between Portugal and Brazil