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"School stories."
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Young Cam Jansen and the zoo note mystery
Cam helps her friend Eric when he misplaces his permission slip to go on the school field trip.
Book
Gather
Stories are medicine. During a time of heightened isolation, bestselling author Richard Van Camp shares what he knows about the power of storytelling -- and offers some of his own favourite stories from Elders, friends, and family. Gathering around a campfire, or the dinner table, we humans have always told stories. Through them, we define our identities and shape our understanding of the world. Master storyteller and bestselling author Richard Van Camp writes of the power of storytelling and its potential to transform speakers and audiences alike. In Gather, Van Camp shares what elements make a compelling story and offers insights into basic storytelling techniques, such as how to read a room and how to capture the attention of listeners. And he delves further into the impact storytelling can have, helping readers understand how to create community and how to banish loneliness through their tales. A member of the Tlicho Dene First Nation, Van Camp also includes stories from Elders whose wisdom influenced him. During a time of uncertainty and disconnection, stories reach across vast distances to offer connection. Gather is a joyful reminder of this for storytellers: all of us.
eBook
Learning the rules
Purpose
The purpose of this paper is to set out three dilemmas that challenge historians of education who write for both professional and academic audiences. It focuses on the example of using fiction as a source for understanding the informal education of girls in the twentieth century. It contributes to the debate over the purpose of history of education and the possibilities that intersecting and contested analytical frameworks might contribute to the development of the discipline.
Design/methodology/approach
The paper discusses the rules of engagement and the duties of a historian of education. It reforms current concerns into three dilemmas: audience, method and writing. It gives examples drawn from research into girls’ school stories between 1910 and 1960. It highlights three authors and stories set in Australia, England and an international school in order to explore what fiction offers in getting “inside” the classroom.
Findings
Developed from a conference keynote that explored intersecting and contested histories of education, the paper sets up as many questions as it provides answers but re-frames them to include the use of a genre that has been explored by historians of childhood and literature but less so by historians of education.
Research limitations/implications
The vast quantity of stories set in girls’ schools between 1910 and 1960 necessarily demands a selective reading. Authors may specialise in the genre or be general young people’s fiction authors. Reading such stories must necessarily be set against changing social, cultural and political contexts. This paper uses examples from the genre in order to explore ways forward but cannot include an exhaustive methodology for reasons of space.
Practical implications
This paper suggests fiction as a way of broadening the remit of history of education and acting as a bridge between related sub-disciplines such as history of childhood and youth, history and education. It raises practical implications for historians of education as they seek new approaches and understanding of the process of informal education outside the classroom.
Social implications
This paper suggests that the authors should take more seriously the impact of children’s reading for pleasure. Reception studies offer an insight into recognising the interaction that children have with their chosen reading. While the authors cannot research how children interacted historically with these stories in the mid-twentieth century, the authors can draw implications from the popularity of the genre and the significance of the legacy of the closed school community that has made series such as Harry Potter so successful with the current generation.
Originality/value
The marginal place of history of education within the disciplines of history and education is both challenging and full of possibilities. The paper draws on existing international debates and discusses future directions as well as the potential that girls’ school stories offer for research into gender and education.
Journal Article
The teacher who forgot too much
Catalina \"Cat\" Duran and her class are off to the recycling center for what seems like the worst field trip ever. But when they arrive, they find out that the recycling plant has been sabotaged! Only Cat and her friends can save the day (and help save the Earth, too!).
Book
Children's literature, the home, and the debate on public versus private education, c.1760-1845
In Britain in the period 1760-1845 the debate on the relative merits of public (school) versus private (home) education remained unresolved and was vigorously debated in many media. It was in this same period that children's literature began to flourish: a much wider variety of books were published in much greater numbers. The new children's literature generally took domestic life for its subject; its authors often claimed that their books had emerged from domestic practice; and the books were often marketed as being for domestic use. It can seem, therefore, that the new children's literature was, in essence, a materialisation in print of domestic pedagogy, a product developed to supply a growing demand for didactic materials to use in the home. This essay will test the hypothesis, considering some real-life pedagogical practices and examining a wide range of later eighteenth- and early nineteenth-century children's texts (both print and manuscript). This evidence will show in fact that the boundaries between private and public education were blurred. Moreover, some children's books were themselves interventions into the debate on private versus public schooling. They presented a utopian, if still practical, vision of how the advantages of both models could be combined.
Journal Article
Drooling and dangerous
Three more hilarious, gross-out stories featuring Orville and Wilbur Riot.
Book
The problem with stories about teacher “burnout”
When teachers talk about leaving the profession, they are commonly described as “burnt out.” But for many, argues Doris Santoro, that’s not the real story. In truth, most teachers enter teaching because they want to pursue moral commitments to the well-being of their students, colleagues, and communities. In-depth interviews with experienced teachers as well as studies of teachers’ resignation letters suggest that moral concerns are what led many of them to quit, as well: They leave not because they’ve become exhausted by the demands of the work but, rather, because school policies are preventing them from doing the good and just work they aspire to do
Journal Article
The zoo with the empty cage
Edward G. Garrison, better known as Egg, is pretty excited about the Science Club's field trip to the zoo. They'll get to see a rare display of Island Foxes, an endangered species. But when the club arrives, they learn that the foxes have been nabbed! Can Egg and his friends find the foxes?
Book
