Educational reconstruction through the lens of archaeology

Autor:	Patrice Milewski
Rok vydání:	2010
Předmět:	History and Philosophy of Science Modernity media_common.quotation_subject Historiography Sociology Philosophy of education Archaeology Curriculum Educational reconstruction Education Through-the-lens metering media_common
Zdroj:	History of Education. 39:261-280
ISSN:	1464-5130 0046-760X
DOI:	10.1080/00467600802610231
Popis:	This article examines the educational reconstruction that was undertaken by the Department of Education in Ontario during the first years of the twentieth century. It draws on Foucault’s method of archaeology to identify how schooling reforms comprised a discontinuity in pedagogic knowledge. This mutation created the conditions of possibility for the formation of different kinds of subjects and subjectivities. The analysis identifies how Froebelian philosophy and the addition of subjects such as art and nature study to the elementary school curriculum led to new ways of knowing children. It also outlines how these new domains of knowledge were linked to the emergence of a range of new objects, technologies, strategies, and kinds of subjects (people) related to schooling. The conclusion considers the deeper meanings of modernity that were intended by these reforms and the paradoxes that may have resulted.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::09fadf7eecb438765831ca7c92b3e6b4 https://doi.org/10.1080/00467600802610231 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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