Encounters in Theory and History of Education https://ojs.library.queensu.ca/index.php/encounters <p><em>&nbsp; &nbsp; &nbsp;<a title="Encounters in the Theory and History of Education" href="https://ojs.library.queensu.ca/index.php/encounters"><img src="/public/site/images/jigelmo/ESCI_button_(3)_copia.png" alt=""></a></em></p> <p><em>&nbsp;</em></p> <p><em>Encounters in Theory and History of Education / Rencontres en Théorie et Histoire de l'Éducation</em> is an interdisciplinary journal that serves as a forum to present and discuss theory and history of education in a global space, encouraging an intellectual-inquiry perspective. It welcomes papers that are methodologically and historiologically reflective or have a critical perspective, and which could open new lines of thought or ways of approaching knowledge.</p> <p>The journal is indexed in the following databases: <a href="http://ip-science.thomsonreuters.com/cgi-bin/jrnlst/jlresults.cgi?PC=EX&amp;Full=encounters%20in%20theory%20and%20history%20of%20education">Web Of Science Core Collection (ESCI)</a>, IBSS: International Bibliography of the Social Sciences, EBSCO Education Source, DOAJ- Directory of Open Access Journals, DIALNET, DICE and LATINDEX&nbsp;</p> <p>The journal is evaluated in CARHUS PLUS+ (Group C), CIRC-Clasificación Integrada de Revistas Científicas, and&nbsp;<a href="http://miar.ub.edu/issn/1494-4936">MIAR (2016)-Matriz de Información para el Análisis de Revistas: 9.7/10</a>.</p> <p><br> Since its origins in 2000, <em>Encounters</em> has had a transnational character and in line with its history, publishes papers either in Spanish, English, or French and welcomes contributions from scholars working in Spain and Latin America. Encounters began in 2000 as a journal that attempted to generate a dialogue among educational researchers from Canada, Spain and Latin America in light of internationalization and economic globalization. Rosa Bruno-Jofré (Queen’s University) and Gonzalo Jover Olmeda (Universidad Complutense de Madrid) were co-founding editors. Until 2011, the journal was co-sponsored by the Faculty of Education at Queen’s University and the Department of Theory and History of Education, Faculty of Education, Universidad Complutense de Madrid. Since 2011, it has been solely sponsored by the Faculty of Education at Queen’s University, where it has been located since its origins, and is the journal of the interdisciplinary research group: Theory and History of Education International Research Group. <br><br>Queen’s University and the Theory and History of Education Research Group is pleased to announce that <em>Encounter in Theory and History of Education</em> has been accepted for indexing in the Emerging Sources Citation Index, a new edition of Web of Science<sup>TM</sup>. Content in this index is under consideration by Thomson Reuters to be accepted in the Science Citation Index Expanded<sup>TM</sup>, the Social Sciences Citation Index®. The quality and depth of content Web of Science offers to research, authors, publishers, and institutions sets in apart from other search databases. The inclusion of <em>Encounters in Theory and History of Education</em> in the Emerging Sources Citation Index demonstrates our dedication to providing the most relevant and influential Theory and History of Education content to our community.</p> <p>&nbsp;</p> Fueen's University en-US Encounters in Theory and History of Education 1494-4936 <p>Authors who publish with this journal agree to the following terms:</p><p>- Authors:</p><p>Retain copyright and grant the journal right of first publication of the work.  Any subsequent commercial reuse must be agreed by both parties.</p><p>Can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal</p><p>- Non-commercial Users:</p><p>Encounters in Theory and History of Education authorises all persons to read, download, copy, distribute, print, search, or link to the full texts of its articles and other materials published in the journal provided that full attribution is given to the author(s) and that such uses are not primarily intended for or directed to commercial advantage or private monetary compensation, and provided that content is not modified and retains all attribution notices.</p><p>- Commercial Users:</p><p><em>Encounters in Theory and History of Education</em> retains the right to benefit from commercial reuse, in each specific case subject to the agreement of the author and in consultation with the journal Editorial Board.</p><p><span><br /></span></p><p><span>The journal does not charge authors for the publication of their articles</span></p><p> </p> Front Matter https://ojs.library.queensu.ca/index.php/encounters/article/view/7713 Kathleen Brennan ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 i ix 10.24908/eoe-ese-rse.v18i0.7713 Introduction: Catholic education across time and space: From educational projects in early modernity, through colonial education, to opening spaces of social transformation https://ojs.library.queensu.ca/index.php/encounters/article/view/7719 Rosa Bruno-Jofré ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 xi xiv 10.24908/eoe-ese-rse.v18i0.7719 Colonial education in the Congo - a question of “uncritical” pedagogy until the bitter end? https://ojs.library.queensu.ca/index.php/encounters/article/view/6859 <p>Our approach is a historical, and not a theoretical or a philosophical one. But such an approach might be of help to understand the complexities and ambiguities of the pedagogical mentalities in the course of the twentieth century. As is usually the case in historical research the groundwork has to precede the formulation of hypotheses, let alone theories about the nature of pedagogical practices. Therefore, since the 1990s, “we” (as a team) have been busy studying the history of education in the former Belgian Congo. Of course since then we have not only closely monitored the theoretical and methodological developments in the field of colonial historiography, but have ourselves also contributed to that history. This article tries to give an overview of some of our analyses, concentrating on the question to what extend the Belgian offensive of colonial (i.e. mainly Catholic) missionary education, which was almost exclusively targeted at “paternalism”,&nbsp; contributed to the development of personal life, individual autonomy and/or emancipation of the natives. From the rear-view mirror of history we are, among other things, zooming in on the crucial 1950s, during which decade thoughts first turned to the education of a (very limited) “elite”. The thesis we are using in this respect is that the “mental space” of colonialism was not of a nature as to have a very great widening of consciousness among the local population as its effect.</p> Marc Depaepe ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 2 26 10.24908/eoe-ese-rse.v18i0.6859 An analysis of the fundamental shift in Catholic secondary religious education during the long sixties, 1955-1973 https://ojs.library.queensu.ca/index.php/encounters/article/view/6841 <p>This paper examines the fundamental shift in Catholic secondary religious education in North America during the long sixties, 1955-1973. Special focus is given to the Canadian province of Ontario. This paper argues that this fundamental shift involved a major change in orientation as the strict Neo-Thomism was abandoned after Vatican II along with the traditional teacher-led pedagogy of rote-memorization. It was replaced with a more subjective approach, emphasizing the developmental nature of Church tradition and the inner transformation of the individual. Teaching methods also changed with more student-centred strategies adopted. This paper also examines the causes and consequences of this fundamental shift, concentrating on the impact of the cultural changes of the long sixties and Vatican II. This paper argues that this shift was a needed one, but that it was too extreme leading to a period of considerable confusion in Catholic secondary religious education.</p> Joe Stafford ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 28 52 10.24908/eoe-ese-rse.v18i0.6841 Transforming Catholic women's education in the sixties: Sister Catherine Wallace's feminist leadership at Mount Saint Vincent University https://ojs.library.queensu.ca/index.php/encounters/article/view/6910 <p>Sister Catherine Wallace (1917-91) was president of Mount Saint Vincent University (MSVU), Canada’s only degree-granting women’s post-secondary institution, from 1965 to 1974. Wallace’s appointment coincided with a transformative era not only in the North American post-secondary landscape, but also in the Roman Catholic Church and the women’s movement.&nbsp; Wallace was acutely aware that this combination of factors would require a transformation of MSVU itself for the institution to survive the next decade. Wallace ultimately strengthened MSVU’s identity and gave it a more outward-looking vision by embedding many of the goals of second-wave feminism, including the recommendations of the Report of the <em>Royal Commission on the Status of Women in Canada</em> (1970), in the University’s renewal. She also gave the university a more national profile through her work on the executive of the Association of Universities and Colleges of Canada (AUCC), including in 1973 as their first woman president.</p> Heidi Macdonald ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 53 77 10.24908/eoe-ese-rse.v18i0.6910 Popular Catholic education in Spain: From charity and assistance to social commitment (1953-1967) https://ojs.library.queensu.ca/index.php/encounters/article/view/6964 <p>Popular Catholic education appears in &nbsp;relation to Catholic propaganda and as a means to neutralize secular schooling, &nbsp;a socializing &nbsp;and moralizing model for popular clases, within the framework of the Catholic movement. &nbsp;Franco, during the first stage of the regime , gave the Church control of&nbsp; education.&nbsp; &nbsp;During the 1950s and 1960s Catholic schools were associated &nbsp;to middle clases, &nbsp;&nbsp;while keeping a strong presence in the offering of&nbsp; free elementary &nbsp;schooling. Begining in 1945, diverse sectors within &nbsp;Spanish Catholicism committed to pastoral &nbsp;social work &nbsp;intensified their social immersion and popular education grew in light of &nbsp;that &nbsp;commitment.&nbsp; Education would be a fundamental component of a pastoral model that became increasingly social and also efficient. Popular educational practices moved from charity and assistentialism to the arena of social commitment in order to reach the weakest and those far away. These practices &nbsp;led to new commitments such as &nbsp;special education, emancipation of women, recreation, adult education.</p> Pere Fullana Puigserver ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 78 98 10.24908/eoe-ese-rse.v18i0.6964 Dewey's and Freire's popular philosophies of education in a capitalist context https://ojs.library.queensu.ca/index.php/encounters/article/view/6387 <p>This article looks at Dewey’s and Freire’s popular philosophies of education in light of their views of the relation between common sense and scientific inquiry. Dewey’s view, unlike that of Freire, requires the data to be radically reorganized so that the inductive data cannot really be considered merely a reorganizing of common-sense experience. Dewey, though, does not apply his own characterization of scientific inquiry to his critique of capitalist relations; his criticism constitutes an external critique of capitalism via his concept of a cultural lag. Freire, too, criticizes capitalist relations not on its own terms but externally, via his humanist ethical condemnation of treating human subjects as objects. Marx, on the other hand, proposes an internal critique of capitalist relations, starting with the contradictory inductive unit of the commodity that parallels Dewey’s concept of scientific induction. Freire, despite his different conception of scientific inquiry, shares Marx’s interest in the working class and provides a complementary educational approach by addressing the working class’ experience of fear, by counteracting the denigration of working-class experience and by arguing against the claim of neutrality in inquiry in a capitalist context. A synthesis of the three philosophies would therefore serve better the educational needs of the working class.</p> <p>&nbsp;</p> Fred Harris ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 100 118 10.24908/eoe-ese-rse.v18i0.6387 The eros of the meal https://ojs.library.queensu.ca/index.php/encounters/article/view/6781 <p class="p1"><span class="s1">Abstract: After outlining the common critique in selected texts Paulo Freire and Benedict XVI, we turn beyond the individual thinkers and into the mystagogy of their common religious traditions, beginning with an extended description of the Jewish ritual of Passover, foundational to a description of the Catholic celebration of the Eucharist to follow, but also definitive in its own right. In describing these two rituals we find a fuller consideration of the constructive responses by Freire and Benedict to the institutional objectification of the human person in the eros of the common meal. This is the mysterious freedom of eros that is a necessary condition for the possibility of true and lasting communion, essential for any liberating education and often missing in Marxist and other accounts of critical pedagogy that ignore its theological roots. Rather than reacting to these limits to the present, well-known literature, we carve out an alternate path.</span></p> Samuel Rocha Adi Burton ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 119 132 10.24908/eoe-ese-rse.v18i0.6781 National newspaper-reporting on state examinations: An historical exposition of the exceptional case of the Irish Leaving Certificate https://ojs.library.queensu.ca/index.php/encounters/article/view/6426 <p align="center">During a post-independence phase (1922-mid-sixties), Irish secondary schooling was characterised by low participation rates, elitism, and careerist perceptions of students. Phase two (1967-mid 1980s) saw participation rates expand dramatically as Ireland became more open and industrialised, and policymakers focused on relationships between education, human capital and economic development. During this phase, the <em>Irish Times</em> began to include careers and examinations information. With school completion rates continuing to increase from the mid-1980s (phase three), the two main daily newspapers realised that the growing need for information about access to an increasingly complex and highly-prized higher education system, which was dependent on academic achievement, afforded an opportunity to boost sales and advertising. In response, examinations’ coverage reached a level recently described as ‘exceptional by a team of researchers from the Oxford University Centre for Educational Assessment and Queen’s University Belfast.&nbsp;&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> Tom O'Donoghue Jim Gleeson Orla McCormack ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 134 149 10.24908/eoe-ese-rse.v18i0.6426 Envisioning higher education in the 21st century: A Conversation with Juan José Etxeberria, SJ, at Deusto University of the Society of Jesus https://ojs.library.queensu.ca/index.php/encounters/article/view/6931 <p>N/A</p> Donna Fernández Nogueira Jon Igelmo Zaldívar Visitación Pereda Herrero ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 151 164 10.24908/eoe-ese-rse.v18i0.6931 Contributors https://ojs.library.queensu.ca/index.php/encounters/article/view/7710 Kathleen Brennan ##submission.copyrightStatement## 2017-12-02 2017-12-02 18 166 168 10.24908/eoe-ese-rse.v18i0.7710