Science, Technologies and Material Culture in the History of Education

ISBN-13: 9781138358720 / Angielski / Twarda / 2018 / 136 str.

Heather Ellis

Opis

This book explores the interconnections between the histories of science, technologies and material culture, and the history of education, expressing concern over the extent to which the history of science and technology and the history of education are too frequently written about separately, despite their connections. The contributions to this volume demonstrate the diversity and originality of research currently being conducted into the connections between the history of science and the history of education. This book was originally published as a special issue of the History of Education.

Spis treści

Introduction: science, technologies and material culture in the history of education  1. Science and public understanding: the role of the historian of education  2 ‘All your dreadful scientific things’: women, science and education in the years around 1900  3. Household and domestic science: entangling the personal and the professional  4. Domesticating physics: introductory physics textbooks for women in home economics in the United States, 1914–1955  5. Paper, scissors, rock: aspects of the intertwined histories of pedagogy and model-making  6. Transnational education in the late nineteenth century: Brazil, France and Portugal connected by a school museum  7. Microbial metaphors: teaching ‘familiar science’ at a Kent sanatorium, c.1905–1930  8. Russian dreams and Prussian ghosts: Immanuel Kant Baltic Federal University and debates over historical memory and identity in Kaliningrad

O autorze

Heather Ellis is a Vice-Chancellor’s Fellow at the University of Sheffield, UK. Her current research focuses on cultures of knowledge making in Britain in the late 18th and 19th centuries. She is the author of two books: Masculinity and Science in Britain, 1831–1918 (2017); and Generational Conflict and University Reform: Oxford in the Age of Revolution (2012), which was awarded the 2014 Kevin Brehony prize for the best first book by the History of Education Society UK.