Adult and Child Identities in Irish Primary Schools, c.1830-1909

Autor/in	Dolan, Paddy
Titel	Adult and Child Identities in Irish Primary Schools, c.1830-1909
Quelle	In: History of Education, 45 (2016) 5, S.530-546 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2015.1136358
Schlagwörter	Foreign Countries; Educational History; Elementary School Students; Children; Adults; Social Influences; Socialization; Elementary School Teachers; Cultural Influences; Social Change; Religious Factors; Politics of Education; Citizenship Education; Self Control; Teacher Behavior; Well Being; Ireland + Suchen Sie Ihr Suchwort? Ausland; History of education; Bildungsgeschichte; Child; Kind; Kinder; Sozialer Einfluss; Socialisation; Sozialisation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cultural influence; Kultureinfluss; Sozialer Wandel; Educational policy; Bildungspolitik; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Selbstbeherrschung; Teacher behaviour; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Irland
Abstract	Drawing on teaching manuals, government reports and school inspectors' reports from the 1830s up to the early twentieth century, this paper traces the changing conceptual and social distance between childhood and adulthood in Ireland. Using Norbert Elias's figurational approach, it is argued that children became increasingly involved in both unplanned civilising processes and deliberate civilising missions framed by state functionaries, religious elites and pedagogic experts. Young children were civilised in the broader context of unintentional, but ordered social processes developing over the course of the nineteenth century. While both pupils and teachers were at first addressed and depicted in similar ways, a growing social and cultural differentiation between adult and child gradually developed. This is related to the increasing status of teachers, their position as civilising agents of the state, and the gradual acceptance by elites that Irish teachers of humble social origins had become more emotionally self-controlled. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01