Academic literature on the topic 'National Socialist Teachers Assocation'
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Journal articles on the topic "National Socialist Teachers Assocation"
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Lamberti, Marjorie. "German Schoolteachers, National Socialism, and the Politics of Culture at the End of the Weimar Republic." Central European History 34, no. 1 (March 2001): 53–82. http://dx.doi.org/10.1163/156916101750149130.
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In the Third Reich a high percentage of the civil servants in the cadres of functionaries of the National Socialist Party on the local and district levels were teachers. It is thus not surprising that some historians who studied the elementary school teaching profession in the Weimar Republic began their research with assumptions about the “ideological affinities” of teachers to fascism and discussed “the specific predispositions that made it easy for them to identify with National Socialism.” The German Teachers' Association, one scholar wrote, “proved to be more a precursor than an opponent of fascism.” At its national congress in May 1932, another historian related, the representatives of the chapters voted for a policy which, in effect, abandoned the democratic republic and “indirectly helped those political forces that would create a dictatorship in Germany within a year.” In 1932 and 1933, on the other hand, recruiters for the National Socialist Teachers’ League often complained about “hard and difficult soil” and “unpenetrable” regions.
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RUDA, OKSANA. "EDUCATIONAL ISSUE IN THE POLISH SOCIALIST PARTY ACTIVITIES DURING THE INTERWAR YEARS OF THE 20TH CENTURY." Ukraine: Cultural Heritage, National Identity, Statehood 32 (2019): 86–96. http://dx.doi.org/10.33402/ukr.2019-32-86-96.
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The article analyses the educational activities of the Polish Socialist Party during the interwar years that were aimed at the development of educational institutions with the Polish language of instruction, extra-curricular education, the raising of the teachers’ professional qualifications, and level of national consciousness of the Polish population. Members of the party joined the establishment of schools, libraries, reading halls, and organized courses: Polonistics, teaching, courses with an elementary and secondary school curricula, theatre and vocal groups, party schools, and universities. Founded by the members of the Polish Socialist Party, the Society of the Labour University with its educational activities played an important role in combating the illiteracy of the population and in formation of the national consciousness of Poles. It was shown that the Polish Socialist Party paid due attention to the protection of the cultural, linguistic and educational rights of the national minorities. These problems repeatedly appeared on the agenda of the party congresses, however they were violated by the parliamentarians from the Polish Socialist Party in the Sejm. There were analysed the party's projects, designed to provide territorial autonomy to the non-Polish population which was compactly inhabiting the south-eastern province of Poland. While defending the rights of the national minorities, the members of the Polish Socialist Party spoke in favour of the development of schooling with education in their native languages, the opening of a separate Ukrainian university in L’viv. They protested against the persecution of students and teachers of the Secret Ukrainian University in L’viv, introduction of utraquism in the school, numerus clausus, and the «ghetto benches» in the higher education institutions for the Jewish students. Keywords: Polish Socialist Party, Poland, educational activity, educational institutions, national minorities
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Shagdarsuren, Solongo. "ENGLISH LEARNING MOTIVATING AND DEMOTIVATING FACTORS AMONG POST-SOCIALIST MONGOLIA'S FUTURE ENGLISH TEACHERS." Englisia: Journal of language, education, and humanities 7, no. 2 (July 2, 2020): 194. http://dx.doi.org/10.22373/ej.v7i2.6623.
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A declining number of credit hours of English courses for English-majoring students at the National University of Mongolia lead teachers and students to focus on effective English education and what factors would affect it within credit hours allowed at the university. Meanwhile, English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the national interest in learning English, resulting in a greater demand for English teachers. This study investigated the motivation of Mongolian English-majoring students towards learning English and the factors affecting them to be demotivated. A total of 20 students majoring in English teaching at the National University of Mongolia, Erdenet School of the 2019-2020 academic year completed the questionnaire on English learning motivation and attended focus group interviews. The findings showed that the students had instrumental orientation and demonstrated a strong desire to learn English. However, they felt demotivated by their teachers' and classmates' attitudes and living situations. The researcher recommends that the students and the teachers create a conducive environment in the classroom, where the students can feel comfortable despite making mistakes, and also suggests other practical takeaways given this post-socialist English learning environment.
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Williams, Sian Rhiannon. "The 'troublous question of the married women teachers': The Aberdare dismissals of 1908." Cylchgrawn Addysg Cymru / Wales Journal of Education 21, no. 1 (March 1, 2019): 4–20. http://dx.doi.org/10.16922/wje.21.1.2.
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In February 1908, the Aberdare Education Committee resolved to dismiss all married women teachers in its Council schools. This article analyses the protest campaign which followed and its impact on the National Union of Teachers, the local labour movement and the women teachers involved. It was a 'fight' which divided the local community, the socialist movement and the teachers themselves at a time of social and political change, and one which reverberated beyond Aberdare and beyond that summer of strife. It is argued that the tensions which came to the fore are significant in understanding teacher and gender politics in Wales and Britain in the early twentieth century.
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Georgescu, Diana. "Small Comrades as Historians and Ethnographers: Performativity, Agency, and the Socialist Pedagogy of Citizenship in Ceaușescu's Romania, 1969–1989." Slavic Review 78, no. 01 (2019): 74–102. http://dx.doi.org/10.1017/slr.2019.9.
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Beginning with the state's successful promotion of purposeful and patriotic tourism for children in Ceaușescu's Romania, this article argues that we should move beyond traditional representations of the relationship between citizens and the socialist state in oppositional terms that emphasize resistance, subversion, and indifference, leaving historical subjects strangely disconnected from their socio-political context. Children and teachers who engaged in summer expeditions, for example, found self-fulfillment not only by opposing the regime or escaping into alternative lifestyles, but also by pursuing the socialist and national values the regime promoted and by activating forms of youth agency that were built into the socialist pedagogy of citizenship, which encouraged activism, voluntarism, and leadership in youth. To investigate young people's engagement with the socialist state, this article proposes a performative approach that has the potential to not only contribute to studies of late socialism, but also invigorate studies of nationalism and histories of childhood and youth under authoritarian regimes.
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Pasichnyk. "TRAINING OF TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE IN UKRAINE (SECOND HALF OF XX – BEGINNING OF XXI CENTURY): EXPERIENCE OF HISTORICAL-PEDAGOGICAL PERIODISIS." Scientific bulletin of KRHPA, no. 12 (2020): 49–55. http://dx.doi.org/10.37835/2410-2075-2020-12-6.
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The article deals with the issue of periodization of the process of teacher training of Ukrainian language and literature in the national scientific and pedagogical discourse. The formation of a modern system of higher pedagogical education takes place in conditions of significant renewal of its conceptual foundations for the national direction, increasing the importance of the Ukrainian language as the state language at all levels of the educational process. The state progress of the Ukrainian language increases the attention to the issue of training teachers of Ukrainian language and literature in view of the latest requirements facing domestic teachers and which need to be correlated with existing pedagogical experience. The leading approaches of modern scientists to the development of the problem of training teachers of Ukrainian language and literature in higher pedagogical institutions of Ukraine are identified and characterized, the author's periodization of the research problem is presented. The assumption is made about the possibility of isolation in a certain process of a number of periods: 1945-1958 biennium – ideological basis (approval of conceptual bases of cultural (including linguistic and educational) policy of the Union of Soviet Socialist Republics and its strengthening in the system of higher pedagogical education); 1959-1991 – organizational and administrative (creation of a system of higher pedagogical education, which would meet the demands of the society for the preparation of teachers, in particular Ukrainian language and literature); 1991-2019 – transformation and modernization (transition from the restructuring of the post-Soviet higher education system to the creation of a modern flexible higher education system). Focused on the purpose and content of education of future teachers of Ukrainian language and literature, as this issue had a political context due to the connection with the language policy of the Union of Soviet Socialist Republics towards Ukraine. Key words: teacher training, periodization, teacher of Ukrainian language and literature, history of pedagogy, language policy
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Zhou, Yu. "Discussion on the Integration of Musical Elements into the Social Practice Teaching of “The Outline of Chinese Modern and Contemporary History”." Journal of Educational Theory and Management 4, no. 1 (May 20, 2020): 61. http://dx.doi.org/10.26549/jetm.v4i1.2900.
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Teachers of the ideological and political theory course should be confident in the ideological and political course, insist on the unity of explicit education and recessive education, be good at exploring the ideological and political education resources contained in other courses and teaching methods, and realize the full-time education of all employees. At present, there is still much room for improvement in the collaborative education of aesthetic education and moral education. Teachers of the ideological and political theory course should actively guide and explore the ideological and political education resources of music resources, and use the artistic discourse system to interpret the historical process of modern Chinese social development and revolution, construction, and reform, and its inherent regularity, which reflects the national history and national conditions, reflects the positive results of Marxism in China, the era, and the popularization, guiding students to profoundly understand the history and how the people chose Marxism, chose the Chinese Communist Party, chose the socialist road, and chose reform and opening up; strengthening the road self-confidence, theoretical self-confidence, institutional self-confidence, and cultural self-confidence of socialism with Chinese characteristics; earnestly establish the belief that “only socialism can save China, only socialism with Chinese characteristics can develop China.”
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Karasoy, Murad. "An overview of education in national socialist period in GermanyAlmanya’da nasyonal sosyalizm döneminde eğitime genel bir bakış." Journal of Human Sciences 15, no. 1 (February 21, 2018): 209. http://dx.doi.org/10.14687/jhs.v15i1.4600.
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The National Socialist German Workers’ Party (Nationalsozialistische Deutsche Arbeiterpartei) came into power with democratic procedures between the years of 1933-1945, shaped the educational system in the framework of fascist ideology. In that period, because the schools were regarded as the main venues of creating a German Nationalist Society, the physical structure of schools, curricula, teachers’ education, management and supervision of educational tools and equipment were designed pursuant to the Nazi ideology. Germany has prominently separated from the countries of France, England and Turkey which shape their education system with democratic ideals with coming Hitler into power. The purpose of this study is to investigate the educational system during National Socialism in Germany. In the light of the literature survey conducted for this purpose, it has been revealed how National Socialist German Workers’ Party, primarily Hitler as the leader of the party and the Nazi ideologues, organize pre-school education, primary education and secondary schools according to the Nazi ideology to establish a German Nationalist Society. This period could be a stunning example to show how the education system is structured in the framework of a definite ideology. This study, which examines the education system without anachronism, is thought to provide important contributions to the educational sciences literature.Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet1933-1945 yılları arasında, demokratik yollarda iktidara gelen Nasyonal Sosyalist Alman İşçi Partisi, eğitim sistemini faşist ideoloji çerçevesinde biçimlendirmiştir. Bu dönemde eğitim kurumları, nasyonalist Alman toplumu oluşturmanın ana mekânları olarak kabul edilerek okulların fiziksel yapısı, müfredat programları, öğretmen eğitimi, eğitim araç-gereçleri, yönetimi ve denetimi Nazi ideolojisine göre dizayn edilmiştir. Almanya, Hitler’in iktidara gelmesi ile beraber Fransa, İngiltere ve Türkiye gibi eğitim-öğretimini demokratik idealler doğrultusunda şekillendiren devletlerden belirgin bir şekilde ayrılmaya başlamıştır. Bu çalışmanın amacı, Almanya’da Nasyonal sosyalizm döneminde eğitim sisteminin incelenmesidir. Bu amaçla yapılan literatür taraması ışığında Nasyonal Sosyalist İşçi Partisi ve başta bu partinin lideri Hitler ile Nazi ideologlarının, nasyonal sosyalist Alman toplumunun inşa edilmesinde okul öncesi eğitim, ilköğretim, ortaöğretim ve yükseköğretim kademelerinin Nazi ideolojisi çerçevesinde nasıl biçimlendirildiği ortaya konulmuştur. Okulların belli bir ideoloji etrafında yapılandırılmasına çarpıcı bir örnek oluşturan bu dönemde eğitim sisteminin anakronizme düşülmeden irdelendiği bu çalışmanın, eğitim bilimleri literatürüne önemli katkılar sağlayacağı düşünülmektedir.
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Almaev, Rustam Z. "The Fate of Educators in the Bashkir Autonomous Soviet Socialist Republic During the Struggle Against “Bourgeois Nationalism” (1937-1938)." RUDN Journal of Russian History 19, no. 1 (December 15, 2020): 95–118. http://dx.doi.org/10.22363/2312-8674-2020-19-1-95-118.
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This article discusses the political repressions of 1937-1938 in the fi eld of public education, with the Bashkir Autonomous Soviet Socialist Republic as its case study. The author assembles new archival documents, mass media materials and memoirs of contemporaries to illuminate the regional specifi cs of repression in the broader context of the Stalinist era. Particular attention is paid to how “enemies of the people” were identifi ed. The author argues that the Bashkir Regional Party Committee, the media, and the party committees of educational institutions, as well as the organs of the NKVD worked in unison to expose “hostile elements” and Trotskyists among directors of educational institutions, specialists in higher education, and public school teachers. The media, as well as the decisions of closed party meetings, were imbued with the spirit of ideological intolerance; they provided the moral and ideological justifi cation for the arrests. This article traces a trend that was characteristic of national autonomous republics in general: the persecution of regional leaders and members of the national intelligentsia on charges of “local bourgeois nationalism.” The author also examines how purges in the party, state and educational bodies of the republic targeted “nationalists” directly or indirectly associated with “national and local deviationists” of the revolutionary years. The article also discusses the fate of Bashkortostan’s People’s Commissars of Education who were subjected to repression. Reconstructing the complex social and political situation in the educational sphere of the BASSR allows us to draw important conclusions, and better understand contemporary social and political processes.
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Szamet, Miriam. "Before the “War of Languages”: Locals, Immigrants and Philanthropists at the Hilfsverein’s Teachers’ Seminar in Jerusalem 1907–1910." Naharaim 12, no. 1-2 (December 19, 2018): 173–95. http://dx.doi.org/10.1515/naha-2018-0009.
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Abstract Established in Jerusalem by the Hilfsverein der deutschen Juden, the first Teacher Training Seminar is a fascinating case study of the rapid change within the Jewish communities in late Ottoman Palestine. This essay focuses on the 1907 conflict between the Seminar’s management and its Eastern-European students concerning training and teaching in the modern Hebrew, a development which would later nourish the so-called “War of Languages” in 1913. These conflicts reflected the gap between immigrants who had fled anti-Semitic riots in Eastern Europe and witnessed Socialist revolutions, and the experiences of Jerusalem-born students familiar with the activity of philanthropic Jewish organizations within the local children’s education system. The chasm between the nationalist educational goals of the Hebrew yishuv and the Hilfsverein’s aims of modernization and professionalization led to mutual radicalization and the establishment of a separate Zionist education system by Zionist Organisations. The staunch position in favor of teaching in Hebrew expressed the Hebrew and secular national consciousness of the immigrant student, and was evidence of their professional pedagogical goals.
Dissertations / Theses on the topic "National Socialist Teachers Assocation"
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Korte, Barbara. "Texte für das Theaterspiel von Kindern und Jugendlichen im ‚Dritten Reich‘." Doctoral thesis, 2017. http://hdl.handle.net/11858/00-1735-0000-0023-3E37-6.
Full textBook chapters on the topic "National Socialist Teachers Assocation"
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Feffer, Andrew. "Far from the Ivory Tower." In Bad Faith, 129–46. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823281169.003.0008.
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This chapter recounts the increasingly bitter contest between communists and liberals in the American Federation of Teachers, as the Popular Front dissolved in the wake of the Hitler-Stalin Pact in August 1939. As Local 5’s offshoot, the College Teachers Union, under communist and radical socialist leadership, successfully established tenure rights for New York’s municipal colleges in 1938. The New York locals were challenged in the AFT by social democrats like George Counts, whose anti-communist campaign won the presidency of the national union, setting the stage for the Rapp-Coudert probe the following year.
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Lauter, Paul. "Canon Theory and Emergent Practice." In Canons and Contexts. Oxford University Press, 1991. http://dx.doi.org/10.1093/oso/9780195055931.003.0012.
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I want to begin with what some might cite as a characteristic move of the socialist intellectual in capitalist society: namely, biting the hand that feeds you. In the course of explaining to me the rejection by the National Endowment for the Humanities board of a highly-rated proposal for a Seminar for College Teachers, the NEH program officer wrote that “some reviewers were concerned that the focus on the canon, while doubtless an important issue for teachers of American literature, lacked the kind of scholarly significance generally expected of Summer Seminars. . . .” Pursuing this theme, he later wrote that my “application was rather more thesis-driven than most of our seminar proposals.” I discover everywhere signs of this division. On the one side, we find the supposedly pedagogical or professional problems raised by the question of the canon, and on the other side, what is lauded as “of scholarly significance” or, more simply, criticism or theory. In a recent “Newsletter for Graduate Alumnae and Alumni" issued by the Yale English Department, for example, Cyrus Hamlin ruminates “precisely how this procedure of hermeneutical recuperation” he is proposing “should affect the canon and the curriculum of our institution is difficult to say. . . .” and he proceeds to ignore the question (p. 2). In the same document, Margaret Homans suggests why he does so. “At Yale,” she writes . . . while post-structuralism has proven to be intellectually more unsettling than liberal humanism, the feminist versions of post-structuralism are institutionally more easily accommodated than some of the projects of liberal feminism, such as challenging the content of the canon we teach, with its vast preponderance of white, male authors (p. 4). . . . Interestingly, Homans here appropriates the project of canon revision solely to the domain of “liberal feminism,” a common enough way of trying to limit the scope of this intellectual movement to a supposed clique of uppity, middleclass women.