This paper focuses on the institutionalized development of the higher medical education in modern China, especially the pioneering work of medical missionaries. For these first arrivals, the best way to gain trust from ordinary Chinese people and increase their faith in God was relieving sufferings and removing pain. So the establishment of hospitals or clinics and training native medical staffs were the initial work of missionaries and their affiliations. Among these medical missionary organizations, St. John’s University established by the Episcopal Church in the US in 1879 was the oldest one for higher medical education in modern China. It enrolled Chinese students and provided the most advanced medical training. Almost all the graduates became leading figures in China’s medical domain. From this perspective, the medical education offered by missionary universities like St. John’s out of the preaching purpose objectively turned out to be the initial impetus for the modernization of Chinese medicine. St. John’s University is like a mirror to show us the conflicts and integration between eastern and western culture, or to say the reconciliation of traditional and modern paradigms.

By using archive sources from Shanghai Archives, materials relating to the history of St. John’s University and records published by the United Board for Christian Higher Education in Asia, this paper examines the mechanism and implications of the personnel cultivation at St. John’s medical school in the early part of 20^th century. As for the mechanism of medical education, this paper first traces the history of St. John’s University back to the Baird Hall (est. 1865) and Duane Hall (est. 1866) established by William Jones Boone, the first Episcopalian missionary bishop of China. Then it investigates the medical training modes at different developmental stages of St. John’s University, and shows that along with the development of St. John’s from college to university the medical education goes through mentoring system to degree-granting system. At last, this paper analyses the relationship between the medical education system of St. John’s University and that of the University of Pennsylvania. As for the implications, the study keeps a foothold in Sino-foreign cultural exchanges and explores the historical status of St. John’s medical education by bringing together the history of Chinese medicine and the history of Chinese higher education.

This paper argues that: 1) St. John’s University, as the first university propagating the advanced practice and ideas of western medicine, not only set a model for other contemporary missionary or native universities but also had a profound influence on the whole medical career in China; 2) The implementation and reform of the medical education at St. John’s suggested that the only way for alien technics, concepts and ideas to be accepted and absorbed is respecting and adapting to the native culture; 3) Medical education carried out by missionaries, especially the university level, is a vital part of western cultural colonialism; 4) For country like China which suffered exploitation of western power, the colonial expansion also breaks old fetters and contains possibility of modernization.

Founded in 1928 upon request of the citizens, the first school of Erbil (Kurdistan Region/Iraq) nowadays is a museum. The author became acquainted with this school museum through a smaller project funded by the German Academic Exchange Service. Part of a symposium held in Erbil in May 2023 was the visit of this school museum. Later, a group of scholars, both from Iraq, and from Germany and Austria worked on the creation of a website for this museum together with the museum's administrators. The history of Erbil's first school – as presented in this school museum – is the story of a school that, within the given social context, was outstanding for its modernity. Its curriculum was informed by modern science, however, art education and sports played important roles as well. In terms of teaching methods, the school can be regarded as an example of progressive pedagogy. Much of what is on display in the School Museum, reminds the European visitor of reform pedagogy in European schools. In my talk, I will discuss the history of this school as a history of modernisation/westernisation/colonisation. In doing so, I will address three layers. First, I want to explore to what extent the history of Erbil’s first school as a modern school – as showcased in its museum – can also be read as the history of the adoption of Western concepts of progressive schooling. My hypothesis is that in its striving to be modern, the school largely adopted Western pedagogical ideas, and that this was facilitated by its principals and teachers and their contact to Western intellectual discourses. Drawing on material from the school’s archive, the paper reconstructs professional trajectories of teachers in different time periods, highlighting regional networks and connections to both Western and (post-)Ottoman institutions and discourses. Second, I argue that this part of the story then could be interpreted as a story of modernization by westernization. Whether it also can be understood as a story of colonization, however, is more difficult to determine. On the one hand, it could be argued that it were local actors who shaped this school, and they acted in the interest of local constituencies. There is no evidence to suggest that colonial powers had any interest in this school at all. On the other hand, one could argue that it was the global supremacy of Western culture that made the adoption of Western concepts attractive in the first place. The story, however, has a third layer: The idea to see this school’s history as a history of westernization or even colonization is the idea of the author, a European scholar. The Iraqi actors understand the modernity of this school as an achievement of their predecessors, and they are still proud on it. Under these circumstances, wouldn't the deconstruction of the history of their achievement as history of adopting Western ideas represent a paradox way of re-colonization – the theft of their success story by a Western scholar informed by theories of postcolonialism?

This presentation is about the importance of education for post-institutional citizenship. Empirin is taken from a Swedish institution over a ninety-year period: Folåsa. The result shows that the students gained formal qualifications and probably also valuable knowledge in connection with their stay. The institution was in many ways a total institution in Goffman's sense and it is easy to interpret notes on offenses and punishments based on a Foucaultian analysis of power. At the same time, it is possible to see traces of the subjectification that Biesta believes teachers should give to their students. Teachers had a central role in the students' lives and could decide on their own how the teaching would be designed, which learning materials would be used and how the content of the teaching could be adapted based on what could be interpreted as individualized teaching. With the help of courses on citizenship and social life, students would be trained to become independent individuals and be able to be part of society, and thus with Biesta's concept, subjectivized. It gives indications that teaching was not only part of the institution's everyday routines, but that the individual's ability and needs were given importance for future citizenship. The idea of ​​a post-institutional citizenship seems to have been present in the content and implementation of the teaching. All the time that was spent on education was aimed both at a functioning institutional day-to-day with clear routines and at creating good conditions for an active adult citizenship in society.

This paper aims at discussing the history of heterogeneity management at the School of Application from the USP Faculty of Education (EAFEUSP) in its early years, since 2011 to the present time. The referred school is located in São Paulo and was founded in 1958. In 2011, its teaching staff started promoting a number of actions in the initial years of Primary School with the view of enduring the challenges of providing literacy to heterogeneous and large groups of students which had only one teacher responsible for each group. This presentation is part of a research entitled The Challenges of Heterogeneity in Literacy Process: a study on the Attendance Program driven to the Primary School first cycle of literacy teaching at the School of Application, which is also part of another greater project, funded by FAPESP: Knowledges and Practices on Borders: for a transnational history of education (1810-…). These were the study’s driving questions: Which solutions have been found for the past years towards students’ effective learning? How have such alternatives impacted EAFEUSP culture, more specifically its time and space? Which subjects and milestones can be considered as fundamental in that process? Which changes can be noticed in heterogeneity management? It has been proved that one of the most representative initiatives to deal with heterogeneity concerning teaching and learning in the early years was the consolidation of the project Attendance: intervention and individual listening to focal group students from the initial years of Primary School. Such project has been developed by some teachers and researchers who, since 2011, has recognized it as a way of transformation. Therefore, there was the need to train an educators’ team every school year, rather than having to train a sole teacher per group. In order to understand the project’s history, the core sources of the research were: EAFEUSP School Planning for the past 12 years, data from informal interviews and conversations with one of the teachers- who takes center stage in the design and coordination of the referred project - as well as systematic remarks of the project organization for the past two years. By examining the documents, it was possible to determine that the school principles keep on being based on the promotion of solidarity, on the building of an active and critical citizenship, on the appreciation of equity, on the building of plural identities as well as on the respect of diversity. Moreover, it has been noticed that to carry out the intended restructuring in the relation teacher versus group there has been a constant reorganization of time and space at EAFEUSP to meet the needs of a wide range of teaching and learning processes. That analysis is underpinned by Antonio Viñao Frago, Augustín Escolano and Philippe Meirieu’s theoretical contributions to discuss school culture, time and space, apart from António Nóvoa and Maurice Tardif’s assumptions on teachers training, actions between school and university in the determination of practices, knowledges and values that pave the way to the development of teachers in contemporaneity.

Propõe-se aqui discutir a história do manejo da heterogeneidade na Escola de Aplicação da Faculdade de Educação da USP (EAFEUSP), em seu ciclo inicial, desde 2011 até os dias atuais. Esta escola está localizada na cidade de São Paulo e foi criada em 1958. Em 2011, sua equipe começou a mobilizar uma série de ações nos primeiros anos do Ensino Fundamental I, com vistas a enfrentar o desafio de alfabetizar turmas heterogêneas, bem como a lógica de se ter um número elevado de crianças e apenas uma professora por sala de aula. Esta apresentação integra a pesquisa intitulada Os desafios da heterogeneidade na alfabetização: um estudo sobre o programa Atendimentos voltado ao primeiro ciclo de alfabetização do Ensino Fundamental I da Escola de Aplicação da FEUSP, o qual faz parte de outro projeto maior, financiado pela FAPESP (2018/26699-4): Saberes e práticas em fronteiras: por uma história transnacional da educação (1810-...). As questões norteadoras do estudo foram: Quais soluções têm sido encontradas ao longo desses anos para que as crianças aprendam? Como tais alternativas têm impactado a forma e a cultura da EAFEUSP, de modo especial seu tempo e espaço? Quais sujeitos e marcos podem ser considerados fundamentais nesse processo? Quais mudanças podem ser notadas no manejo da heterogeneidade? Constatou-se que uma das iniciativas mais representativas para lidar com a heterogeneidade dos modos de aprender e ensinar no ciclo I foi a configuração do projeto Atendimentos: intervenção e escuta singularizada às crianças do grupo foco nos anos iniciais do Ensino Fundamental, construído por algumas professoras e pesquisadores, que, desde 2011, reconheceram esse trabalho como um caminho de transformação. Isso porque passou-se a compreender a necessidade de se formar uma equipe de educadores por ano escolar e não mais uma professora por turma. Para entender o histórico do projeto, as fontes nucleares da pesquisa foram os Planos Escolares da EAFEUSP dos últimos 12 anos, os dados de entrevistas e conversas informais com uma das professoras que é considerada uma das figuras centrais na criação e coordenação do referido projeto, bem como observações sistemáticas de sua organização nos últimos dois anos. Ao examinar os documentos, foi possível constatar que os princípios da escola seguem ancorados na promoção da solidariedade, na construção de uma cidadania ativa, crítica, na valorização da equidade, na construção de identidades plurais e no respeito à diversidade. Notou-se, ainda, que para viabilizar a reestruturação pretendida na relação docente versus turma, tem havido a constante reorganização do tempo e do espaço da EAFEUSP para atender a diversidade nos modos de ensinar e aprender. Essa análise está fundamentada nas contribuições teóricas de Antonio Viñao Frago, Agustín Escolano e Philippe Meirieu para discutir cultura escolar, espaço e tempo escolar; além de António Nóvoa e Maurice Tardif acerca dos processos de formação docente, articulação entre escola e universidade na constituição de práticas, saberes e valores que alicerçam o desenvolvimento da profissão na contemporaneidade.