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EDUC 201 > Lecture 1: Archives and Sources > Flashcards

Lecture 1: Archives and Sources Flashcards

1
Q

Historical Enquiry

A

What historians in education do

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2
Q

Essential tasks educational historians do

A

3 duties of an historian of education

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3
Q

In which context are the 3 duties of an historian of education based in?

A

Late 20th - early 21st century

Debates around the nature of history and history of education

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4
Q

Historiography

A

Historians are affected by their circumstances/ideas dominant at the time of their writing

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5
Q

When does Aldrich write and why?

A

Towards the end of history war - historical debate
-> shows strong themes of imperialism and colonisation
He writes to show his view of history

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6
Q

The historian of education’s first duty is…

A

to the people of the past

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7
Q

What is the historian’s prime duty and why is this important?

A

“…to record and interpret the events of the past for contemporaries and for future generations”
Aldrich (2003, 134-5)
Need to find out as much as possible, if selective only get to find out a very small amount

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8
Q

“The duty to the people of the past may be simply stated…”

A

“…It is to record and interpret those events as fully and as accurately as possible.”

Aldrich (2003, 134-5)

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9
Q

What move happened towards the mid-late 20th century?

A

Move from acts and facts (political and public sources) to how people live (private sources)

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10
Q

What was the result of the move towards the 20th century?

A

Radically changes types of sources you want to find therefore private sources are also studied -> find out a lot about how people lived

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11
Q

How do historians aim to be thorough in sifting through historical sources for evidence?

A

Carefully searching for sources, carefully reading content.

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12
Q

Who highlighted the need for private sources?

A

Social historians

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13
Q

Aldrich’s advice

A

Draw on a range of historical sources for a ‘fuller’ picture of the past.
-> Balance social and political aspects - public and private - to get full picture

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14
Q

What did the education act 1877 do?

A

Establish free public education system

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15
Q

The historian of education’s second duty is…

A

to the people of the present

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16
Q

What does history enlarge?

A

History enlarges our understanding of human activities – education included.

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17
Q

What is it important to understand the past?

A

Our “journeys in the present and future may benefit from the possession and understanding of an accurate map of the past.” (Aldrich, 2003, 136).

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18
Q

The third duty is…

A

to the truth

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19
Q

Why is truth a complex issue?

A

We always interpret AND we cannot know everything.

-> Truth is almost never singular -> 2 ppl have different experiences of the same event

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20
Q

Why are words partial?

A

They don’t tell us everything
“Words, whether spoken or written, will never be able to recapture the events of the past in their entirety…” (Aldrich, 2003, p. 142)

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21
Q

“Across the centuries historians have acknowledged the partial nature of their enterprise and the impossibility of complete capture of the past,…”

A

“…and yet have continued to search for ways of representing segments of it as accurately or as provocatively as possible.”

22
Q

What should you do when interpreting sources (words)?

A

Looks at what types of words ppl selected to record an event

23
Q

What we find in history…

A

is only a small part of what happened in the past

24
Q

What does the small part of history do?

A

Forms basis of finding out what happened

25
Q

What is a historian’s job in terms of finding a small part of history?

A

Extrapolate it to a broader sense

26
Q

Up until when was education a private matter for families to deal with and what was the result of that?

A

Up until the education act was introduced in 1877, therefore it was very difficult to find history about education and childhood

27
Q

2 types of traditional history

A

text-based methods and archival material

influential public and political figures.

28
Q

What did social history highlight?

A

The experiences of ordinary people in the past

29
Q

3 types of social history

A
  • Oral history – stories and memories of experiences
  • Visual and material history - images of objects, people, spaces where people lived and went to school
  • Cultural history – film, documentary
30
Q

What happened in the 1940s in NZ?

A

NZ established national film unit which was used to record the experiences of NZers and promote messages to them about their duty as NZers.
-> evidence about what went on and also finding out about what was valuable and important to teach people

31
Q

What is contemporary history of education influenced by and what does this mean?

A

Contemporary history of education is influenced by social history so draws on a range of primary sources.

32
Q

Primary source

A

Raw material
•The material of history (Beaglehole, 1947) or raw material (Marwick, 1970)
•‘First-hand’ material - without another’s interpretation (Beaglehole, 1947)
•A ‘characteristic specimen’ from the ‘great ocean of material’ of the past (Strachey, quoted in Aldrich, 2003)

33
Q

Why is history sometimes regarded as a social science?

A

it relies on empirical data or observable phenomenon

34
Q

According to Beaglehole (1947) what are the 2 main types of primary sources?

A
  • Records – public and private documents (texts)

* Remains – things left over from history (often objects)

35
Q

Where are many primary sources held?

A

In archives - mainly records, but some remains

36
Q

Institutional records

A

Often in basement of library -> hard to find

Relevant to education

37
Q

Historian Carolyn Steedman (2001) writes…

A

that our job is to reconstruct a social system from a nutmeg grater
-> something small links to a lot of wider things

38
Q

A 19th century ideology of separate spheres demarcated public and private domains:

A

separating public life (work, government – by men) from private life (the home –seen as sphere of women and children).

39
Q

Do public and private sources have overlaps?

A

Yes - State archives are public records which can also contain private matters, and private archives can contain material of public interest.

40
Q

Why are both public and private sources important in history of education?

A

Before formal state education there were informal private forms of schooling– often run by women e.g. governesses. There was also private childcare for young children: a New Zealand example of a 19th century ‘baby-farmer’ is Minnie Dean.

41
Q

When looking at a source, why is it important to look at whether the education/care of a child is a private or public matter?

A

It is connected to beliefs about what the role of the state, the family, society are

42
Q

What is an archive? (6)

A

A physical place where documents are lodged and stored, and can be consulted
An online repository where documents are stored/can be consulted (e.g. PapersPast, AJoHS online)
A place where public records, official documents, or ‘important historical documents’ are protected
An institutional set of records, as in a school or university
A collection of personal items in someone’s private residence (a trunk in an attic) or housed in a museum or library (see McCulloch, p.52-3)
An ancestral story retold and added to across generations

43
Q

When did state archives develop and spread?

A

State archives developed from the late 18th century and spread across Europe and Britain in the 19th

44
Q

What did archives become an important feature of a nation state?

A

They maintained public records of administration

45
Q

What does McCulloch describe archives as?

A

They are ‘running records’, the ‘institutional memory’ of governments

46
Q

What are archives primarily?

A

Archives are primarily written records of public activity and aim to be comprehensive (include everything)

47
Q

What does Tesar describe archives as?

A

They are protected, safe and ‘closed to random rummagers’ (Tesar, 2014)

48
Q

Who is most commonly referred to as ‘scraps’ of info in archives?

A

YET children or young people are often marginal (or excluded) in public records – just ‘scraps’ of information are included (Vehkalahti, 2016)

49
Q

Practical issues in archival research (7)

A
  • Use the catalogue (if there is one)
  • Be thorough - remember the historian’s ‘duty’ to the past
  • Be flexible! Be alert for material hidden away under other names / titles
  • Allow plenty of time
  • Be prepared – you usually can’t take material out
  • Expect to do manual transcription – so take pencil and paper
  • Be aware of sensitive material
  • Read closely, pay attention to the language and nuances of meanings; note and look up any unfamiliar or archaic terms
50
Q

Ethical issues in archives according to Tesar?

A

Tesar’s (2014) article describes coming across sensitive, potentially harmful material in an archive of a former totalitarian state

51
Q

Ethical issues in archives according to Vehkalahti?

A

For Vehkalahti (2016) ethical dilemmas arose from the private nature of the material found in a state archive

52
Q

How does the historian of education ‘record and interpret the events of the past as fully and accurately as possible’ in accordance with Aldrich?

A
  • By being thorough, searching for evidence, paying attention to detail
  • By drawing on a range of sources – both public records and private
  • By recognising the gaps – the ‘lost voices’ of the history of education
  • By searching broadly – using technologies and other kinds of sources
  • By being aware of the difference or ‘pastness’ of the past - its differences from our own time
  • But also being aware that we cannot grasp the ‘whole truth’ of the past – our knowledge is always partial (Aldrich, 2003)
  • AND being sensitive to the material that we find.

EDUC 201 (1 decks)

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