Joana Miguelena Torrado, Pauli Dávila Balsera, L. M. Naya Garmendia
The international recognition of children’s rights began in 1924 within the framework of the League of Nations, with the so-called Geneva Declaration. The aim of this article is to analyse the root causes that made this declaration possible, focusing on a set of international conferences that addressed the topic of child protection, as well as on the charters and declarations on the rights of the child and on the Geneva Declaration itself, which we analyse using content analysis. The main sources are three lesser-known documents: the Moscow Declaration, the Korczak Declaration, and a publication in which children drew pictures to illustrate their understanding of their rights. The primary conclusion is that at the beginning of the 20th century these activities and meetings, in addition to the texts defending children’s rights, and national protection policies and institutions, contributed to international recognition of the rights of children and adolescents, which, until that moment, had been only vaguely defined and lacked a solid legal framework. In this sense, there was a transnational phenomenon that moved from protecting children to recognising their rights, which were enshrined in the subsequent international treaties published throughout the 20th century, culminating in the 1989 Convention on the Rights of the Child.
{"title":"Los inicios transnacionales de los derechos de la infancia (primer tercio del siglo XX)","authors":"Joana Miguelena Torrado, Pauli Dávila Balsera, L. M. Naya Garmendia","doi":"10.14516/ete.327","DOIUrl":"https://doi.org/10.14516/ete.327","url":null,"abstract":"The international recognition of children’s rights began in 1924 within the framework of the League of Nations, with the so-called Geneva Declaration. The aim of this article is to analyse the root causes that made this declaration possible, focusing on a set of international conferences that addressed the topic of child protection, as well as on the charters and declarations on the rights of the child and on the Geneva Declaration itself, which we analyse using content analysis. The main sources are three lesser-known documents: the Moscow Declaration, the Korczak Declaration, and a publication in which children drew pictures to illustrate their understanding of their rights. The primary conclusion is that at the beginning of the 20th century these activities and meetings, in addition to the texts defending children’s rights, and national protection policies and institutions, contributed to international recognition of the rights of children and adolescents, which, until that moment, had been only vaguely defined and lacked a solid legal framework. In this sense, there was a transnational phenomenon that moved from protecting children to recognising their rights, which were enshrined in the subsequent international treaties published throughout the 20th century, culminating in the 1989 Convention on the Rights of the Child.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66621815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to shed light on how countryside, family and rural childhood were represented in school manuals for the third to sixth grade of primary school from 1940-1960, in Argentina, where traditionally the rural aspect was touted as an inherent feature in multiple senses. The historical period in question is significant because it encompassed the political transformations that lead from the conservatism of the 1930s to Peronism (1946-1955), through a break with democracy and truncated developmentalist proposals. This allows us to suppose, a priori, that the pedagogical materials would have been tools for reinforcing certain concepts. Based on a qualitative approach, a critical analysis of the frequency and tone of the appearance of rural scenarios, activities and subjects in the texts and images of primary sources was carried out. This analysis revealed certain recurrent topics linked to the countryside and rural life that were configured based on opposition. Rural childhood, initially scarcely portrayed, would progressively begin to appear. However, it was often shot through by various traditional characteristics that served to retain the infant subject at the periphery of an androcentric and adult-centered rural story.
{"title":"De los surcos a los libros. Representaciones sobre campo, familia e infancia en manuales escolares (Argentina, décadas 1940-1960)","authors":"Celeste De Marco","doi":"10.14516/ete.331","DOIUrl":"https://doi.org/10.14516/ete.331","url":null,"abstract":"This study aims to shed light on how countryside, family and rural childhood were represented in school manuals for the third to sixth grade of primary school from 1940-1960, in Argentina, where traditionally the rural aspect was touted as an inherent feature in multiple senses. The historical period in question is significant because it encompassed the political transformations that lead from the conservatism of the 1930s to Peronism (1946-1955), through a break with democracy and truncated developmentalist proposals. This allows us to suppose, a priori, that the pedagogical materials would have been tools for reinforcing certain concepts. Based on a qualitative approach, a critical analysis of the frequency and tone of the appearance of rural scenarios, activities and subjects in the texts and images of primary sources was carried out. This analysis revealed certain recurrent topics linked to the countryside and rural life that were configured based on opposition. Rural childhood, initially scarcely portrayed, would progressively begin to appear. However, it was often shot through by various traditional characteristics that served to retain the infant subject at the periphery of an androcentric and adult-centered rural story.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66621903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Historia de la educación y las infancias: problematizando temas y fuentes","authors":"M. Kuhlmann, Beatriz Alcubierre","doi":"10.14516/ETE.464","DOIUrl":"https://doi.org/10.14516/ETE.464","url":null,"abstract":"","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44951372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to present some new academic journals on the history of pedagogy and education published in Russia today. These journals were mainly founded after 2003, and, since then, have been contributing to a substantial revival in the field of the history of education and pedagogy. This paper is divided into five parts. The introduction presents some major changes that have occurred in the history of education and pedagogy in post-Communist Russia since the end of the 20th century until the first decades of the 21st century. The three following parts, each divided into two sections, are dedicated to one of the most important Yearbooks and to the two main Russian academic journals, in particular to their institutional connections and evolution over the last decades: The History of Pedagogy Yearbook (IPE) (1.a); The History of Education Journal (IPZ) (2.a); National and Foreign Pedagogy (OZP) (3.a). These journals are published, respectively, by the Academy of Public Administration (Moscow) (1.b); the Nizhnii Tagil State Social Pedagogical Institute/the Russian State Vocational Pedagogical University (Ekaterinburg) (2.b); and the Institute for Strategy of Education Development of the Russian Academy of Education (Moscow) (3.b). The conclusion will also provide an overview of other relevant academic journals which have contributed to the history of education by publishing both monographic issues and individual articles. Finally, this article highlights major scientific achievements in the field, yielding rich, intensive and promising new historiographical discoveries.
{"title":"New Russian Academic Journals and Yearbooks about the History of Pedagogy and Education in Russia (2003-2019)","authors":"D. Caroli, G. Kornetov, S. Ivanova, A. Utkin","doi":"10.14516/ETE.332","DOIUrl":"https://doi.org/10.14516/ETE.332","url":null,"abstract":"This article aims to present some new academic journals on the history of pedagogy and education published in Russia today. These journals were mainly founded after 2003, and, since then, have been contributing to a substantial revival in the field of the history of education and pedagogy. This paper is divided into five parts. The introduction presents some major changes that have occurred in the history of education and pedagogy in post-Communist Russia since the end of the 20th century until the first decades of the 21st century. The three following parts, each divided into two sections, are dedicated to one of the most important Yearbooks and to the two main Russian academic journals, in particular to their institutional connections and evolution over the last decades: The History of Pedagogy Yearbook (IPE) (1.a); The History of Education Journal (IPZ) (2.a); National and Foreign Pedagogy (OZP) (3.a). These journals are published, respectively, by the Academy of Public Administration (Moscow) (1.b); the Nizhnii Tagil State Social Pedagogical Institute/the Russian State Vocational Pedagogical University (Ekaterinburg) (2.b); and the Institute for Strategy of Education Development of the Russian Academy of Education (Moscow) (3.b). The conclusion will also provide an overview of other relevant academic journals which have contributed to the history of education by publishing both monographic issues and individual articles. Finally, this article highlights major scientific achievements in the field, yielding rich, intensive and promising new historiographical discoveries.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46755493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current research focuses on the development of urban elites in Italy at the beginning of the 20th century. Between 1906 and 1923 the National Institute for the Increase of Physical Education aimed at involving the leading groups of Italian cities in the promotion of physical activities by setting up local Committees. Thus, the goal of this study is to evaluate to what extent the Institute founded by jurist Luigi Lucchini contributed to integrate local élites with the system of sport and gymnastics values promoted at national level by State institutions such as school and army. The research extends to the topic of elites’ education the methodology outlined by Camurri (2009). The author argues that researchers should focus on all those processes that contributed to link central and local political institutions in order to point out bilateral influences existing between the 19th and 20th centuries. According to Camurri, a full understanding of Italian political and social history must analyse a variety of central-local relations. This article investigates the role of the National Institute for the Increase of Physical Education as it emerges from the correspondence between its central offices and local Committees and the magazine of the Institute. The letters analysed have been collected in local Archives, whereas the magazine was published between 1907 and 1912. As a provisional conclusion, the article provides evidence of how important further research on the education processes of Italian elites could be, as stated by Gaudio (2018, p. 9).
{"title":"L’educazione sportiva dell’élites nell’Italia liberale: il ruolo dell’Istituto nazionale per l’incremento dell’educazione fisica (1906-1923)","authors":"D. Elia","doi":"10.14516/ete.279","DOIUrl":"https://doi.org/10.14516/ete.279","url":null,"abstract":"The current research focuses on the development of urban elites in Italy at the beginning of the 20th century. Between 1906 and 1923 the National Institute for the Increase of Physical Education aimed at involving the leading groups of Italian cities in the promotion of physical activities by setting up local Committees. Thus, the goal of this study is to evaluate to what extent the Institute founded by jurist Luigi Lucchini contributed to integrate local élites with the system of sport and gymnastics values promoted at national level by State institutions such as school and army. The research extends to the topic of elites’ education the methodology outlined by Camurri (2009). The author argues that researchers should focus on all those processes that contributed to link central and local political institutions in order to point out bilateral influences existing between the 19th and 20th centuries. According to Camurri, a full understanding of Italian political and social history must analyse a variety of central-local relations. This article investigates the role of the National Institute for the Increase of Physical Education as it emerges from the correspondence between its central offices and local Committees and the magazine of the Institute. The letters analysed have been collected in local Archives, whereas the magazine was published between 1907 and 1912. As a provisional conclusion, the article provides evidence of how important further research on the education processes of Italian elites could be, as stated by Gaudio (2018, p. 9).","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44012516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the paper Children’s Books: from ABCs to Pop-ups, I reconstruct the development of published offerings for pre-schoolers, both in Italy and abroad, across the nineteenth and twentieth centuries. The rich and varied documentation held at Turin’s school museum allows us to analyse this kind of source at multiple levels: from the graphics (dimensions, colours, and font type) to the messages directed at children and calibrated to their social class; from the blend of realistic and fantastical content to the diverse methods used to present the alphabet and foster both visual and phonic learning; and from the characteristics of illustrations to the relationship between written text and the language of images. It is interesting to observe how, from the early twentieth century onwards, the progressive affirmation of a sentiment of childhood was reflected in the production of books designed to actively engage children in play – one of the most distinctive and spontaneous expressions of the nature of childhood.
{"title":"I libri per l’infanzia: dagli alfabeti ai pop-up","authors":"M. Morandini","doi":"10.14516/ETE.377","DOIUrl":"https://doi.org/10.14516/ETE.377","url":null,"abstract":"In the paper Children’s Books: from ABCs to Pop-ups, I reconstruct the development of published offerings for pre-schoolers, both in Italy and abroad, across the nineteenth and twentieth centuries. The rich and varied documentation held at Turin’s school museum allows us to analyse this kind of source at multiple levels: from the graphics (dimensions, colours, and font type) to the messages directed at children and calibrated to their social class; from the blend of realistic and fantastical content to the diverse methods used to present the alphabet and foster both visual and phonic learning; and from the characteristics of illustrations to the relationship between written text and the language of images. It is interesting to observe how, from the early twentieth century onwards, the progressive affirmation of a sentiment of childhood was reflected in the production of books designed to actively engage children in play – one of the most distinctive and spontaneous expressions of the nature of childhood.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43865591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The economic reconstruction of the European continent, as regards the capitalist bloc, combined policies for consolidating representative democracy through the European Recovery Programme (the Marshall Plan) and the Organisation for European Economic Cooperation (OEEC). These policies resulted in the Organisation for Economic Cooperation and Development (OECD), with its liberal rationale of fostering economic competitiveness using technology and a belief in the good of development. A central role in this development was played by education, with its basis in the theory of human capital. In this period, Portugal recognized the need to reposition itself internationally, at the same time making thorough internal changes. The growing role of the state in ideological control made it possible to exact a contribution to economic development from education. Education planning policies were implemented in conjunction with economic planning and development, centred around the training of qualified human resources, the valorisation of school capital, and making use of technical support from international organisations. In this polarised context, how did the goals attributed to lyceum education and its curricular structure develop? What were the objectives of the so-called Preparatory Cycle of Secondary Education (Ciclo Preparatório do Ensino Secundário - CPES). A panoply of written sources has been called upon and submitted to documentary analysis using the critical method in order to answer these questions. In a certain way, they sum up the resolution of ideas and the polarity of positions on the burning question and the creation of the CPES, and the attention dedicated, at least rhetorically, to vocational guidance.
欧洲大陆的经济重建，就资本主义集团而言，结合了通过欧洲复苏方案(马歇尔计划)和欧洲经济合作组织巩固代议制民主的政策。这些政策产生了经济合作与发展组织(经合发组织)，其自由主义理论是利用技术促进经济竞争力，并相信发展是有益的。教育在这一发展中发挥了核心作用，其基础是人力资本理论。在这一时期，葡萄牙认识到需要在国际上重新定位，同时进行彻底的内部改革。国家在意识形态控制方面的作用越来越大，这使得从教育中榨取对经济发展的贡献成为可能。教育规划政策的实施与经济规划和发展相结合，以培训合格的人力资源、学校资本增值和利用国际组织的技术支持为中心。在这种两极化的背景下，lyceum教育的目标和课程结构是如何发展的?所谓中等教育预备周期(Ciclo Preparatório do Ensino Secundário - CPES)的目标是什么?为了回答这些问题，大量的书面资料被要求使用批判性方法进行文献分析。在某种程度上，他们总结了思想的解决和在亟待解决的问题上立场的对立以及CPES的创建，以及至少在修辞上，对职业指导的关注。
{"title":"Lyceum Education and the New Socioeconomic Realities Emerging from the Post-War (1945-1968)","authors":"A. Gomes Ferreira, Luís Mota","doi":"10.14516/ETE.333","DOIUrl":"https://doi.org/10.14516/ETE.333","url":null,"abstract":"The economic reconstruction of the European continent, as regards the capitalist bloc, combined policies for consolidating representative democracy through the European Recovery Programme (the Marshall Plan) and the Organisation for European Economic Cooperation (OEEC). These policies resulted in the Organisation for Economic Cooperation and Development (OECD), with its liberal rationale of fostering economic competitiveness using technology and a belief in the good of development. A central role in this development was played by education, with its basis in the theory of human capital. In this period, Portugal recognized the need to reposition itself internationally, at the same time making thorough internal changes. The growing role of the state in ideological control made it possible to exact a contribution to economic development from education. Education planning policies were implemented in conjunction with economic planning and development, centred around the training of qualified human resources, the valorisation of school capital, and making use of technical support from international organisations. In this polarised context, how did the goals attributed to lyceum education and its curricular structure develop? What were the objectives of the so-called Preparatory Cycle of Secondary Education (Ciclo Preparatório do Ensino Secundário - CPES). A panoply of written sources has been called upon and submitted to documentary analysis using the critical method in order to answer these questions. In a certain way, they sum up the resolution of ideas and the polarity of positions on the burning question and the creation of the CPES, and the attention dedicated, at least rhetorically, to vocational guidance.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44118584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With this work on the history of the education inspection in Spain, we set two objectives. On the one hand, compile and evaluate the historiographical production made up to the present. On the other, to raise new topics and research perspectives for future education historians. Most of the historical works on inspection have been written in the last thirty years. Many dedicated to a specific period of history, especially in relation to the Second Republic or Franco, others with a geographical demarcation. But more extensive research has also been carried out, where it has been studied how the inspection has been affected by the changes made in your organization, or its role in the implementation of certain educational policies.
{"title":"La investigación sobre la historia de la inspección de educación en España. Balance y perspectivas","authors":"José Luis Castán Esteban","doi":"10.14516/ete.338","DOIUrl":"https://doi.org/10.14516/ete.338","url":null,"abstract":"With this work on the history of the education inspection in Spain, we set two objectives. On the one hand, compile and evaluate the historiographical production made up to the present. On the other, to raise new topics and research perspectives for future education historians. Most of the historical works on inspection have been written in the last thirty years. Many dedicated to a specific period of history, especially in relation to the Second Republic or Franco, others with a geographical demarcation. But more extensive research has also been carried out, where it has been studied how the inspection has been affected by the changes made in your organization, or its role in the implementation of certain educational policies.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66622151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From the late 19th century onwards, men, women and children from the Italian peninsula started playing an increasingly relevant role in the history of Sao Paulo, Brazil. The text herein aims to investigate the presence of Italian and Italian-descendant children in Sao Paulo, especially among the lower social classes, focusing on their daily survival conditions and also in their roles as workers and students. In order to carry out this investigation, our time frame spans the two last decades of the 19th century and the first two decades of the 20th century – a period of significant arrivals of Italian immigrants to Sao Paulo. It was also a fruitful time in terms of the creation of Italian Schools and School Groups in neighborhoods where immigrants lived, as well as the creation of media content, written in both Italian and Portuguese, covering everyday life in factories and houses. Document analysis of references from Cultural History and the History of Childhood, as well as newspapers, official letters, consular dispatches and reports, public school yearbooks and publications about the city of Sao Paulo was performed. This revealed that Italian and Italian-descendant children learned, together with their parents, to live, coexist and survive living in unhealthy places, with little or no access to city benefits, usually with insufficient or inadequate food. Despite the many barriers to attending school, many parents faced strenuous sacrifices so that their children could go to an Italian School or to a Sao Paulo public school.
{"title":"The Daily Life of Italian and Italian-Descendant Children in Tenements, Work and School (Sao Paulo, Late 19th And Early 20th Century)","authors":"Claudia Panizzolo","doi":"10.14516/ETE.365","DOIUrl":"https://doi.org/10.14516/ETE.365","url":null,"abstract":"From the late 19th century onwards, men, women and children from the Italian peninsula started playing an increasingly relevant role in the history of Sao Paulo, Brazil. The text herein aims to investigate the presence of Italian and Italian-descendant children in Sao Paulo, especially among the lower social classes, focusing on their daily survival conditions and also in their roles as workers and students. In order to carry out this investigation, our time frame spans the two last decades of the 19th century and the first two decades of the 20th century – a period of significant arrivals of Italian immigrants to Sao Paulo. It was also a fruitful time in terms of the creation of Italian Schools and School Groups in neighborhoods where immigrants lived, as well as the creation of media content, written in both Italian and Portuguese, covering everyday life in factories and houses. Document analysis of references from Cultural History and the History of Childhood, as well as newspapers, official letters, consular dispatches and reports, public school yearbooks and publications about the city of Sao Paulo was performed. This revealed that Italian and Italian-descendant children learned, together with their parents, to live, coexist and survive living in unhealthy places, with little or no access to city benefits, usually with insufficient or inadequate food. Despite the many barriers to attending school, many parents faced strenuous sacrifices so that their children could go to an Italian School or to a Sao Paulo public school.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43581857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Daniel Tröhler is an international heavyweight in Educational Sciences who has published, edited, or co-edited over 50 books or Special Issues in Journals, more than 100 journal articles, and more than 150 book-chapters. His book «Languages of Education - Protestant Legacies, National Identities, and Global Aspirations»(Routledge, 2011) was translated into multiple languages and won the American Educational Research Association’s (AERA) Outstanding Book Award. Since 2017, Tröhler holds the professorship for «Foundations of Education»at the University of Vienna (Austria). Prior to that, he researched and taught at the University of Luxemburg (2008 – 2016) and the University of Zurich (Switzerland) (2002 – 2008) where he also completed his undergraduate degree, PhD degree, and habilitation. His research explores national histories of thought in the field of education and their institutional manifestation from the 18th century to the present. Through historical as well as comparative analysis of laws, textbooks, and curricula, he juxtapositions institutional histories and history of ideas and analyzes their regional, national, and transnational impact. Tröhler was also guest professor in Oulu (Finland), Granada (Spain), and is since 2018 visiting Professor in Oslo (Norway).
Daniel Tröhler是教育科学领域的国际重量级人物，他出版、编辑或共同编辑了50多本书或期刊特刊，100多篇期刊文章，150多个章节。他的著作《教育语言-新教遗产、民族认同和全球抱负》（Routledge，2011）被翻译成多种语言，并获得美国教育研究协会（AERA）杰出图书奖。自2017年以来，Tröhler担任维也纳大学（奥地利）“教育基础”教授。在此之前，他曾在卢森堡大学（2008-2016）和苏黎世大学（瑞士）（2002-2008）进行研究和教学，并在那里完成了本科学位、博士学位和适应训练。他的研究探索了18世纪至今教育领域的民族思想史及其制度表现。通过对法律、教科书和课程的历史和比较分析，他将制度史和思想史并置，并分析其区域、国家和跨国影响。Tröhler还是Oulu（芬兰）、Granada（西班牙）的客座教授，自2018年以来一直是奥斯陆（挪威）的客座研究员。
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