Pub Date : 2023-01-02DOI: 10.1080/0046760x.2022.2158378
Geert Thyssen
and asylum seekers), dis/ability, and related intersectionality; media/vehicles/technologies and genres or modes of communication and (re)presenta-tion, sites of conservation/regulation (including digital materials/repositories, artefacts, built/designed environments, and tools of (dis/mis/)information); public history foci; childhoods, youths and adult education; pedagogical approaches; science/knowledge and networks/nodes of circulation; emotions and senses; foods/diets and associated initiatives and institutions; art, sport and other areas of embodied creation; methods/approaches
{"title":"Editorial – ‘Workspace: Dialogues, Iterations, Provocations’ – a new special section of History of Education","authors":"Geert Thyssen","doi":"10.1080/0046760x.2022.2158378","DOIUrl":"https://doi.org/10.1080/0046760x.2022.2158378","url":null,"abstract":"and asylum seekers), dis/ability, and related intersectionality; media/vehicles/technologies and genres or modes of communication and (re)presenta-tion, sites of conservation/regulation (including digital materials/repositories, artefacts, built/designed environments, and tools of (dis/mis/)information); public history foci; childhoods, youths and adult education; pedagogical approaches; science/knowledge and networks/nodes of circulation; emotions and senses; foods/diets and associated initiatives and institutions; art, sport and other areas of embodied creation; methods/approaches","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"15 1","pages":"3 - 6"},"PeriodicalIF":0.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84317444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/0046760X.2022.2091165
Rebecca Rogers
{"title":"Histoire de l’enseignement en France, xix e siècle–xxi e siècle","authors":"Rebecca Rogers","doi":"10.1080/0046760X.2022.2091165","DOIUrl":"https://doi.org/10.1080/0046760X.2022.2091165","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"21 1","pages":"142 - 144"},"PeriodicalIF":0.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86941395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.1080/0046760X.2022.2141350
Roland Wittje
ABSTRACT This paper reviews the current position of the history of education within the existing historiography of science and technology, and argues for the relocation of education from the periphery of the history of science and technology to its centre. It claims that it is essential to study science education in its entirety and complexity if we want to understand the generation, reproduction, circulation and transformation of scientific and technological knowledge, practices, practitioners and objects inside and outside of scientific institutions and communities. Four relocations are proposed: first, placing the history of education at the centre of our understanding of history of science and technology; second, acknowledging the diversity and heterogeneity of science and technology education; third, placing material culture at the centre of our histories of science and technology education; and, finally, provincialising Europe and North America in the history of science and technology education.
{"title":"Relocating education in the history of science and technology","authors":"Roland Wittje","doi":"10.1080/0046760X.2022.2141350","DOIUrl":"https://doi.org/10.1080/0046760X.2022.2141350","url":null,"abstract":"ABSTRACT This paper reviews the current position of the history of education within the existing historiography of science and technology, and argues for the relocation of education from the periphery of the history of science and technology to its centre. It claims that it is essential to study science education in its entirety and complexity if we want to understand the generation, reproduction, circulation and transformation of scientific and technological knowledge, practices, practitioners and objects inside and outside of scientific institutions and communities. Four relocations are proposed: first, placing the history of education at the centre of our understanding of history of science and technology; second, acknowledging the diversity and heterogeneity of science and technology education; third, placing material culture at the centre of our histories of science and technology education; and, finally, provincialising Europe and North America in the history of science and technology education.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"90 1","pages":"462 - 478"},"PeriodicalIF":0.5,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84323200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.1080/0046760X.2022.2141354
Ting-hong Wong
ABSTRACT Through the cases of Taiwan, Singapore and Hong Kong, this article explores the status of history of education under different postcolonial conditions. It demonstrates that factors such as lingering imperial influences and their tensions with anti-colonial forces, the extent of the cultural hybridity of colonial and post-colonial elites, the identities that emerged amid decolonisation and political developments after power transfer have ramifications for matters such as who researches the educational pasts of ex-dependencies, for whom and what the studies are conducted, which historical periods are being focused on, and in which languages and venues the research products are published. Findings from this article also hints that factors such as the authoritarian conditions after power transfer and prolonged colonisation by non-western powers are likely to hinder a postcolonial intellectual field from producing historiographies publishable in the western academic world.
{"title":"Different postcolonial conditions, different education histories: the cases of Taiwan, Singapore and Hong Kong","authors":"Ting-hong Wong","doi":"10.1080/0046760X.2022.2141354","DOIUrl":"https://doi.org/10.1080/0046760X.2022.2141354","url":null,"abstract":"ABSTRACT Through the cases of Taiwan, Singapore and Hong Kong, this article explores the status of history of education under different postcolonial conditions. It demonstrates that factors such as lingering imperial influences and their tensions with anti-colonial forces, the extent of the cultural hybridity of colonial and post-colonial elites, the identities that emerged amid decolonisation and political developments after power transfer have ramifications for matters such as who researches the educational pasts of ex-dependencies, for whom and what the studies are conducted, which historical periods are being focused on, and in which languages and venues the research products are published. Findings from this article also hints that factors such as the authoritarian conditions after power transfer and prolonged colonisation by non-western powers are likely to hinder a postcolonial intellectual field from producing historiographies publishable in the western academic world.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"13 1","pages":"246 - 269"},"PeriodicalIF":0.5,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90856107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.1080/0046760X.2022.2127003
J. Westberg
ABSTRACT The history of education is, and can be, many things. In this article, I argue that the history of education in the Nordic countries is marked by three phases, based on its institutional setting. In the late nineteenth and early twentieth centuries, the history of education was written by schoolmen for schoolmen. In the post-war era, the discipline of education took increasing responsibility for the field. Since the 1980s, it has been a multidisciplinary research field based on the disciplines of education and history where history of education was combined with research in history education, sociology of education, child studies and educational policy. While the development of the history of education varied across the Nordics, this setting proved to be fertile. In terms of active researchers, output and coordination, the Nordic history of education clearly stands stronger now than it did 20 years ago.
{"title":"Bright Nordic Lights: a revitalised interdisciplinary history of education in the massified higher education of the Nordics","authors":"J. Westberg","doi":"10.1080/0046760X.2022.2127003","DOIUrl":"https://doi.org/10.1080/0046760X.2022.2127003","url":null,"abstract":"ABSTRACT The history of education is, and can be, many things. In this article, I argue that the history of education in the Nordic countries is marked by three phases, based on its institutional setting. In the late nineteenth and early twentieth centuries, the history of education was written by schoolmen for schoolmen. In the post-war era, the discipline of education took increasing responsibility for the field. Since the 1980s, it has been a multidisciplinary research field based on the disciplines of education and history where history of education was combined with research in history education, sociology of education, child studies and educational policy. While the development of the history of education varied across the Nordics, this setting proved to be fertile. In terms of active researchers, output and coordination, the Nordic history of education clearly stands stronger now than it did 20 years ago.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"22 1","pages":"330 - 354"},"PeriodicalIF":0.5,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81822338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1080/0046760X.2022.2127005
Claudia Soares
ABSTRACT This article considers how past and current research on the history of education has intersected with the histories of emotions, senses and experience. The article suggests that addressing these features and by drawing on approaches from a burgeoning field of research on the emotions and senses, as well as using methodologies from the ‘new’ history of experience, offers fresh possibilities for the writing and understanding of education in the past. Following a brief survey of current and past research, the article proceeds to highlight some of the possible directions where researchers might engage with the emotions, senses and experience more deeply to produce innovative and original research that would further expand the history of education.
{"title":"Emotions, senses, experience and the history of education","authors":"Claudia Soares","doi":"10.1080/0046760X.2022.2127005","DOIUrl":"https://doi.org/10.1080/0046760X.2022.2127005","url":null,"abstract":"ABSTRACT This article considers how past and current research on the history of education has intersected with the histories of emotions, senses and experience. The article suggests that addressing these features and by drawing on approaches from a burgeoning field of research on the emotions and senses, as well as using methodologies from the ‘new’ history of experience, offers fresh possibilities for the writing and understanding of education in the past. Following a brief survey of current and past research, the article proceeds to highlight some of the possible directions where researchers might engage with the emotions, senses and experience more deeply to produce innovative and original research that would further expand the history of education.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"69 1","pages":"516 - 538"},"PeriodicalIF":0.5,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75075073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.1080/0046760X.2022.2127004
P. Rao
ABSTRACT In India, the history of education has traversed a unique path in the last hundred years. The political influences guided the discipline, but at the same time, they were also contested and critiqued in equal measures. History of education as a discipline went through four distinct phases. The first phase coincided with the last stage of the freedom movement (1920–1947), which saw a new interpretation of what constituted education from the perspectives of Indian tradition and its contestations. The second phase (1947–1980) began with the collection and publication of official documents with strong introductions analysing the complexity of the history of education in the colonial period. The third phase (1980–1998) revived the arguments that took centre stage during the freedom movement based on literary texts and political speeches. The fourth phase (1998–2020) has witnessed a critical questioning of the historiography of the previous decades on the basis of archival sources and saw the publication of books and journal articles on various themes. This paper looks at these distinct phases and analyses the underlying socio-political currents that moulded the history of education.
{"title":"The historiography of Indian education: 1920-2020: the socio-political influences on the growth of the discipline","authors":"P. Rao","doi":"10.1080/0046760X.2022.2127004","DOIUrl":"https://doi.org/10.1080/0046760X.2022.2127004","url":null,"abstract":"ABSTRACT In India, the history of education has traversed a unique path in the last hundred years. The political influences guided the discipline, but at the same time, they were also contested and critiqued in equal measures. History of education as a discipline went through four distinct phases. The first phase coincided with the last stage of the freedom movement (1920–1947), which saw a new interpretation of what constituted education from the perspectives of Indian tradition and its contestations. The second phase (1947–1980) began with the collection and publication of official documents with strong introductions analysing the complexity of the history of education in the colonial period. The third phase (1980–1998) revived the arguments that took centre stage during the freedom movement based on literary texts and political speeches. The fourth phase (1998–2020) has witnessed a critical questioning of the historiography of the previous decades on the basis of archival sources and saw the publication of books and journal articles on various themes. This paper looks at these distinct phases and analyses the underlying socio-political currents that moulded the history of education.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"18 1","pages":"290 - 310"},"PeriodicalIF":0.5,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90797354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/0046760X.2022.2112768
Fiona Paisley
ABSTRACT In 1936, Prof A. P. Elkin attended a seminar in Hawaii lasting several weeks, on the topic of ‘native education’. In his various papers presented to a range of experts from the region and beyond during the formal conference held in Honolulu as part of the residency, Elkin set out his views on the future of the Indigenous people of Australia. Education would be pivotal to this new approach on pragmatic and humanitarian grounds. Elkin concurred with the findings of the residency: local forms of adapted education were considered appropriate for most Aboriginal Australians, only a minority continuing into further education; communities as well as children should be better prepared for their integration into the nation as the Indigenous people. This paper sets out to interrogate the proximity of anthropology and education in these claims, and the elision of Aboriginal people’s agency including their contemporaneous campaigns for equal education.
{"title":"Education as anthropology: A.P. Elkin on ‘native education’, the Pacific, and Australia in the 1930s","authors":"Fiona Paisley","doi":"10.1080/0046760X.2022.2112768","DOIUrl":"https://doi.org/10.1080/0046760X.2022.2112768","url":null,"abstract":"ABSTRACT In 1936, Prof A. P. Elkin attended a seminar in Hawaii lasting several weeks, on the topic of ‘native education’. In his various papers presented to a range of experts from the region and beyond during the formal conference held in Honolulu as part of the residency, Elkin set out his views on the future of the Indigenous people of Australia. Education would be pivotal to this new approach on pragmatic and humanitarian grounds. Elkin concurred with the findings of the residency: local forms of adapted education were considered appropriate for most Aboriginal Australians, only a minority continuing into further education; communities as well as children should be better prepared for their integration into the nation as the Indigenous people. This paper sets out to interrogate the proximity of anthropology and education in these claims, and the elision of Aboriginal people’s agency including their contemporaneous campaigns for equal education.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"96 1","pages":"755 - 775"},"PeriodicalIF":0.5,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75941987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.1080/0046760x.2022.2118866
William J. Reese
{"title":"A cultural history of education","authors":"William J. Reese","doi":"10.1080/0046760x.2022.2118866","DOIUrl":"https://doi.org/10.1080/0046760x.2022.2118866","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"48 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90479495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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