Pub Date : 2023-04-18DOI: 10.1080/0046760X.2023.2166597
J. Gulczyńska, M. Rébay, Dana Kasperová
ABSTRACT This article presents the origins, development and perspectives of history of education in Central and Eastern Europe. Both the issues and the region are very broad, as they concern many countries with quite large cultural and identity differences, but also with a relative geopolitical similarity. This similarity has created and continues to create similar conditions for researching activities in and teaching of the history of education. Moreover, after 1990, the opening up and development of the history of education in the international space can be observed in the region. To explore the presented issues, three countries in this region of Europe are presented as individual case studies: Poland, Hungary and the Czech Republic. A stroll down the path of the history of education in the countries indicated allows for a close and in-depth look at the genesis, development and perspective of the history of education.
{"title":"History of education in Central and Eastern Europe: past, present and future","authors":"J. Gulczyńska, M. Rébay, Dana Kasperová","doi":"10.1080/0046760X.2023.2166597","DOIUrl":"https://doi.org/10.1080/0046760X.2023.2166597","url":null,"abstract":"ABSTRACT This article presents the origins, development and perspectives of history of education in Central and Eastern Europe. Both the issues and the region are very broad, as they concern many countries with quite large cultural and identity differences, but also with a relative geopolitical similarity. This similarity has created and continues to create similar conditions for researching activities in and teaching of the history of education. Moreover, after 1990, the opening up and development of the history of education in the international space can be observed in the region. To explore the presented issues, three countries in this region of Europe are presented as individual case studies: Poland, Hungary and the Czech Republic. A stroll down the path of the history of education in the countries indicated allows for a close and in-depth look at the genesis, development and perspective of the history of education.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"90 1","pages":"355 - 398"},"PeriodicalIF":0.5,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87007543","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 : 2023-04-13DOI: 10.1080/0046760X.2023.2166595
M. Caruso, Pablo Toro-Blanco
ABSTRACT This article sketches the emergence, institutionalisation and emergent issues and challenges in the scholarly field of history of education in Latin America. It argues that these processes have been closely linked with nation-building and the decisive role of national politics. The impact of national politics is herein called a ‘beneficial tyranny’. This was certainly true for the first major works written in the late nineteenth century and the major waves of historiography until the slow institutionalisation of the major site of research in history of education: the study of education at universities in the 1960s as well as the institutionalisation of the field of history of education with the establishment of academic societies and specific journals in the 1990s. Yet this interpretation does not explain more recent developments in the field. By looking at recent publications in all major journals of the region for the years 2020 and 2021, new historiographical trends clearly emerge.
{"title":"The beneficial tyranny of politics: emergence, institutionalisation and newer issues of the history of education in Latin America","authors":"M. Caruso, Pablo Toro-Blanco","doi":"10.1080/0046760X.2023.2166595","DOIUrl":"https://doi.org/10.1080/0046760X.2023.2166595","url":null,"abstract":"ABSTRACT This article sketches the emergence, institutionalisation and emergent issues and challenges in the scholarly field of history of education in Latin America. It argues that these processes have been closely linked with nation-building and the decisive role of national politics. The impact of national politics is herein called a ‘beneficial tyranny’. This was certainly true for the first major works written in the late nineteenth century and the major waves of historiography until the slow institutionalisation of the major site of research in history of education: the study of education at universities in the 1960s as well as the institutionalisation of the field of history of education with the establishment of academic societies and specific journals in the 1990s. Yet this interpretation does not explain more recent developments in the field. By looking at recent publications in all major journals of the region for the years 2020 and 2021, new historiographical trends clearly emerge.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"94 1","pages":"182 - 200"},"PeriodicalIF":0.5,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79033414","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 : 2023-04-13DOI: 10.1080/0046760X.2023.2173812
K. Zhao, J. Wang
ABSTRACT From the beginning of the twentieth century to the present, the development of the history of education in China can be divided into four stages: a budding period, one of tortuous development, a recovery stage and finally one of stable growth influenced by various ideas and themes from other countries. Abundant academic areas and topics as well as a diversity of research methods have shaped this discipline and borne remarkable academic fruit while pursuing Chinese features in discipline-building. However, such problems as crisis in the discipline, discipline categorisation and the gap between academic values and practical applications of the research outcome are prominent issues with which researchers in history of education in China need to grapple. In the future, studies of educational historiography, the enrichment of historical materials, the proper treatment of interdisciplinary research and the internationalisation of the discipline need to be further worked on in order to advance the field.
{"title":"The academic discipline of history of education in China","authors":"K. Zhao, J. Wang","doi":"10.1080/0046760X.2023.2173812","DOIUrl":"https://doi.org/10.1080/0046760X.2023.2173812","url":null,"abstract":"ABSTRACT From the beginning of the twentieth century to the present, the development of the history of education in China can be divided into four stages: a budding period, one of tortuous development, a recovery stage and finally one of stable growth influenced by various ideas and themes from other countries. Abundant academic areas and topics as well as a diversity of research methods have shaped this discipline and borne remarkable academic fruit while pursuing Chinese features in discipline-building. However, such problems as crisis in the discipline, discipline categorisation and the gap between academic values and practical applications of the research outcome are prominent issues with which researchers in history of education in China need to grapple. In the future, studies of educational historiography, the enrichment of historical materials, the proper treatment of interdisciplinary research and the internationalisation of the discipline need to be further worked on in order to advance the field.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"14 1","pages":"270 - 289"},"PeriodicalIF":0.5,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87176075","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 : 2023-04-06DOI: 10.1080/0046760X.2023.2180095
T. Woodin, S. Wright
ABSTRACT Reviewing the historiography of education provides insights into both the past and present of this growing area of research across the UK and Ireland. In the nineteenth century research reveals a close association with national identities. These were often Whig histories that celebrated the present and emphasised the progressive nature of educational development, sometimes characterised by an ‘acts and facts’ approach. From the 1960s, it is possible to identify a series of revisionist histories, which diversified further in the coming decades and morphed into the familiar patterns that we can identify today: theoretical and conceptual complexity; a concern with inequalities; an eclectic and widening interest in primary sources; a focus on schooling but moving beyond it, for instance to childhood, welfare and literacy; and a (re)discovery of new topics such as the emotions, senses and identities.
{"title":"The history of education in Britain and Ireland: changing perspectives and continuing themes","authors":"T. Woodin, S. Wright","doi":"10.1080/0046760X.2023.2180095","DOIUrl":"https://doi.org/10.1080/0046760X.2023.2180095","url":null,"abstract":"ABSTRACT Reviewing the historiography of education provides insights into both the past and present of this growing area of research across the UK and Ireland. In the nineteenth century research reveals a close association with national identities. These were often Whig histories that celebrated the present and emphasised the progressive nature of educational development, sometimes characterised by an ‘acts and facts’ approach. From the 1960s, it is possible to identify a series of revisionist histories, which diversified further in the coming decades and morphed into the familiar patterns that we can identify today: theoretical and conceptual complexity; a concern with inequalities; an eclectic and widening interest in primary sources; a focus on schooling but moving beyond it, for instance to childhood, welfare and literacy; and a (re)discovery of new topics such as the emotions, senses and identities.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"45 1","pages":"421 - 441"},"PeriodicalIF":0.5,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90789164","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 : 2023-04-06DOI: 10.1080/0046760X.2022.2127006
Hilary Falb Kalisman
ABSTRACT This review outlines the historiography of education in the Middle East, focusing on events from the nineteenth century through the 1980s, and on Bilad al-Sham, mainly Jordan, Palestine and Israel, Iraq, and Northern Africa, including Egypt and Türkiye. Modernisation and nationalism were the main lenses through which educators, researchers, and students viewed the significance of their schooling in the late nineteenth- and twentieth-century Middle East. Scholars likewise take these frameworks as key to understanding the importance of education in the region’s history. This review suggests that historians ought to recognise the saliency of previous frameworks for the actors who lived them while analysing the region beyond those limits. It advocates incorporating education more consistently into other fields, such as histories of the environment and race. It recommends that historians of education include those fields in their own work, while following historical actors, texts and ideologies across regimes and borders.
{"title":"The historiography of education in the modern Middle East","authors":"Hilary Falb Kalisman","doi":"10.1080/0046760X.2022.2127006","DOIUrl":"https://doi.org/10.1080/0046760X.2022.2127006","url":null,"abstract":"ABSTRACT This review outlines the historiography of education in the Middle East, focusing on events from the nineteenth century through the 1980s, and on Bilad al-Sham, mainly Jordan, Palestine and Israel, Iraq, and Northern Africa, including Egypt and Türkiye. Modernisation and nationalism were the main lenses through which educators, researchers, and students viewed the significance of their schooling in the late nineteenth- and twentieth-century Middle East. Scholars likewise take these frameworks as key to understanding the importance of education in the region’s history. This review suggests that historians ought to recognise the saliency of previous frameworks for the actors who lived them while analysing the region beyond those limits. It advocates incorporating education more consistently into other fields, such as histories of the environment and race. It recommends that historians of education include those fields in their own work, while following historical actors, texts and ideologies across regimes and borders.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"7 1","pages":"311 - 329"},"PeriodicalIF":0.5,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80527761","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 : 2023-03-28DOI: 10.1080/0046760x.2023.2184505
Xing Liu
{"title":"Higher normal schools in early Republican China and the social-cultural transformation","authors":"Xing Liu","doi":"10.1080/0046760x.2023.2184505","DOIUrl":"https://doi.org/10.1080/0046760x.2023.2184505","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"48 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79932505","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 : 2023-03-22DOI: 10.1080/0046760X.2023.2166596
Geert Thyssen, K. Nawrotzki, A. Paz, F. Pruneri, Rebecca Rogers
ABSTRACT This article presents a state of the art of the history of education in Western and Southern Europe by ‘cutting together–apart’ (Barad) ‘knotting-s’ (Ingold), in terms of both discipline formation and historiography across and beyond countries in these regions. It (dis)entangles national and regional particularities in terms of approaches, themes and constraints, and contributions to thriving international networks in the history of education. It sketches local trends and developments of the last 30 years and situates these within their differently evolving national and/or language-based disciplinary and institutional landscapes. Its snapshots of the history of education across the Benelux, Germany and Germanophone regions, the Iberian Peninsula, Italy and France highlight the contribution and interaction of national/linguistic intellectual traditions, institutional nodes of activity, (inter)disciplinary identities, methods and approaches, and vibrant scholarly communities.
{"title":"Cutting knots ‘together–apart’: threads of Western and Southern European history of education research","authors":"Geert Thyssen, K. Nawrotzki, A. Paz, F. Pruneri, Rebecca Rogers","doi":"10.1080/0046760X.2023.2166596","DOIUrl":"https://doi.org/10.1080/0046760X.2023.2166596","url":null,"abstract":"ABSTRACT This article presents a state of the art of the history of education in Western and Southern Europe by ‘cutting together–apart’ (Barad) ‘knotting-s’ (Ingold), in terms of both discipline formation and historiography across and beyond countries in these regions. It (dis)entangles national and regional particularities in terms of approaches, themes and constraints, and contributions to thriving international networks in the history of education. It sketches local trends and developments of the last 30 years and situates these within their differently evolving national and/or language-based disciplinary and institutional landscapes. Its snapshots of the history of education across the Benelux, Germany and Germanophone regions, the Iberian Peninsula, Italy and France highlight the contribution and interaction of national/linguistic intellectual traditions, institutional nodes of activity, (inter)disciplinary identities, methods and approaches, and vibrant scholarly communities.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"1 1","pages":"399 - 420"},"PeriodicalIF":0.5,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88083143","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 : 2023-03-09DOI: 10.1080/0046760x.2023.2184503
L. Tisdall
{"title":"The social world of the school: education and community in interwar London","authors":"L. Tisdall","doi":"10.1080/0046760x.2023.2184503","DOIUrl":"https://doi.org/10.1080/0046760x.2023.2184503","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"66 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91367122","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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