Van Ruyskensvelde / Thyssen / Herman Folds of Past, Present and Future

Reconfiguring Contemporary Histories of Education
1. Auflage 2021
ISBN: 978-3-11-062345-1
Verlag: De Gruyter
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 516 Seiten

This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.

Zielgruppe

Educational scientists, historians, sociologists

Autoren/Hrsg.

Van Ruyskensvelde, Sarah

Thyssen, Geert

Herman, Frederik

Van Gorp, Angelo

Verstraete, Pieter

Inhaltsverzeichnis

1;Table of Contents;7
2;Acknowledgements;11
3;Note on the editors;13
4;List of Contributors;15
5;Introduction;23
6;1 Leaving Marks of Inquiry: Ravels of Theory, Methodology, and History of Educational Historiography;61
7;The Cultural History of Education: Between the Siren Song of Philosophy and the Discrete Charm of the Philosophy of the Social Sciences;61
8;Critical Powers of Historical Framing: Continuity and Representation;81
9;Concentric Circles and Magnetic Currents: Moral Disarmament at the League of Nations International Institute of Educational Cinematography, 1931–34;103
10;The Study of Education. On Rethinking History with the Help of Marc Depaepe;125
11;2 The Politics of Diversity: Gender, Culture, and Post-colonial Education;151
12;Engaging with ‘‘the Act of Looking Back, [and] of Seeing with Fresh Eyes”: the Colonial Experience and Pedagogies of Display;151
13;A Virtual Visit to the Renovated Royal Museum for Central Africa. Two Major Challenges: Decolonization and Africanization;169
14;French Variations on the Educational Civilizing Mission (19th–20th century). Cherchez les missionaires, cherchez les femmes!;197
15;Textbooks in their Contexts: Textbook Studies Revisited;217
16;3 Flood Lands of Pedagogy: Meanderings between Empiricism, Theory, and Practice;239
17;“Geisteswissenschaftliche Pädagogik,” Teacher Training and Educational Science – Different Concepts and Attributions of Significance. Germany, 1900–2000;239
18;Educational Science as an Academic Discipline in Hungary (1867–1953): Turns and Developmental Phases;271
19;Educational Sciences Between “Real” Moscow and the “Imaginary” West: The Case of Latvia (1989–1999);289
20;“Pedagogic” – A Preliminary Thesis on a Lexical Innovation during the European Enlightenment;311
21;4 Walking the Line: The Attraction of Psychology and Medicine in Educational Theory and Practice;335
22;From Herbart to Dewey: On the Historical Irresistibility of Learning Psychology;335
23;The Promises of Suggestion. Hypnosis, Education, and the Dangers of Modernity in Belgium around 1900;359
24;MBD and De-educationalization: a Countertendency in the pre-ADHD Era;381
25;5 Turns Taking Turns: Concepts, Approaches, and Methodologies in the Making;405
26;Dangerous, Seductive, and Innovative. Visual Sources for the History of Education;405
27;Teachers Acting as Photographers: The Progressive Image of the Cervantes School of Madrid (1918–1936);427
28;Sound as an Archival Source in the History of Education for Children with Mental Disabilities.;455
29;What Might a Material Turn to Educational Histories Add to the History of Education? Proof-eating the Pudding;471
30;School culture(s): Historiography of a Polysemic Concept;491
31;Index;511

Über Autor(innen)

Sarah V. Ruyskensvelde & Pieter Verstraete, KU Leuven; Frederik Herman, FHNW; Geert Thyssen, HVL; Angelo V. Gorp, Uni Koblenz