- Andrea Korda, Thinking with pictures: memory, imagination, and colour illustration in Victorian teaching and learning“
- Denise Bentrovato & Karel Van Nieuwenhuyse, “Confronting “dark” colonial pasts: a historical analysis of practices of representation in Belgian and Congolese schools, 1945–2015“
- Susannah Wright, “Creating liberal-internationalist world citizens: League of Nations Union junior branches in English secondary schools, 1919–1939“
- Nelleke Bakker & Milou Smit,”“An oedipal conflict on an epileptic basis”: the diagnosing and treatment of behavioural problems in a Dutch child psychiatric clinic (1952–1962)“
- Hilda T.A. Amsing & Jeroen J.H. Dekker, “Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s“
- Mark Freeman, “Adult education history in Britain: past, present and future (part I)“
- Mark Freeman, “Adult education history in Britain: past, present, and future (part II)“
- Christian Ydesen & Sotiria Grek, “Securing organisational survival: a historical inquiry into the OECD’s work in education during the 1960s“
OpenEdition vous propose de citer ce billet de la manière suivante :
Pierre Porcher-Ancelle (30 août 2021). Parution – Varia, revue Paedagogica Historica, Volume 56, Issue 3 (2020). LE PUPITRE · HISTOIRE DE L'ÉDUCATION. Consulté le 23 janvier 2025 à l’adresse https://doi.org/10.58079/t3jm