https://www.emerald.com/insight/publication/issn/0819-8691/vol/50/iss/1
Parution – History of Education Review, Volume 49, Issue 2, 2020
https://www.emerald.com/insight/publication/issn/0819-8691/vol/49/iss/2
“The NOSCA Mafia”: overseas student activism in Australia, 1985–1994
The New South Wales Teachers Federation, the Conciliation Committee of 1927-1929, and the Formation of the Educational Workers League
Collegial governance in postwar Australian universities
Education in the apocalypse: disaster and teaching on British television
Remembering and forgetting the arts of technical education
The quarantine archives: educators in “social isolation”
Ligia (Licho) López López, Christopher T. McCaw, Rhonda Di Biase, Amy McKernan, Sophie Rudolph, Aristidis Galatis, Nicky Dulfer, Jessica Gerrard, Elizabeth McKinley, Julie McLeod, Fazal Rizvi
Australian university and medical school life during the 1919 influenza pandemic
A history of university income in the United Kingdom and Australia, 1922–2017
“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980
Parution – “Outdoor Education in Historical Perspective”, History of Education Review, Volume 49, Issue 1, 2020
https://www.emerald.com/insight/publication/issn/0819-8691/vol/49/iss/1
Outdoor education in historical perspective
Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976
Jayson Seaman, Robert MacArthur, Sean Harrington
Czech education in nature traditions
Andrew Martin, Geoff Watson, Jan Neuman, Ivana Turčová, Lucie Kalkusová
‘Doing nature’ and being a Guide: the problem of the town guide in the British Girl Guides Association, 1930–1960
“You can’t be an atheist here”: Christianity and Outward Bound in Britain, c.1941–1965
Outdoor education: the Romantic origins at the University of St Mark and St John
Mark Leather, Gil Fewings, Su Porter
The adventure (sex)pedition: revisiting Kurt Hahn’s educational aims
Parutions récentes du Journal of Educational Administration and History, 2020-2021
2021
- Volume 53, Issue 1 (2021) : https://www.tandfonline.com/toc/cjeh20/53/1?nav=tocList
- Volume 53, Issue 2 (2021) : https://www.tandfonline.com/toc/cjeh20/53/2?nav=tocList
2020
- Volume 52, Issue 1 (2020) : https://www.tandfonline.com/toc/cjeh20/52/1?nav=tocList
- Volume 52, Issue 2 (2020) : https://www.tandfonline.com/toc/cjeh20/52/2?nav=tocList
- Volume 52, Issue 3 (2020) : https://www.tandfonline.com/toc/cjeh20/52/3?nav=tocList
- Volume 52, Issue 4 (2020) : https://www.tandfonline.com/toc/cjeh20/52/4?nav=tocList
Parution – John L. Rury et Eileen H. Tamura (eds.), “The Oxford handbook of the history of education”, Oxford, 2019
https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780199340033.001.0001/oxfordhb-9780199340033
This handbook offers a global perspective on the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Sections deal with questions of theory and methods, ancient and medieval education, the rise of national school systems, the development of universities in different contexts, problems of inequality and discrimination in education, and reform and institutional change. Specific chapters discuss colonialism and anticolonial struggles, indigenous education, gender issues in education, higher education systems, educational reform, urban and rural education, the education of minority groups, comparative, international, and transnational education, childhood and education, nonformal and informal education, and a range of other topics. Chapters consider changing scholarship in the field, connect nationally oriented works by comparing themes and approaches, and provide suggestions for further research and analysis. Like many other subfields of historical research and writing, the history of education has been deeply affected by international social and political upheaval occurring since the 1960s. In this regard, as chapters weigh the influence of revisionist perspectives at various points in time, they take particular note of those arising after that time. In discussing changing viewpoints, their authors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families, and the educators who have worked with them. Each chapter includes notes and a bibliography for readers interested in further study.
Parution – History of Education, Volume 50, Issue 3 (2021)
https://www.tandfonline.com/toc/thed20/50/3?nav=tocList
Launching Paul Natorp’s Sozialpädagogik in Japan in the early twentieth century
Takeo Matsuda & Juha Hämäläinen
Phyllis Monk: a pragmatic revolutionary in charge of a school for ‘girls with little or no sight’
The work school in Spain: training citizens and industrial technicians (1923–1930)
Mapping scientised education in German-American transnational networks after 1945
Parution – History of Education, Volume 50, Issue 2 (2021)
https://www.tandfonline.com/toc/thed20/50/2?nav=tocList
Children of the state: Rousseau’s republican educational theory and child abandonment
Russian emigrant Scouts and their activities regarding the construction of national identity
An individualistic turn: citizenship in Swedish history and social studies syllabi, 1970–2017
One hundred years of the gender gap in examination results at the University of Oxford
Parution – Robert Troschitz, “Higher Education and the Student. From welfare state to neoliberalism”, Routledge, 2017
As one of the pioneers and leading advocates of neoliberalism, Britain, and in particular England, has radically transformed its higher education system over the last decades. Universities have increasingly been required to act like businesses, and students are frequently referred to as customers nowadays. Higher Education and the Student investigates precisely this relation between the changing function of higher education and what we consider the term ‘student’ to stand for.
Based on a detailed analysis of government papers, reports, and speeches as well as publications by academics and students, the book explores how the student has been conceptualised within the debate on higher education from the birth of the British welfare state in the 1940s until today. It thus offers a novel assessment of the history of higher education and shows how closely the concept of the student and the way we comprehend higher education are intertwined. Higher Education and the Student opens up a new perspective that can critically inform public debate and future policy – in Britain and beyond.
The book should be of great interest to scholars, researchers, and postgraduate students in the fields of higher education; educational policy and politics; and the philosophy, sociology, and history of higher education.
Parution – Yoko Yamasaki et Hiroyuko Kuno, “Educational Progressivism, Cultural Encounters and Reform in Japan”, Routledge, 2017
Educational Progressivism, Cultural Encounters and Reform in Japan provides a critical analysis of educational initiatives, progressive ideas and developments in curriculum and pedagogy in Japan, from 1900 to the present day. Drawing on evidence of both cultural encounters and internal drivers for progressivism and reform, this book re-evaluates the history of Japanese education to help inform ongoing and future debates about education policy and practice worldwide.
With contributions from Japanese scholars specialising in the history and philosophy of education and curriculum studies, chapters consider key collaborative improvements to teacher education, as well as group learning, ‘life education’, the creative arts and writing, and education for girls and women. The book examines Western influences, including John Dewey, Carleton Washburne and A. S. Neill, as well as Japan’s own progressive exports, such as holistic Zenjin education, Children’s Villages and Lesson Study, highlighting cultural encounters and progressive initiatives at both transnational and national levels. The chapters reflect on historical and political background, motivations, influences and the impact of Japanese progressive education. They also stimulate, through argument and critical discussion, a continuing discourse concerning principles, policy, politics and practices of education in an increasingly globalised society.
A rigorous and critical study of the history of progressive education in Japan, this book will interest an international readership of academics, researchers and postgraduate students in the fields of progressive education, comparative education, social and cultural history, history of education, Japanese studies, curriculum studies, and the history of childhood.
Parution – Edward Janak, “A Brief History of Schooling in the United States. From Pre-Colonial Times to the Present”, Palgrave, 2019
https://www.palgrave.com/gp/book/9783030243968
This book presents a sweeping overview of the historical and philosophical foundations of schooling in the United States. Beginning with education among the indigenous peoples of the Americas and going on to explore European models of schooling brought into the United States by European colonists, the author carefully traces the arc of educational reform through major episodes of the nation’s history. In doing so, Janak establishes links between schools, politics, and society to help readers understand the forces impacting educational policy from its earliest conception to the modern day. Chapters focus on the philosophical, political, and social concepts that shaped schooling of dominant and subcultures in the United States in each period. Far from being merely concerned with theoretical foundations, each chapter also presents a snapshot of the “nuts and bolts” of schooling during each period, examining issues such as pedagogical devices, physical plants, curricular decisions, and funding patterns.
Parution – History of Education, Volume 50, Issue 1 (2021)
https://www.tandfonline.com/toc/thed20/50/1?nav=tocList
John Amos Comenius as the prophet of modern ideas in science education: in the light of Pansophia
Heißmeyer: Nazi education architect
Special Section How Cybernetics and Constructivism Inspired New Forms of Learning
Guest Editors: Barbara Hof and Jan Müggenberg
Parution – History of Education, Volume 49, Issue 6 (2020)
https://www.tandfonline.com/toc/thed20/49/6?nav=tocList
Teachers in écoles d’arts et métiers in nineteenth-century France
Music teaching and the Spanish Regenerationism: Felipe Pedrell and the Academia Granados
Reteaching/retouching Heimat: expellees, home and belonging in German schools’ post-war curricula
For whom university? Rising educational desires via the daily press in post-war Poland
Parution – History of Education, Volume 49, Issue 5 (2020)
Parution – “Cultivating Children and Youth: Transnational Explorations of the Urban and the Natural”, History of Education, Volume 49, Issue 4 (2020)
https://www.tandfonline.com/toc/thed20/49/4?nav=tocList
Editorial: Cultivating children and youth: transnational explorations of the urban and the natural
Ian Grosvenor, Frederik Herman & Siân Roberts
‘Nature’ in German colonial literature for children and young people
Elke Kleinau & Lilli Riettiens
Natura et urbis in the socio-educational renovation of Barcelona City Council (1909–1933)
Francisca Comas Rubí & Sara González Gómez
The multiple logics of school gardening: a ‘return to nature’ or ‘love of labour’?
From savages to capitalists: progressive images of education in the UK and the USA (1920–1939)
Parution – “Varia”, History of Education, Volume 49, Issue 3 (2020)
https://www.tandfonline.com/toc/thed20/49/3?nav=tocList
Comenius, moral and pious education, and the why, when and how of school discipline
Challenging the bifurcation of nature: women workers’ education through process philosophy
Science in the making: 1930s citizen science on the BBC
A history of higher and professional correspondence education in the UK
Reforming education in post-partition Northern Ireland: state control and churches’ interference
Parution – “Varia”, History of Education, Volume 49, Issue 1 (2020)
https://www.tandfonline.com/toc/thed20/49/1?nav=tocList
Heather Ellis, Mark Freeman & Stephanie Olsen
The charitable status of elite schools: the origins of a national scandal
In search of a moral standard: debates over ethics education and religion in Meiji Japan
More than a mere footnote: the department of military studies, University of Sydney, 1907-1915
Nation-building in Turkey through ritual pedagogy: the late Ottoman and early Turkish Republican era
Parution – History of Education, Volume 49, Issue 2 (2020)
Parution – Sarah Glassford et Amy J. Shaw (eds.), “Making the Best of It. Women and Girls of Canada and Newfoundland during the Second World War”, UBC Press, 2020
https://www.ubcpress.ca/making-the-best-of-it
Many women who lived through the Second World War believed it heralded new status and opportunities, but scholars have argued that very little changed. How can these interpretations be reconciled? Making the Best of It examines the ways in which gender and other identities intersected to shape the experiences of female Canadians and Newfoundlanders during the war. The contributors to this thoughtful collection consider mainstream and minority populations, girls and women, and different parts of Canada and Newfoundland. They reassess topics such as women’s presence in the military and in munitions factories, and tackle entirely new subjects such as wartime girlhood in Quebec.
Collectively, these essays broaden the scope of what we know about the changes the war wrought, and draw on diverse methodologies to address wider debates about memory, historiography, and feminism.
Making the Best of It offers new insights into the impact of the Second World War and lays the foundation for a better understanding of the dramatic alterations that occurred in the lives of women and girls in Canada after the 1940s.
Students and scholars of history, women’s studies, and childhood studies will find this work compelling, as will others interested in women’s and gender history, children’s history, and the history of Canada and/or Newfoundland during the Second World War.
Parution – « Varia », Historical Studies in Education/Revue histoire de l’éducation, Spring / printemps 2021
https://historicalstudiesineducation.ca/index.php/edu_hse-rhe/issue/view/451
Before #MeToo: The Fight against Sexual Harassment at Ontario Universities, 1979–1994
Jeremy Istead, Catherine Carstairs, Kathryn L. Hughes
“My Own Old English Friends”: Networking Anglican Settler Colonialism at the Shingwauk Home, Huron College, and Western University
Natalie Cross, Thomas Peace
The “Educational Laboratory”: American Educators Visit Soviet Schools, 1925–1929
Hannah Lindsay Rudderham
Thrifty Trustees, Curriculum Clashes, and Gender Disparities: Late Nineteenth- and Early Twentieth-Century Barriers in Education in Rural Renfrew County
Joshua C. Blank
Parution – Stephen Jackson, “Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonization in Australia, Canada, and New Zealand”, Brill, 2020
https://brill.com/view/title/57607
Focusing on Australia, Canada, and New Zealand, Religious Education and the Anglo-World historiographically examines the relationship between empire and religious education. The analysis centres on three formative eras in the development of religious education in each case: firstly, the foundational moments of publicly funded education in the mid- to late nineteenth centuries when policy makers created largely Protestant systems of religious education, and frequently denied Roman Catholics funding for private education. Secondly, the period from 1880-1960 during which campaigns to strengthen religious education emerged in each context. Finally, the era of decolonisation from the 1960s through the 1980s when publicly funded religious education was challenged by the loss of Britishness as a central ideal, and Roman Catholics found unprecedented success in achieving state aid in many cases. By bringing these disparate national literatures into conversation with one another, Stephen Jackson calls for a greater transnational approach to the study of religious education in the Anglo-World.