Étiquette : Angleterre

http://www.urgoitieditores.com/libros/monografias/pascual-gayangos-erudicion-cosmopolitismo-la-espana-del-xix/

Parution – Santiago Santiño, “Pascual de Gayangos. Erudición y cosmopolitismo en la España del XIX” [Pascual de Gayangos. Erudition et cosmopolitisme dans l’Espagne du XIXe siècle], UE, 2018

Français

“Gayangos était le sol propice ; Codera, la racine qui soutient ; Ribera, le tronc vigoureux ; Asín, la fleur et le fruit”. C’est par cette phrase heureuse, qui comble le premier siècle de l’arabisme en Espagne, que le grand arabisant Emilio García Gómez a fait ses adieux à son maître, Miguel Asín Palacios, en 1944.

Codera, Ribera et Asín, les véritables pères de la spécialité dans notre pays, ont déjà mérité des études et des ouvrages monographiques (certains publiés dans cette même maison d’édition). Mais la figure énorme et multiforme de Pascual de Gayangos (1809-1897), le terreau d’où jaillissent de si beaux fruits, n’avait pas connu un tel succès. La complexité même du personnage, qui est bien plus que notre premier arabisant : il est aussi un chercheur infatigable, un érudit aux multiples facettes, un traqueur infatigable parmi les papiers et les vieilles librairies, et un médiateur culturel entre l’Espagne et l’Angleterre, où il a passé la moitié de sa vie, a exigé un travail de recherche herculéen, dans des bibliothèques et des archives à l’autre bout du monde, auquel personne ne s’était attaqué jusqu’à présent. Santiago Santiño a consacré le meilleur de lui-même et de sa carrière de chercheur pour pouvoir présenter comme il le mérite un personnage qui représente un siècle entier de la vie culturelle et scientifique de notre pays.

Espagnol

«Gayangos fue el terreno propicio; Codera, la raíz sustentadora; Ribera, el vigoroso tronco; Asín, la flor y el fruto». Con esta frase afortunada, que llena el primer siglo del arabismo en España, despedía en 1944 el gran arabista Emilio García Gómez a su maestro, Miguel Asín Palacios.

Codera, Ribera y Asín, los verdaderos padres de la especialidad en nuestro país, merecieron ya estudios y trabajos monográficos (algunos de ellos publicados en esta misma editorial). Pero la enorme y polifacética figura de Pascual de Gayangos (1809-1897), el terreno del que brotaron frutos tan hermosos, no había tenido tanto éxito. La propia complejidad del personaje, que es mucho más que nuestro primer arabista: también investigador infatigable, erudito polifacético, rastreador incansable entre papeles y librerías de viejo, y mediador cultural entre España e Inglaterra, donde pasó media vida, exigía una tarea hercúlea de investigación, en bibliotecas y archivos de medio mundo, que nadie había abordado hasta el presente. Santiago Santiño ha dedicado lo mejor de sí mismo y de su carrera como investigador para poder presentar como merece a un personaje que es todo un siglo de la vida cultural y científica de nuestro país.

Parution – “Mujeres y enseñanza superior: une perspectiva internacional” [Les femmes et l’enseignement supérieur : une perspective internationale], Revue CIAN-Revista de Historia de las Universidades, Vol. 22, Núm. 1 (2019)

Presentación. Las mujeres querían ser doctoras, abogadas, y mucho más
Josefina Cuesta Bustillo

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11-18

Barreras ante las pioneras universitarias: una mirada transnacional
Consuelo Flecha García

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19-59

Las Escuelas de Medicina de Mujeres de Nueva York y Londres. Estrategia de las pioneras para el acceso al estudio y práctica de la Medicina
Pilar Iglesias Aparicio

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61-85

Mujeres abriendo camino en la universidad: el proyecto de Eugenie A. Leonard en Estados Unidos
Inmaculada Alva

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87-99

¿Reduciendo la brecha (de género) atlántica? Mujeres fulbrighters y transferencias culturales hispano-estadounidense, 1959-1964
Moisés Rodríguez Escobar

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101-124

Parution – “Spaces and Places of Education”, revue Paedagogica Historica, Volume 57, Issue 1-2 (2021)

Sélection de plus de 170 articles parus en histoire de l’éducation entre janvier et juin 2021 (revue mondiale)

Compilation de la veille faite chaque mois sur H-Education par Rick Mikulski, MLS, PhD, Assistant Professor & Librarian à la Portland State University

Janvier

Alber, Julia M.; Allegrante, John P. ; Auld, M. Elaine ; Breny, Jean. “Looking Back and Moving Forward: SOPHE’s 70 Years of Contributions to Health Education” Health Education & Behavior, v47 n6 p793-801 Dec 2020. [note: SOPHE is Society for Public Health Education]

Choi, Jamyung. “The Consolidating the Collar Line: The Professionalization of Engineering and Social Stratification in Modern Japan,” International Labor and Working-Class History No. 98, Fall 2020, pp. 216–236.

Continuer la lecture

28 août 202128 août 2021

Parution – Dorena Caroli, “Day Nurseries & Childcare in Europe, 1800–1939”, Palgrave MacMillan, 2017

This book traces the birth and evolution of the crèche in France, England, Germany, Russia and Italy from the mid-nineteenth century to the eve of the Second World War, in an attempt to understand from a transnational viewpoint the history of an institution for very young children that was very different from what we know today. These institutions had the two-fold goal of combatting the two phenomena that had for centuries characterised the history of infancy – infant mortality and the abandonment of babies. Drawing on a wealth of printed sources and in the light of the most recent and authoritative historical investigations, Dorena Caroli discusses the origins of the first crèche, established in Paris in 1844 by Firmin Marbeau, going on to compare and contrast the reception of the French model of care and assistance for babies and infants in a number of different European countries – England, Germany, Russia and Italy. This book fills a significant lacuna in the studies of infant history and the educational institutions designed for infants, providing a clear and broad picture not only of the practices followed but also of the evolution of “puericulture” and medical theories about very young children held in Europe in the nineteenth and twentieth centuries. It represents not only a valuable contribution to the history of these institutions but also a useful manual for students in the field of infant care.

28 août 2021

Parution – Berry Mayall, “Visionary Women and Visible Children, England 1900-1920. Childhood and the Women’s Movement”, Palgrave MacMillan, 2018

This book addresses the inter-linked lives and fortunes of children and women in the first two decades of the twentieth century in England. This was a time of shifts in thinking and practice about children’s and women’s status, lived lives and experiences. The book provides a detailed explanation of how children experienced home, neighbourhood and elementary school; as well as discussing the impact of the women’s movement, namely its suffrage and socialist work. These two concerns are linked by the work women did about and for children. Essentially, the book explores childhood and womanhood; generation and gender; and socialism and feminism. Using existing studies on women’s work, and autobiographies and interviews about childhood, Mayall argues that women played a large part in re-thinking childhood as a special period in life, and children as participants in learning and in politics. This book will appeal to students and researchers in the fields of history, education and sociology, particularly those interested in the women’s movement, and the history of childhood.

28 août 202128 août 2021

Parution – Laura M. Mair, “Religion and Relationships in Ragged Schools. An Intimate History of Educating the Poor, 1844-1870”, Routledge, 2019

Focusing on the interaction between teachers and scholars, this book provides an intimate account of “ragged schools” that challenges existing scholarship on evangelical child-saving movements and Victorian philanthropy. With Lord Shaftesbury as their figurehead, these institutions provided a free education to impoverished children. The primary purpose of the schools, however, was the salvation of children’s souls.

Using promotional literature and local school documents, this book contrasts the public portrayal of children and teachers with that found in practice. It draws upon evidence from schools in Scotland and England, giving insight into the achievements and challenges of individual institutions. An intimate account is constructed using the journals maintained by Martin Ware, the superintendent of a North London school, alongside a cache of letters that children sent him. This combination of personal and national perspectives adds nuance to the narratives often imposed upon historic philanthropic movements.

Investigating how children responded to the evangelistic messages and educational opportunities ragged schools offered, this book will be of keen interest to historians of education, emigration, religion, as well as of the nineteenth century more broadly.

Laura M. Mair is a Research Fellow at the School of Divinity, University of Edinburgh, UK. She has published on the ragged schools in the Journal of Victorian Culture and Studies in Church History. Mair was a consultant to the V&A Museum of Childhood in connection with the ‘On Their Own: Britain’s Child Migrants’ exhibition. She is currently an advisor to London’s Ragged School Museum.

28 août 202128 août 2021

Parution – Ann Margaret Doyle, “Social Equality in Education. France and England (1789-1939)”, Palgrave MacMillan, 2018

This book explores the development of education in France and England from the French Revolution to the outbreak of World War II. The author uses social equality as a framework to compare and contrast the educational systems of both countries and to emphasise the distinctive ideological legacies at the heart of both systems. The author analyses how the French Revolution prompted the emergence of an egalitarian ideology in education that in turn was crucial for propagating the values of equality, patriotism and unity. In tandem, the volume discusses the equally dramatic consequences of the Industrial Revolution for English society: while England led the world by 1800 in trade, commerce and industry, a strict form of liberalism and minimal state intervention impeded the reduction of educational inequality. This pioneering book will be of interest to students and scholars of educational equality as well as the history of education in France and England.

26 août 202126 août 2021

Séminaire – Histoire des universités

Message de Kevin Chang :

Colleagues in the UK, New Zealand and I myself have organized a history of universities seminar. The first lecture of the seminar in fact features our member William Whyte. Entitled “The University: A Material History,” William’s lecture will take place online on June 2 (Wednesday), 2:00-3:30 British Summer Time.

Des collègues du Royaume-Uni, de Nouvelle-Zélande et moi-même avons organisé un séminaire sur l’histoire des université. La première conférence du séminaire est d’ailleurs donnée par notre membre William Whyte. Intitulée “The University : A Material History”, la conférence de William aura lieu en ligne le 2 juin (mercredi), de 14h00 à 15h30, heure d’été britannique.

Contact email : historyofuniversities [at] gmail.com

https://www.histgeog-uni.net/history-of-universities-seminar/

Le numéro de revue en ligne

Publication – History of Education, vol. 48/6, 2019 (Royaume-Uni)

Publication – Matthew Andrews, “Universities in the Age of Reform, 1800–1870. Durham, London and King’s College”, 2018.

This book considers a crucial moment in the development of English higher education, and also provides a new and comprehensive history of the early decades of Durham University. During the Age of Reform innovative ideas about the role and purpose of a university were moving at an unprecedented pace. Proposals for new institutions in all parts of the country were developing quickly and resulted in the foundation of Durham University, London University (later re-styled University College, London), and King’s College, London. While normally overshadowed by the London institutions, this book demonstrates not only that Durham attempted to produce a far broader institution than any historian has given its founders credit for, but that a remarkable attempt at a third-way in English higher education has been neglected. Matthew Andrews therefore not only provides the first fully researched account of this important national institution since 1932, but also carefully situates Durham in its contemporary context, and alongside the two other most prominent emerging institutions of that time.

Publication – Liam Chambers et Thomas O’Connor (eds.), “College communities abroad. Education, migration and Catholicism in early modern Europe”, 2017.

This book repositions early modern Catholic abroad colleges in their interconnected regional, national and transnational contexts. From the sixteenth century, Irish, English and Scots Catholics founded more than fifty colleges in France, Flanders, Spain, Portugal, the Papal States and the Habsburg Empire. At the same time, Catholics in the Dutch Republic, the Scandinavian states and the Ottoman Empire faced comparable challenges and created similar institutions. Until their decline in the late-eighteenth century, tens of thousands of students passed through the colleges. Traditionally, these institutions were treated within limiting denominational and national contexts. This collection, at once building on and transcending inherited historiographies, explores the colleges’ institutional interconnectivity and their interlocking roles as instruments of regional communities, dynastic interests and international Catholicism.