Séances du 25 janvier au 10 mai 2021.
Parution – “Les transmissions religieuses face à la sécularisation”, n° 155, revue Histoire de l’éducation, 2021
Dossier
Anne Jusseaume et Sarah Scholl
Les transmissions religieuses face à la sécularisation Religious Transmissions in the Secular Age
Jean-Charles Buttier
L’enseignement de la morale pendant la Révolution française : un état des lieux historiographique Moral education during the French Revolution: a historiographical review
Charles Mercier
Les Journées mondiales de la jeunesse comme dispositifs de transmission religieuse (1985-2019) World Youth Days as a means for transmitting religion
Samuel Gicquel
La transmission religieuse dans les lycées catholiques bretons (XIXe-XXe siècles) Religious transmission in the Catholic educational institutions of Brittany (19th-21st centuries)
Bénédicte Toucheboeuf
Les changements dans la catéchèse des années 1960 en France : une rupture dans la transmission de la foi ? Changes in catechesis in the 1960s in France: a breach in the transmission of faith?
Émilie Pontanier
Choisir une école secondaire française à Tunis dans les années 2010 : stratégie sociale d’entre-soi ou liberté de conscience et transmission religieuse ? Choosing a French secondary school in Tunis in the 2010s: a social strategy for community-based exclusivity or freedom of conscience and religion?
Varia
Marcel Grandière
Entre demande sociale et conflits de pouvoirs : les écoles de Brissac en Anjou (vers 1450-1540) Between social demands and power conflicts. The schools of Brissac in Anjou (circa 1450-1540)
Karina Bénazech Wendling
De la charité religieuse au contrôle séculier de l’État : le rôle de l’Irish Society for Promoting the Education of the Native Irish through their own Language dans la mise en place d’une éducation nationale en Irlande (1800-1845) From religious charity to secular State control: the role of the Irish Society for Promoting the Education of the Native Irish through their own Language in the implementation of national education in Ireland (1800-1845)
Pascal Clerc
La formation d’un regard : la colonisation dans les manuels de géographie du secondaire (1873-1951) Shaping a viewpoint: colonization in secondary school geography textbooks (1873-1951)
Notes critiques
Thierry Kouamé
WEJWODA (Marek), Sächsische Rechtspraxis und gelehrte Jurisprudenz. Studien zu den rechtspraktischen Texten und zum Werk des Leipziger Juristen Dietrich von Bocksdorf (ca. 1410-1466) Hannovre, Hahn, 2012 (Monumenta Germaniae Historica. Studien und Texte, 54), XXX-318 p.
Sylvène Édouard
MORMICHE (Pascale), Le petit Louis XV. Enfance d’un prince, genèse d’un roi (1704-1725) Ceysérieu, Champ Vallon, 2018, 422 p.
Marie-Élise Hunyadi
MONNIER (Anne), Le temps des dissertations. Chronique de l’accès des jeunes filles aux études supérieures (Genève XIXe-XXe) Genève, Droz, 2018, 360 p.
Laurent Gutierrez
PALLUAU (Nicolas), La fabrique des pédagogues. Encadrer les colonies de vacances, 1919-1939 Rennes, Presses universitaires de Rennes, 2013, 301 p.
Yves Verneuil
DALANÇON (Alain), DRAGONI (Josiane), DREVON (Jean-Michel) (coord.), BRESSAN (Eugenio), FÉRAY (Anne), LAFONTAN (Jean), LEIDET (Gérard), SPRINGSFIELDS (Marin), SZAJNFELD (Raphaël), Histoire de la FSU, t. 2 : dans la cour des grands (1997-2010) Paris, Syllepse, 2019, 281 p.
Jérôme Krop
DORISON (Catherine), CHEVALIER (Jean-Pierre), BELHADJIN (Anissa), ELALOUF (Marie-Laure), LOPEZ (Maryse), Des écoles normales à l’ESPÉ. Témoignages de formateurs Grenoble, Presses universitaires de Grenoble, 2018, 237 p.
Résumés
Français/French : Partant du constat que les institutions religieuses et les initiatives qu’elles portent ont une place importante dans l’histoire de l’éducation, ce dossier analyse les modalités de la transmission religieuse, en particulier en milieu catholique mais non exclusivement, et en élargissant la perspective par rapport aux institutions scolaires. Sont examinés différents lieux, acteurs et événements qui concourent, en parallèle à la construction de l’école laïque et parfois en réaction à celle-ci, à maintenir et transformer le processus de transmission religieuse (savoirs, savoir-être, rituels et identités) à l’ère de la sécularisation. Les articles traitent d’une part de l’école et de son statut – privé ou public, religieux ou laïc – avec des exemples français, ainsi que l’étude d’un cas paradoxal, celui du choix par les parents d’un établissement français en Tunisie. Ils montrent que parents et institutions (État ou Églises) négocient, depuis la Révolution, pour conjuguer transmission scolaire, morale et religieuse ou areligieuse, et sont à la recherche de fragiles et provisoires compromis. D’autre part, les articles étudient des initiatives émanant des Églises pour contrecarrer la sécularisation et la laïcisation scolaire, tant en matière de réforme du catéchisme que d’événements comme les Journées mondiales de la jeunesse. Couvrant deux siècles d’histoire, ce dossier montre que la sécularisation de la société n’élimine pas la transmission religieuse, mais amène à une diversification de ses formes, avec un réinvestissement de l’espace public par les acteurs religieux.
English/Anglais : Building on the premise that religious institutions and the initiatives that they engender have an important place in the history of education, this special issue analyses the methods by which the various aspects of religious tradition and heritage are transmitted, in particular but not exclusively in Catholic milieus, by enlarging the perspective relative to educational institutions. We examine various places, actors and events that converge parallel to the construction of secular schools and sometimes in reaction to them, to maintain and transform the process of religious transmission (knowledge, soft skills and identities) in the period of secularization. The articles deal with schools and their status – private or public, religious or lay – with French examples, but also the study of a paradoxical case, in Tunisia, of parents choosing a French secular school for their children. They show that, since the Revolution, parents and institutions (state or church) have been negotiating to commingle educational, moral and religious or areligious transmission, in a search for fragile and temporary compromises. Simultaneously, the articles study initiatives emanating from churches to counter educational secularization and laicization, such as a reform of the catechism and events like the World Youth Day. Covering two centuries of history, this special issue shows that the secularization of society does not preclude religious transmission but leads to a diversification of its forms, with a renewed focus by religious actors into the public sphere.
Parution – Malini Johar Schueller, “Campaigns of Knowledge. U.S. Pedagogies of Colonialism and Occupation in the Philippines and Japan”, Temple University Press, 2019
http://tupress.temple.edu/book/20000000009893
The creation of a new school system in the Philippines in 1898 and educational reforms in occupied Japan, both with stated goals of democratization, speaks to a singular vision of America as savior, following its politics of violence with benevolent recuperation. The pedagogy of recovery—in which schooling was central and natives were forced to accept empire through education—might have shown how Americans could be good occupiers, but it also created projects of Orientalist racial management: Filipinos had to be educated and civilized, while the Japanese had to be reeducated and “de-civilized.”
In Campaigns of Knowledge, Malini Schueller contrapuntally reads state-sanctioned proclamations, educational agendas, and school textbooks alongside political cartoons, novels, short stories, and films by Filipino and Filipino Americans, Japanese and Japanese Americans to demonstrate how the U.S. tutelary project was rerouted, appropriated, reinterpreted, and resisted. In doing so, she highlights how schooling was conceived as a process of subjectification, creating particular modes of thought, behaviors, aspirations, and desires that would render the natives docile subjects amenable to American-style colonialism in the Philippines and occupation in Japan.
Parution – “Enfances (dé)colonisées”, n° 22, Revue d’histoire de l’enfance irrégulière, 2020
Yves Denéchère et Violaine Tisseau Introduction
Edoardo Quaretta Enfance, évangélisation et inculturation catholique en colonie Le cas de la congrégation des Salésiens en Haut-KatangaChildhood, Evangelization and Catholic Inculturation in Colony. The case of the Salesian congregation in Haut-Katanga
Alvine Henriette Assembe Ndi Entre action charitable et bénéfice matériel : la politique de l’enfance « inadaptée » au Cameroun sous administration française (1928-1960) Between charitable action and material benefit: the “unsuitable” childhood policy in Cameroon under French administration (1928-1960)
Magali Bigaud « Rapatrier » les enfants métis du Cambodge : un élément de la relation postcoloniale franco-cambodgienne “Repatriate” metis children from Cambodia: a part of the franco-cambodian postolonial relationship
Violaine Tisseau Pistes pour une histoire de l’enfance délinquante au Ghana Entretien avec Anne Hugon réalisé le 14 janvier 2020 par Violaine Tisseau Paths to a history of child delinquency in Ghana. Interview with Anne Hugon conducted on January 14, 2020 by Violaine Tisseau
Yves Denéchère Être adolescent au temps de la guerre d’indépendance algérienne, d’Alger au Béarn Témoignage de Monsieur Frédéric Ferdjioui recueilli par Yves Denéchère Being a teenager at the time of the Algerian War of Independence, from Algiers to Bearn. Testimony of Mr. Frédéric Ferdjioui collected by Yves Denéchère
Parution – “Imperialism, Internationalism and Education in Africa: Connected Histories”, revue Paedagogica Historica, Volume 57, Issue 3 (2021)
Dossier
- Damiano Matasci, Miguel Bandeira Jerónimo & Hugo Gonçalves Dores, “Imperialism, internationalism, and education in Africa: connected histories“
- Damiano Matasci, “Réformer l’Empire: éducation de base et développement en Afrique coloniale française (1945–1956)“
- Tim Kaiser, Ingrid Miethe, Alexandra Piepiorka & Tobias Kriele, “An entangled history of postcolonial and socialist education: institutional transfer for educational equality and national development“
- Constantin Katsakioris, “Nkrumah’s Elite: Ghanaian students in the Soviet Union in the Cold War“
- Anton Tarradellas, ““A glorious future” for Africa: development, higher education and the making of African elites in the United States (1961–1971)“
Varia
Parution – Linda Chisholm, “Between Worlds. German Missionaries and the Transition from Mission to Bantu Education in South Africa”, Wits UP, 2017
The transition from apartheid to the post-apartheid era has highlighted questions about the past and the persistence of its influence in present-day South Africa. This is particularly so in education, where the past continues to play a decisive role in relation to inequality. Between Worlds: German Missionaries and the Transition from Mission to Bantu Education in South Africa scrutinises the experience of a hitherto unexplored German mission society, probing the complexities and paradoxes of social change in education. It raises challenging questions about the nature of mission education legacies.
Linda Chisholm shows that the transition from mission to Bantu Education was far from seamless. Instead, past and present interpenetrated one another, with resistance and compliance cohabiting in a complex new social order. At the same time as missionaries complied with the new Bantu Education dictates, they sought to secure a role for themselves in the face of demands of local communities for secular statecontrolled education. When the latter was implemented in a perverted form from the mid-1950s, one of its tools was textbooks in local languages developed by mission societies as part of a transnational project, with African participation. Introduced under the guise of expunging European control, Bantu Education merely served to reinforce such control.
The response of local communities was an attempt to domesticate – and master – the ‘foreign’ body of the mission so as to create access to a larger world. This book focuses on the ensuing struggle, fought on many fronts, including medium of instruction and textbook content, with concomitant sub-texts relating to gender roles and sexuality.
South Africa’s educational history is to this day informed by networks of people and ideas crossing geographic and racial boundaries. The colonial legacy has inevitably involved cultural mixing and hybridisation – with, paradoxically, parallel pleas for purity. Chisholm explores how these ideas found expression in colliding and coalescing worlds, one African, the other European, caught between mission and apartheid education.
Publication – História da educação, vol. 20/1, 2020 (Brésil)

Artigos
- Controle e fiscalização do ensino no Pará: a inspeção escolar no início do século XXAlberto Damasceno, Suellem Pantoja
- O ensino de desenho: um olhar sobre os cursos do departamento de artes da Universidade Federal do Paraná (1981-1987)Rossano Silva, Adriana Vaz
- Congresso de Paris (1900): a seção de surdos e sua atualidade em relação à educação de surdosJosé Raimundo Rodrigues, Lucyenne Matos da Costa Vieira-Machado, Eliane Telles de Bruim Vieira
- Escolarização kaingang no rio Grande do Sul de meados do século XIX ao limiar do século XXIdas iniciativas missionárias à escola indígena específica e diferenciadaMaria Aparecida Bergamaschi, Cláudia Pereira Antunes, Juliana Schneider Medeiros
- Saberes profissionais para ensinar matemática na década de 1960o caso dos ginásios vocacionais a partir da literatura cinzentaDenise Medina França, Elenice de Souza Lodron Zuin
- Em tempos de “fermentação nascente”uma leitura dos projetos para a instrução pública primária do personagem François Guizot (1832-1836)Lívia Beatriz da Conceição
- Por uma história da escola primária no contexto de imigração experiências de escolarização entre imigrantes eslavos e peninsulares itálicos no ParanáValquíria Elita Renk, Elaine Cátia Falcade Maschio
- Venho por meio destaescolas radiofônicas e cotidiano nas cartas do movimento de educação de base em Pernambuco (1961-1966)Kelly Ludkiewicz Alves
- Estado e educação na Argentinauma aproximação aos usos de Foucault para pensar a Lei Federal de Educação de 1993Mariana Canavese
- A Câmara Municipal de Mariana e sua faceta pedagógica (1889-1930)Rosana Areal de Carvalho, Leandro Silva de Paula
- Educação e mundo do trabalhodiretrizes e ações educativas da Icomi no Amapá (1964-1967)Sidney da Silva Lobato, Pollianna Pimentel Ferreira
- A atuação educativa, missionária e pastoral dos franciscanos no Brasil colonial nas páginas da Revista do Instituto Histórico e Geográfico Brasileiro (IHGB)Cézar de Alencar Arnaut de Toledo, Marcos Ayres Barboza
- A educação do campo no contexto da luta do movimento socialuma análise histórica das lutas, conquistas e resistências a partir do Movimento Nacional da Educação do CampoAndré Luiz Batista da Silva
- O livro “Alfabetização… Uma aventura para a criança” e sua adoção pelas professoras catarinenses na década de 1980um estudo sobre esse percursoDaiane de Medeiros Thomaz, Leonete Luzia Schmidt
- Educação, civilização, entretenimentoo Tivoli – um parque de diversão no Rio de Janeiro do século XIX (1846-1848)Victor Andrade de Melo
- A escolarização da educação físicauma análise de cinco imagens publicadas na imprensa de Barcelona do início do século XX (1910-1913)Torrebadella-Flix Xavier
Dossiê
- Questões metodológicas em manualísticaMarcelo Pinheiro Cigales, Ana Maria Badanelli Rubio
- Proposta metodológica multimodal e interdisciplinar na pesquisa manualísticaKira Mahamud Angulo
- Os livros didáticos da perspectiva da sociologia do conhecimentouma proposição teórico-metodológicaSimone Meucci
- Aspectos metodológicos na análise de manuais escolaresuma perspectiva relacionalMarcelo Cigales, Amurabi Oliveira
- Contribuições da antropologia visual para a análise de leituras sobre povos indígenasOu de como reduzir os inconvenientes de um estudo ‘isolado’ dos textos escolaresTeresa Laura Artieda
- As imagens e suas interpretações nos textos escolares espanhóisUma proposta metodológicaAna Badanelli
Maurice Endenz est le lauréat du Prix Robert Mallet 2019
Pour sa troisième édition (2019), le prix Robert Mallet en histoire de l’éducation a été décerné par un jury de spécialistes d’histoire ou de sciences de l’éducation réuni par Madame Stéphanie Dameron, rectrice de l’académie d’Amiens, et comprenant : Antoine Prost (président), Claude Lelièvre (vice-président), Bruno Poucet (secrétaire), Julien Cahon, Véronique Castagnet, Clémence Cardon-Quint, Jean-François Condette, Ismail Ferhat, Marguerite Figeac, Jean-Noël Luc et Marianne Thivend.
Le prix a été attribué à Edenz Maurice pour sa thèse Faire école dans une vieille colonie. Un État colonial aux prises avec le monde scolaire de la Guyane française (1928-1950), soutenue en 2018 à Science Po-Paris sous la direction de Romain Bertrand. Ce prix de 3 000€ permet la publication de la thèse chez un éditeur des Hauts-de-France.
Une mention a été attribuée à Hayarpi Papikyan pour sa thèse L’éducation aux confins de l’Empire : la scolarisation des filles et l’entrée des femmes arméniennes dans l’espace public au Caucase, soutenue en 2017 à Paris V sous la direction de Rebecca Rogers.
Une remise officielle du prix aura lieu en juin 2020 au plus tard.
AàC pour une journée d’étude et un ouvrage consacrés à : L’histoire de l’éducation de la colonisation aux décolonisations en Afrique (années 1920 – 1970)
Appel à contributions pour une journée d’étude et un ouvrage consacrés à :
L’histoire de l’éducation de la colonisation aux décolonisations en Afrique (années 1920 – 1970)
Le CEPED (France), le CESSMA (France), l’Université spécialisée VID (Norvège) et l’Université de Dalarna (Suède) souhaitent inviter les chercheurs travaillant sur l’histoire de l’éducation en Afrique, du Maghreb à l’Afrique du Sud, à participer à une nouvelle journée d’étude internationale consacrée à « L’histoire de l’éducation de la colonisation aux décolonisations en Afrique (années 1920 – 1970) » laquelle débouchera sur la publication d’un ouvrage.
Veuillez envoyer un résumé (1500 signes) de votre proposition avant le 17 janvier 2020 à for.an.education.network@gmail.com
Les auteurs des propositions sélectionnées seront informés avant le 7 février 2020 et invités à participer à une journée d’étude qui se tiendra à Paris les 21 et 22 avril 2020 et sera consacré aux histoires vécues en lien avec les pratiques éducatives, de la colonisation aux années suivant immédiatement les indépendances en Afrique (1920 – 1970). Les contributeurs devront soumettre leur article complet (6000 mots) avant le 31 mars 2020 pour la journée d’étude et dans la perspective du volume.
Pour davantage de précisions, voir les appels joints ci-dessous :