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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

Mark FreemanJayson Seaman

Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976

Jayson SeamanRobert MacArthurSean Harrington

Czech education in nature traditions

Andrew MartinGeoff WatsonJan NeumanIvana TurčováLucie Kalkusová

‘Doing nature’ and being a Guide: the problem of the town guide in the British Girl Guides Association, 1930–1960

Sian Edwards

“You can’t be an atheist here”: Christianity and Outward Bound in Britain, c.1941–1965

Mark Freeman

Outdoor education: the Romantic origins at the University of St Mark and St John

Mark LeatherGil FewingsSu Porter

The adventure (sex)pedition: revisiting Kurt Hahn’s educational aims

Franklin Vernon

Parution – Lioudmila Chvedova et Jean-Michel Wittmann (dir.), “L’image de Jeanne d’Arc dans les littératures européennes des XIXe et XXe siècles : de la sainte nationale à la figure européenne”, Presses universitaires de Nancy – Editions Universitaires de Lorraine, 2021

https://www.lcdpu.fr/livre/?GCOI=27000100266760

Figure historique et sainte canonisée par l’Église catholique, cristallisant des enjeux spirituels aussi bien que sociaux voire politiques, mais également personnage littéraire, Jeanne d’Arc présente la particularité d’avoir largement dépassé les frontières nationales. Comment une héroïne aussi étroitement associée à la culture et au patrimoine français a-t-elle pu fasciner les écrivains européens autant que les écrivains français et stimuler à ce point leur imagination? C’est ce paradoxe que cet ouvrage, publié par les laboratoires de recherche CERCLE et ÉCRITURES de l’Université de Lorraine, se propose d’éclairer à travers une approche comparatiste, en étudiant l’image de Jeanne d’Arc dans les littératures européennes des XIXe et XXe siècles, notamment les littératures slaves, sans restrictions de genres, puisqu’on la rencontre dans la prose comme dans la poésie.

Ce volume réunit les contributions de chercheurs français et étrangers, qui analysent les raisons, diverses et parfois ambiguës, de l’intérêt des écrivains pour Jeanne d’Arc, ainsi que les particularités des représentations littéraires de cette figure nationale française, en accordant une attention privilégiée aux glissements qui s’opèrent lors du transfert d’une aire culturelle dans une autre. Les différentes contributions s’interrogent notamment sur l’évolution de l’image de Jeanne d’Arc et de ses usages dans les littératures en fonction des périodes historiques, sans oublier de proposer des exemples de son assimilation à des héroïnes nationales d’autres pays.

Parution – “Pedagogies on the Margins in the 20th Century”, revue Educació i Història, n° 34, 2019

http://revistes.iec.cat/index.php/EduH/issue/view/9811/showToc

Presentation. Pedagogies on the Margins in the 20th CenturyPDF
Andrés Payà Rico, Sergio Valero Gómez9-18
The Home Front: Early Childhood Care and Education during the Great War in Bologna (Italy)PDF
Mirella D’Ascenzo19-42
Expulsion, emotion and refugee children: forced European migration and refugee pedagogy (1912-1947)PDF
Kevin Myers, Siân Roberts43-63
Education as a Battlefield: School Desegregation in the United States (1954-1980)PDF
Aurora Bosch65-91
Education Policy for Indigenous People in Southern Brazil: the Introduction of Schools for the Kaingang (1910-1967)PDF
Maria Aparecida Bergamaschi, Juliana Schneider Medeiros93-120
Slow education from a historical perspective: conceptualization, development and its concretion in Waldorf Childminders in SpainPDF
Patricia Quiroga Uceda, Silvia Sánchez Serrano121-147
Schools at War in 1970s Barcelona: Pedagogical Renewal from a Class PerspectivePDF
Albert Torrent i Font, Jordi Feu Gelis149-179

Documents

The Boy Scouts in Spain (1913-1915): Distrust and Divisions in Spanish EpiscopacyPDF
Pere Fullana Puigserver183-199

Parution – “The General Education Act (LGE) of 1970”, revue Historia y Memoria de la Educación, No. 14 (2021)

http://revistas.uned.es/index.php/HMe/issue/view/1471

Introduction

Special Issue

Testimony

Historical Researches

Essays

Parution – Rosa Bruno-Jofre et Jon Igelmo Zaldivar, “Catholic Education in the Wake of Vatican II”, University of Toronto Press, 2017

The Second Vatican Council (Vatican II), called by Pope John XXIII in 1959, produced sixteen documents that outlined the Church’s attempts to meet increasing calls for modernization in the wake of  social and cultural changes that were taking place in the twentieth century.

Catholic Education in the Wake of Vatican II is the first work dedicated to the effects of the Second Vatican Council on catholic education in various national and cultural contexts. These original pieces, grounded in archival research, explore the social, political, and economic repercussions of Catholic educational changes in Canada, Europe, and South America. The volume provides insightful analysis of many issues including the tensions between Catholicism and Indigenous education in Canada, the secularization of curriculum in the Catholic classroom, Church-State relations and more. The contributors reveal the tensions between doctrinal faith and socio-economic structures of privilege found within the Church and introduces the reader to complex political interactions within the Church itself in the midst of a rapid era of secularization.

Sarah B. Lynch, “Elementary and grammar education in late medieval France : Lyon, 1285-1530”, Amsterdam UP, 2017

The fourteenth and fifteenth centuries saw a marked increase in the availability of elementary and grammar education in Europe. In France, that rise took the form of a unique blend of trends also seen elsewhere in Europe, ranging from Church-dominated schools to independent schools and communal groups of teachers. Lyon, long a crossroad of ideas from north and south, was home to a particularly interesting blend of approaches, and in this book Sarah Lynch offers a close analysis of the educational landscape of the city, showing how schools and teachers were organised and how they interacted with each other and with ecclesiastical and municipal authorities.