Parution – Jan R. Stenger, “Education in Late Antiquity. Challenges, Dynamism, and Reinterpretation, 300-550 CE”, Oxford UP, 2022

https://global.oup.com/academic/product/education-in-late-antiquity-9780198869788?lang=en&cc=us#

Français : Education in Late Antiquity offre le premier compte rendu complet du débat gréco-romain sur l’éducation entre 300 et 550 de notre ère. Jan Stenger retrace l’évolution des attitudes à l’égard des objectifs et des méthodes d’enseignement, d’apprentissage et de formation à travers les théories explicites et implicites développées par les auteurs chrétiens et païens au cours de cette période. Alors que le système éducatif postclassique a été considéré comme un champ immuable et uniforme, Stenger soutient que les écrivains de la période ont proposé des critiques substantielles de l’éducation formelle établie et ont tenté de réorienter les anciennes approches de l’apprentissage. Rassemblant un large éventail de discours et de genres, Education in Late Antiquity montre comment la pensée éducative était impliquée dans les idées et les pratiques de la société au sens large, abordant les préoccupations centrales de l’époque, notamment la moralité, la religion, la relation avec les autres et le monde, et les concepts de genre et de soi. L’idée maîtresse était que l’éducation était un processus de transformation qui donnait forme à l’être entier d’une personne, au lieu de simplement lui transmettre des connaissances ou des compétences formelles. Ainsi, le débat tourne autour de l’atteinte du bonheur, de la bonne vie et de l’épanouissement, et oriente donc l’éducation vers le développement de la notion d’humanité au sein de la personne. En explorant le discours sur l’éducation, ce livre retrouve les horizons changeants de la pensée gréco-romaine sur l’apprentissage et la formation.

English : Education in Late Antiquity offers the first comprehensive account of the Graeco-Roman debate on education between c. 300 and 550 CE. Jan Stenger traces changing attitudes towards the aims and methods of teaching, learning, and formation through the explicit and implicit theories developed by Christian and pagan writers during this period. Whereas the postclassical education system has been seen as an immovable and uniform field, Stenger argues that writers of the period offered substantive critiques of established formal education and tried to reorient ancient approaches to learning. Bringing together a wide range of discourses and genres, Education in Late Antiquity shows how educational thought was implicated in the ideas and practices of wider society, addressing central preoccupations of the time, including morality, religion, the relationship with others and the world, and concepts of gender and the self. The key idea was that education was a transformative process that gave shape to the entire being of a person, instead of merely imparting formal knowledge or skills. Thus, the debate revolved around attaining happiness, the good life, and fulfilment, and so orienting education toward the development of the notion of humanity within the person. By exploring the discourse on education, this book recovers the changing horizons of Graeco-Roman thought on learning and formation.

Workshop – “Protagonism, activism and women’s networks in universities in the contemporary age”, 25 oct. 2021, en ligne.

Women became fully part of university life only in the twentieth century. This seminar aims to analyze the different forms of female presence in the academic world by focusing on women’s activism and their ability to network within a male universe, also in relation to possible career opportunities.

Continuer la lecture de « Workshop – “Protagonism, activism and women’s networks in universities in the contemporary age”, 25 oct. 2021, en ligne. »

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

Björn Norlin

Challenging the bifurcation of nature: women workers’ education through process philosophy

Maria Tamboukou

Science in the making: 1930s citizen science on the BBC

Allan Jones

A history of higher and professional correspondence education in the UK

Stephen A. Hunt

Communism, anti-communism and education in Greece from the Axis occupation until the early Cold War era (1944–1967)

Sofia Iliadou-Tachou

Reforming education in post-partition Northern Ireland: state control and churches’ interference

Cecilia Biaggi

Folded Files, Unfolding Narratives: Psycho-Pedagogical Observation in the Belgian Juvenile Reformatories, 1912–1945.

Sarah Van Ruyskensvelde & Laura Nys

Parution – “The material turn in the History of Education”, revue Educació i Història, n° 38, 2021

http://revistes.iec.cat/index.php/EduH/issue/view/9984/showToc

EditorialPDF (Anglès)
Vera Lucia Gaspar Da Silva, Juri Meda, Gizele De Souza9-10
The material turn in the History of EducationPDF (Anglès)
Diana Gonçalves Vidal, Wiara Alcântara11-32
Finding traces, researching silences, analysing materiality: notes from the United KingdomPDF (Anglès)
Martin Lawn, Ian Grosvenor33-54
From educational theories to school materialities: The genesis of the material history of school in Italy (1990-2020)PDF (Anglès)
Juri Meda, Simonetta Polenghi55-77
Material school culture in the fields and gardens1 of the history of education: a look at academic production in Brazil (2000-2020)PDF (Anglès)
Vera Lucia Gaspar da Silva, Gizele de Souza79-104
The materiality of education: heritage conservation and new approaches to the history of education in Spain (1990-2020)PDF (Anglès)
Bernat Sureda Garcia, Gabriel Barceló Bauzà105-133
Mémoire, patrimoine et matérialité de l’école: regard sur une approche française de la culture scolairePDF (Francès)
Marguerite Figeac-Monthus135-152
History of education in Greece: towards a new material culture of education?PDF (Anglès)
Georgios Tzartzas153-169

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

Parution – “Breaking boundaries: Women in higher education”, revue Paedagogica Historica, Volume 56, Issue 6 (2020)

Sélection de plus de 300 articles parus en histoire de l’éducation pendant l’année 2020 (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 2020

  • Arnaldo Briskievicz, Danilo. “A educação no Brasil colonial a partir do Serro/MG (1702 a 1758). [Education in Serro/MG, colonial Brazil (1702-1758).]” Espacio, Tiempo y Educación, Vol. 7 Issue 1, p205-225.
  • D’ALESSIO, Michela. “The «New School» of Basilicata in Mid-twentieth Century. Arturo Arcomano’s Contribution for a Different Education in Southern Italy.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 47-67.
  • DALLABRIDA, Norberto. “The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 133-146.
  • D’Ascenzo, Mirella. “Pedagogic Alternatives in Italy after the Second World War: the Experience of the Movimento di Cooperazione Educativa and Bruno Ciari’s New School in Bologna.” Espacio, Tiempo y Educación, 2020, Vol. 7 Issue 1, p69-87.
  • GROVES, Tamar. “Professional Advocacy in Education. The Legacy of the 1960s Students’ Protest and the Forging of a Social-Professional Identity among Teachers (Spain, 1970-1982).” Espacio, Tiempo y Educación. v. 7, n. 1, p. 163-180, jan. 2020.
  • Lowe, Roy. “The charitable status of elite schools: the origins of a national scandal” History of Education, January 2020, Vol.49(1), pp.4-17.
  • MACHADO TRUJILLO, Cristian. “The Technological Boom in Schools in the 80s: an Approximation to the Spanish ATENEA Programme.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 247-262, jan. 2020.
  • MANGAL, Aarti. “A century of teacher education in India: 1883-1985.” Espacio, Tiempo y Educación, v. 7, n. 1, p. 263-285, jan. 2020.
  • McCormack, Christopher F. “Society, science and institutionally-embodied higher education reform in nineteenth-century Ireland: the role of mobile, professional elites in fashioning reform.” History of Education; Jan2020, Vol. 49 Issue 1, p18-37.
  • Meşeci Giorgetti, Filiz. “Nation-building in Turkey through ritual pedagogy: the late Ottoman and early Turkish Republican era.” History of Education; Jan2020, Vol. 49 Issue 1, p77-103.
  • ROBERT, André D; JEAN-YVES, Seguy. “The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy?” Espacio, Tiempo y Educación, v. 7, n. 1, p. 27-45, jan. 2020.    
  • Rosnes, Ellen Vea. “A time of destiny for Norwegian mission schools in Zululand and Natal under the policy of Bantu Education (1948–1955).” History of Education; Jan2020, Vol. 49 Issue 1, p104-125.
  • VISACOVSKY, Nerina. “Between State and Private Education: the Ideological Dilemma of Argentine Progressive Jews (1955-1995).” Espacio, Tiempo y Educación, [S.l.], v. 7, n. 1, p. 287-313, jan. 2020.
Continuer la lecture de « Sélection de plus de 300 articles parus en histoire de l’éducation pendant l’année 2020 (revue mondiale) »

Publication – Antonella Cagnolati, Antonio Francisco Canales Serrano (dir.), “Women’s Education in Southern Europe. Historical perspectives (19th-20th century)”, 3 tomes, Aracne editrice, 2017.

“Speaking out from the South in their own voice” means pursuing two courses of action. Firstly, it means describing these hitherto little–known situations; and secondly, it means offering interpretations based on the situations themselves, and which are thus adapted to the specific historical experiences being recounted. The contributions contained herein describe the anxieties, hesitations, contradictions and paradoxes which characterise the process of incorporating women into the education system in Greece,Portugal, Italy and Spain, highlighting the similarities which exist between the cases. And they do so in a diverse range of dimensions and areas, from the studies and professional practice of female primary teachers and the presence of girls in secondary education, a field traditionally reserved for boys, to non formal and informal educational institutions.

Thèse en cours: For Your Civilization and Ours: Greece, Romania, and the Making of French Universalism

Alexandra Tipei (Indiana University, Bloomington) travaille à une thèse sur le thème: “For Your Civilization and Ours: Greece, Romania, and the Making of French Universalism”

Version française en seconde partie de billet

In the late eighteenth and early nineteenth centuries a notion of civilization began to gain currency in France. This concept armed French intellectuals and politicians and their East European counterparts with a means of participating in pan-European discourses and justification for establishing a number of institutions, particularly of an educational nature. It helped French notables reassert claims to their country’s cultural supremacy, while Eastern European men of letters and administrators used it to set a process in motion that would result in well articulated nationalist ideologies. It likewise allowed them to acquire the support of French public opinion and material aide from the French government as they worked to establish nation-states on the other side of the continent. The relationship between France and Eastern Europe was mutually beneficial and reciprocal, not unilateral, as the historiography often describes it.[1] In fact, French savants and politicians needed their Eastern European homologues just as much as the Eastern Europeans needed them. Continuer la lecture de « Thèse en cours: For Your Civilization and Ours: Greece, Romania, and the Making of French Universalism »