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 – “Educating the Volksgemeinschaft Authoritarian ideals and school reforms in Europe’s fascist era”, revue Paedagogica Historica, Volume 56, Issue 5 (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.
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Publication – Jan Surman, “Universities in Imperial Austria 1848-1918: A Social History of a Multilingual Space”, 2019.

Combining history of science and a history of universities with the new imperial history, Universities in Imperial Austria 1848–1918: A Social History of a Multilingual Space by Jan Surman analyzes the practice of scholarly migration and its lasting influence on the intellectual output in the Austrian part of the Habsburg Empire.

The Habsburg Empire and its successor states were home to developments that shaped Central Europe’s scholarship well into the twentieth century. Universities became centers of both state- and nation-building, as well as of confessional resistance, placing scholars if not in conflict, then certainly at odds with the neutral international orientation of academe.

By going beyond national narratives, Surman reveals the Empire as a state with institutions divided by language but united by legislation, practices, and other influences. Such an approach allows readers a better view to how scholars turned gradually away from state-centric discourse to form distinct language communities after 1867; these influences affected scholarship, and by examining the scholarly record, Surman tracks the turn.

Drawing on archives in Austria, the Czech Republic, Poland, and Ukraine, Surman analyzes the careers of several thousand scholars from the faculties of philosophy and medicine of a number of Habsburg universities, thus covering various moments in the history of the Empire for the widest view. Universities in Imperial Austria 1848–1918 focuses on the tension between the political and linguistic spaces scholars occupied and shows that this tension did not lead to a gradual dissolution of the monarchy’s academia, but rather to an ongoing development of new strategies to cope with the cultural and linguistic multitude.

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