Neue Publikation: Folds of Past, Present and Future

This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.

Editors:

Van Ruyskensvelde, Sarah, Thyssen, Geert, Herman, Frederik, Van Gorp, Angelo and Verstraete, Pieter. Folds of Past, Present and Future: Reconfiguring Contemporary Histories of Education, Berlin, Boston: De Gruyter Oldenbourg, 2021. https://doi.org/10.1515/9783110623451

Inhalt

• Introduction - Geert Thyssen, Pieter Verstraete, Frederik Herman, Angelo Van Gorp and Sarah Van Ruyskensvelde

Leaving Marks of Inquiry: Ravels of Theory, Methodology, and History of Educational Historiography

• The Cultural History of Education: Between the Siren Song of Philosophy and the Discrete Charm of the Philosophy of the Social Sciences - Antonio Fco. Canales 
• Critical Powers of Historical Framing: Continuity and Representation - Lynn Fendler
• Concentric Circles and Magnetic Currents: Moral Disarmament at the League of Nations International Institute of Educational Cinematography, 1931–34 - Joyce Goodman 
• The Study of Education. On Rethinking History with the Help of Marc Depaepe -Thomas S. Popkewitz

THE POLITICS OF DIVERSITY: GENDER, CULTURE, AND POST-COLONIAL EDUCATION  

• Engaging with ‘‘the Act of Looking Back, [and] of Seeing with Fresh Eyes”: the Colonial Experience and Pedagogies of Display - Ian Grosvenor
• A Virtual Visit to the Renovated Royal Museum for Central Africa. Two Major Challenges: Decolonization and Africanization - Mathieu Zana Etambala
• French Variations on the Educational Civilizing Mission (19th–20th century). Cherchez les missionaires, cherchez les femmes! - Rebecca Rogers
• Textbooks in their Contexts: Textbook Studies Revisited - Eckhardt Fuchs

FLOOD LANDS OF PEDAGOGY: MEANDERINGS BETWEEN EMPIRICISM, THEORY, AND PRACTICE       

• “Geisteswissenschaftliche Pädagogik,” Teacher Training and Educational Science – Different Concepts and Attributions of Significance. Germany, 1900–2000 - Eva Matthes 
• Educational Science as an Academic Discipline in Hungary (1867–1953): Turns and Developmental Phases - András Németh und Éva Szabolcs
• Educational Sciences Between “Real” Moscow and the “Imaginary” West: The Case of Latvia (1989–1999) - Iveta Kestere, Zanda Rubene und Iveta Ozola
• “Pedagogic” – A Preliminary Thesis on a Lexical Innovation during the European Enlightenment - Marcelo Caruso, Daniel Przygoda und Friedrich Schollmayer

WALKING THE LINE: THE ATTRACTION OF PSYCHOLOGY AND MEDICINE IN EDUCATIONAL THEORY AND PRACTICE

• From Herbart to Dewey: On the Historical Irresistibility of Learning Psychology - Jürgen Oelkers
• The Promises of Suggestion. Hypnosis, Education, and the Dangers of Modernity in Belgium around 1900 - Kaat Wils
• MBD and De-educationalization: a Countertendency in the pre-ADHD Era - Nelleke Bakker

TURNS TAKING TURNS: CONCEPTS, APPROACHES, AND METHODOLOGIES IN THE MAKING

• Dangerous, Seductive, and Innovative. Visual Sources for the History of Education - Jeroen J. H. Dekker
• Teachers Acting as Photographers: The Progressive Image of the Cervantes School of Madrid (1918–1936) - María del Mar del Pozo Andrés und Sjaak Braster
• Sound as an Archival Source in the History of Education for Children with Mental Disabilities - Nele Reyniers
• What Might a Material Turn to Educational Histories Add to the History of Education? Proof-eating the Pudding - Inés Dussel
• School culture(s): Historiography of a Polysemic Concept - Antonio Viñao