Interpreting biography in the History of Education: past and present

Epigraph

At the time I began work in university, I entered a world which was leisured, privileged and patriarchal, in the United Kingdom at least…. I came from a world in which only 3% of the population aspired to university. I belonged to a world in which, having got where I was through the eleven-plus and ‘A’ levels, there was almost a sense that society owed us a living. (Roy Lowe, 2002 ^{1 1}Roy Lowe, ‘Do We Still Need History of Education: Is it Central or Peripheral?’ History of Education 31, no. 6 (2002): 492–3. )

Women were not obviously on the outside when I attended my first conference – a day conference in 1976 at what was then the Birmingham Polytechnic, now University of Central England. Many women attended although in the first years few were keynote speakers. More importantly there was little about women in the history itself except in the meetings of the Women’s Education Study Group where Carol Dyhouse, June Purvis, Penny Summerfield and Gaby Weiner were all dominant. (Ruth Watts, 2005 ^{2 2}Ruth Watts, ‘Gendering the Story: Change in the History of Education’, History of Education 34, no. 3 (2005): 226. )

In 1967, aged 11, I moved on from my primary school in south London, and was selected to enter the local grammar school. I left most of my friends behind and began a daily routine of walking nervously through the council housing estates in my school uniform. By the time I left this school, seven years later, it had moved to one of the more prosperous suburbs of London to avoid being turned into a comprehensive. In the early twenty-first century, it is one of the leading academic secondary schools in the country, which it certainly was not in 1967. (Gary McCulloch, 2007 ^{3 3}Gary McCulloch, ‘Forty Years On: Presidential Address to the History of Education Society, London 4 November 2006’, History of Education 36, no. 1 (2007): 6. )     

中国马克思主义哲学史学史发微

中国马克思主义哲学史学史研究是自1979年我国马哲史学会成立迄今我国马哲史学科发展历程的一门"新"学科,所谓"新"在于学界尚无集成研究该历程的著述问世。我国马哲史学会成立已33年,第一部马哲史稿编撰出版迄今已历31年,将这30余年间该种以传播主流意识形态为首要任务的史学发展历程中的点点滴滴以史学史的体相汇聚成篇,明晰我国马哲史学史研究的分期、内生逻辑、史德构建三方面内容,有利于建构一个脉络清晰的学科史研究模型。     

现代史家刘节史学思想的根源探析

作为现代著名的史学家,刘节不仅在中国上古史、中国史学史等诸多领域卓有建树,而且其史学思想与同时代其他学者相比亦颇具特色。他一方面追随王国维、梁启超等人的步伐,在结合新时代特色的基础上提出了史学介于科学与艺术之说,强调治史要以经世致用为宗旨,同时又在温州乡贤的影响下,积极对浙东史学的宗旨及传统领域加以维护与拓展。     

战后澳大利亚教育史学的发展

在本国师范教育改革和欧美新教育史学的双重影响下,战后澳大利亚教育史学模式发生了变化。一方面,新教育史学兴起,阶级和性别成为教育史研究的重要分析范畴,福柯理论和政治经济学方法指导下的教育史研究盛行。另一方面,运用传统教育史学模式研究教育史的仍大有人在,教育传记的撰写一直盛行,传统传记和集体传记方法的应用,在一定程度上代表了传统教育史学的势力,和新教育史学家一起推动了澳大利亚教育史学的发展。     

History of education in Brazil: the construction of a knowledge field

This article analyses the general characteristics of the construction of the field of history of education in Brazil. To do so, it highlights the existing historiography and aims to describe the process of institutionalisation of this knowledge field, which, in general terms, has been focused on the area of teacher training. Since the nineteenth century, however, it has also been possible to identify systematic historiographical efforts in Brazil that are not directly related to the school system, but rather to the teaching of and research into the history of education within Brazilian universities. The article addresses the organisation of the field, the ways in which it has been structured and the strategies of academic legitimisation employed to achieve this. These include the regular production of dissertations and doctoral theses, the publication of books and journals, academic events and the creation of research groups and scientific associations, through which research findings have found national and international circulation. This set of indicators creates conditions for an understanding of the expansion and reconfiguration of the field of history of education that began in the 1980s, as well as of the challenges this phenomenon presents to current historiography and teacher training in Brazil.     

Cinquante années de débats et de recherches sur l’école française

Two major factors have contributed to the evolution of French historiography in the history of education in the past 50 years. The first relates to the general orientation of public debate about schools, which has shifted from a paradigm concerning democratisation to one that focuses on student success rates and the efforts to eliminate inequalities of all sorts. The second factor that has affected scholarly orientations lies in changes linked to academic positioning between pedagogy, history, and the educational sciences in the context of increasing university hirings, at least until recently. These two changes in terms of scholarly paradigms and scholarly professional identities have encouraged the development of a certain number of approaches and questions: a reconsideration of the historic role of the State, an interest in a greater diversity of actors in the educational process, and a re-evaluation of the cognitive, cultural and social effects of teaching at all levels. Despite this, the history of education plays a minor role today in France, not only in teacher training but also in debates about the future of schools.     

Paedagogica Historica: trendsetter or follower?

This article considers the role Paedagogica Historica has played in stimulating new approaches in the history of education within the international community since the emergence of the new series in 1900. Particular focus is placed on the volumes published in the wake of ISCHE (International Standing Conference in the History of Education) conferences and the special issues, which the editors began to promote in 1990 as a way of highlighting innovative scholarship in the field. The article considers a total of 55 issues. In addition to a presentation of the diversity of topics addressed, the article assesses the following: editorial strategies to reach a broader public and connect with specialised networks internationally; efforts to achieve international ranking for the journal; the ways individual scholars or national communities showcase certain approaches or themes in the history of education. Finally, the article will consider the limits to the journal’s efforts to establish trends in our contemporary digital age.     

近二十年来孟禄研究述评

孟禄是20世纪美国教育史学的重要奠基人。他十余次来华进行教育调查、座谈讨论、学术讲演,特别是1921年访华对我国壬戌学制的颁布,中学教育、职业教育的改革,科学教育的发展等起着巨大的推动作用。对近二十年来孟禄研究作一总结与述评,以期引起学者对孟禄研究的重视并推动相关研究的开展。     

The Forerunners of a New Era

This article explores the relationship between historicality and historiography, with particular focus on the tension between claims of the historicality of broadcast events and later absences in broadcast historiography. It analyses two types of claims of historicality: first as a provider of images of history in the making; and second, as a kind of prototype, a forerunner of a new era in which television has a central position in a global society. Looking at the production and organization of the broadcast of Yuri Gagarin's return to Moscow in April 1961, the article argues that historiography is often too bound up in the present and remains blind to perspectives falling outside the dominant narratives of the current. The claims of being forerunners, on behalf of the agents involved in producing the broadcast, fit poorly with later historical events and are perhaps nothing more than the ruins of an anticipated future. But as such it may teach us just as much about the forgotten aspects of television history as it does about our practices of writing it.     

14—17世纪蒙古族史学史述略

14世纪后半期至17世纪中期,蒙古族史学史的主要内容由明朝学者的蒙元史学和北元一蒙古的蒙元史学两部分构成。其发展也呈现出前期的明人蒙元史学一枝独秀和后期的明朝学者和北元一蒙古学者蒙元史学齐头并进的局面。分别看来,明人的蒙元史学呈现出学随时进的特点,而北元一蒙古的蒙元史学则在黄教与史学结合方面表现得最为明显。