Looking from Above and Below: Rethinking the Social in the History of Education

Örebro 19-22 Aug. 2020

ISCHE 42 invites scholars to rethink “the social” in history of education by (re-)addressing important cultural, technological, legal, economic, political, theoretical and methodological issues. We welcome the submission of papers that promote the development of the concept of “the social” in history of education in as yet unexplored ways.

More information on: https://www.oru.se/HumES/ISCHE2020

Studying the educational practices of the past as they took place both in and outside schools, implies the existence, preservation and use of the new sources which are the concrete evidence of those practices themselves. These evidences are represented, on the one hand, by the spaces and the material objects which were used in those practices (furniture, objects, teaching aids, schoolbooks etc.) and, on the other, by buy viagra online usa objects that provide information about those practices (such as teachers’ professional memories, exam material, reports of classroom activities, personal testimonies, exercise-books or school-notes, pupils’ works, school photographs and yearbooks, school magazines and so on).

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Since the early modern era, the modern project of education has been closely associated with another modernist project, namely the clear distinction between a purportedly unchangeable ‘nature’, on the one hand, and a historically conceived, changing society, on the other. An exploration of the history of education may reveal that this clear-cut separation has been constantly challenged and undermined by hybrid phenomena and networks between these two realms. Nature has classically been a contentious subject within educational thinking, yet nature has not only been a point of reference for ideas and theories, but for educational practices as well. The European Enlightenment repositioned nature as a determining arena and the backdrop for educational practices.

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