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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.
Media Matter
This volume discusses a broad range of themes and methodological issues around images, photography and film. It is about sharing a fascination about the visual history of education and how images became the most influential (circulating) media within the field of education on local, regional, national and international levels. Within this volume images are primarily analyzed as presenters, mediators, and means of observation. Images are seen as mobile reproducible media which play an active role within the public and educational sphere. They are means of observation and storytelling, they shape identities by presenting models of how we should act in and perceive the world, they circulate though different contexts and media, all of which impacts their meanings.
Exhibiting the Past
With respect to public issues, history matters. With the worldwide interest for historical issues related with gender, religion, race, nation, and identity, public history is becoming the strongest branch of academic history. This volume brings together the contributions from historians of education about their engagement with public history, ranging from musealisation and alternative ways of exhibiting to new ways of storytelling.
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School Memories
This book reveals how school memories offer not only a tool for accessing the school of the past, but also a key to understanding what people today know (or think they know) about the school of the past. It describes, in fact, how historians’ work does not purely and simply consist in exploring school as it really was, but also in the complex process of defining the memory of school as one developed and revisited over time at both the individual and collective level. Further, it investigates the extent to which what people “know” reflects the reality or is in fact a product of stereotypes that are deeply rooted in common perceptions and thus exceedingly difficult to do away with. The book includes fifteen peer-reviewed contributions that were presented and discussed during the International Symposium “School Memories. New Trends in Historical Research into Education: Heuristic Perspectives and Methodological Issues” (Seville, 22-23 September, 2015).
