Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research

I will successively discuss: (1) continuity and change in education; (2) the demythologisation of the idols and ideals of New Education (in German Reformpädagogik); (3) the discourse of the colonial educational initiative and (4) the sublime relevance of the irrelevant. Each of these four specifical...

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Main Author: Marc Depaepe
Format: Article
Language:English
Published: FahrenHouse 2020-01-01
Series:Espacio, Tiempo y Educación
Subjects:
Online Access:https://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/335
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spelling doaj-cabfa108f60544a6b7d1f6b08c08761a2020-11-25T02:44:00ZengFahrenHouseEspacio, Tiempo y Educación2340-72632020-01-017122724610.14516/ete.335212Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of ResearchMarc Depaepe0KU LeuvenI will successively discuss: (1) continuity and change in education; (2) the demythologisation of the idols and ideals of New Education (in German Reformpädagogik); (3) the discourse of the colonial educational initiative and (4) the sublime relevance of the irrelevant. Each of these four specifically chosen themes is consistent with one of the research lines to which I have adhered during my career, i.e. (1) the history of education (including Belgian education) in the strict sense (and with a focus on the internal organisation of primary education, the subject of my licentiate thesis, submitted in 1977); (2) the history of educational sciences (the subject of my second, special PhD, completed in 1989); (3) colonial and post-colonial educational history in the former Belgian Congo (the theme of one of our first books, published in 1995) and lastly (4) the theory, methodology and history of educational historiography (the subject of my first PhD, which I defended in 1982).https://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/335educational historiographyhistory of primary educationfeminizationsocial history of teachersconceptual tools
collection DOAJ
language English
format Article
sources DOAJ
author Marc Depaepe
spellingShingle Marc Depaepe
Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research
Espacio, Tiempo y Educación
educational historiography
history of primary education
feminization
social history of teachers
conceptual tools
author_facet Marc Depaepe
author_sort Marc Depaepe
title Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research
title_short Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research
title_full Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research
title_fullStr Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research
title_full_unstemmed Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research
title_sort why even today educational historiography is not an unnecessary luxury. focusing on four themes from forty-four years of research
publisher FahrenHouse
series Espacio, Tiempo y Educación
issn 2340-7263
publishDate 2020-01-01
description I will successively discuss: (1) continuity and change in education; (2) the demythologisation of the idols and ideals of New Education (in German Reformpädagogik); (3) the discourse of the colonial educational initiative and (4) the sublime relevance of the irrelevant. Each of these four specifically chosen themes is consistent with one of the research lines to which I have adhered during my career, i.e. (1) the history of education (including Belgian education) in the strict sense (and with a focus on the internal organisation of primary education, the subject of my licentiate thesis, submitted in 1977); (2) the history of educational sciences (the subject of my second, special PhD, completed in 1989); (3) colonial and post-colonial educational history in the former Belgian Congo (the theme of one of our first books, published in 1995) and lastly (4) the theory, methodology and history of educational historiography (the subject of my first PhD, which I defended in 1982).
topic educational historiography
history of primary education
feminization
social history of teachers
conceptual tools
url https://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/335
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