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Die Autorin untersucht spanischsprachige Reiseberichte, die von der Atlantiküberquerung mit dem Dampfschiff erzählen, und nimmt die reisenden Körper und ihre Praktiken in den Blick. Im Spannungsfeld von Körper und Raum beleuchtet sie die geografischen und sozialen Räume, die durch die Bewegung der reisenden Körper auf textueller Ebene entstehen. Ihre Perspektive zeigt die maßgebliche Beteiligung der schreibenden Transatlantikreisenden an der Herstellung sozialer Wirklichkeit(en).

Jona T. Garz und Lilli Riettiens widmen sich dem _ (Unterstrich), der Wissen aus einem komplexen Diskurs um die soziale Konstruiertheit von Geschlecht komprimiert, während er zugleich den Raum für das Nachdenken über vergeschlechtlichte Subjekte jenseits von Binarität vergrößert. Als paradoxe kleine Form rückt der _ demnach neben historischen und gegenwärtigen Aushandlungsprozessen von Geschlechtlichkeit auch deren jeweilige Aktualisierungen in Forschungspraxis und Wissenserzeugung in den Blick.

Jona T. Garz und Lilli Riettiens widmen sich dem _ (Unterstrich), der Wissen aus einem komplexen Diskurs um die soziale Konstruiertheit von Geschlecht komprimiert, während er zugleich den Raum für das Nachdenken über vergeschlechtlichte Subjekte jenseits von Binarität vergrößert. Als paradoxe kleine Form rückt der _ demnach neben historischen und gegenwärtigen Aushandlungsprozessen von Geschlechtlichkeit auch deren jeweilige Aktualisierungen in Forschungspraxis und Wissenserzeugung in den Blick.

This chapter concludes the volume with a digital exchange chaired by Fanny Isensee and Daniel Töpper on “Perspectives on Transnational and Transatlantic Research in History of Education – A Round Table Discussion on its State of the Art, Challenges, and Future Directions” with five historians of education, who have significantly contributed to transnational research or are conducting pertinent research at the moment. The participants discussed perspectives on transatlantic and transnational research, methodological characteristics, practical implications entailed by these research approaches, as well as the relation between these topics. The format aims to contrast and challenge the results of the volume by providing considerations from two consecutive rounds of reflections. The virtual round table revealed agreements, common expectations, and contested possibilities, thus opening up reflections on future discussions and further research. The discussion provides a forum to comment on and add to the respective statements, and finally encourages the reader of this volume to engage in and continue this conversation.

During the so-called century of travelling, many Creole travellers went on a journey from Latin America to Europe in the nineteenth and early twentieth century. This article outlines the travellers' impact on the construction of (supra)national identities, by highlighting the often alleged duality between European civility and Latin American barbarism within their travelogues. After a brief description of processes of nation-building in Latin America, the article focuses on the distinction between civility and barbarism, as reflected in the travellers' observations of educational concepts. The travellers emphasised the need to distinguish between the notions of education and instruction. The analysis of the travelogues revealed that many travellers were influenced by pre-conceived ideas of Europe. This article highlights instances in which the circumstances in Europe conformed to the travellers' expectations, as well as instances in which the travellers suffered disappointment and irritation due to unexpected and non-conforming experiences. Particularly the non-conforming experiences possess an immense potential for further investigations. To outline this productive potential, this article will critically examine Rainer Kokemohr's theory of Bildung. Kokemohr defines the processes of handling and converting experiences of crisis as Bildung if they lead to profound modifications of the experiencing subject's self- and world-conceptions.

During the so-called century of travelling, many Creole travellers went on a journey from Latin America to Europe in the nineteenth and early twentieth century. This article outlines the travellers' impact on the construction of (supra)national identities, by highlighting the often alleged duality between European civility and Latin American barbarism within their travelogues. After a brief description of processes of nation-building in Latin America, the article focuses on the distinction between civility and barbarism, as reflected in the travellers' observations of educational concepts. The travellers emphasised the need to distinguish between the notions of education and instruction. The analysis of the travelogues revealed that many travellers were influenced by pre-conceived ideas of Europe. This article highlights instances in which the circumstances in Europe conformed to the travellers' expectations, as well as instances in which the travellers suffered disappointment and irritation due to unexpected and non-conforming experiences. Particularly the non-conforming experiences possess an immense potential for further investigations. To outline this productive potential, this article will critically examine Rainer Kokemohr's theory of Bildung. Kokemohr defines the processes of handling and converting experiences of crisis as Bildung if they lead to profound modifications of the experiencing subject's self- and world-conceptions.