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Surgidos em meados de 1990, os street papers constituem uma nova tendência na comunicação social, capaz de promover a interação como também trocas de experiências entre os atores envolvidos no processo de sua elaboração. Apesar da comprovada eficácia dos jornais de rua, não existe ações ou recursos governamentais voltados para o fomento destes veículos de comunicação.

From the time of Irish independence in 1922 until the mid-1960s, a cohort of small, lay-run Catholic secondary schools operated in Ireland. They functioned to fill a gap that had existed in the network of Catholic clergy- and religious order-run secondary schools and catered for the minority of the population attending the majority of the secondary schools in the country. The (Catholic) Church authorities, who monopolised secondary school education and resented the intrusion of other parties into what they considered to be their sacred domain in this regard, only tolerated the establishment of lay-run schools in districts where it was not anxious to provide schools itself. This indicated the preference of the Church for educating the better-off in Irish society as the districts in question were mostly very deprived economically. The paper details the origins, growth and development of the lay-owned Catholic secondary schools. The attitude of the Church to their existence is then considered. The third part of the paper focuses on a particular set of lay schools established amongst what had been, for a long time, one of the most neglected areas in Ireland in terms of secondary school provision by the Catholic Church, namely, the Irish-speaking districts in the remote and impoverished areas in the north-west, west, south-west and south of the country, which were officially called the Gaeltacht districts.

The aim of this paper is to discuss the changing ideals of ability to be educated in relation to information and communication technology (ICT) applied to tertiary educational spaces. It also examines whether such changes have marginalized students’ capabilities once they become accepted institutional practice. As a result of the development of higher learning since the Meiji restoration, Japan has achieved relatively high standards of «universities for all». Along with this expansion in higher education, Japan has institutionalized diverse learning opportunities. This paper discusses the changes that have been made to skills training in higher education, especially after the introduction of ICT into tertiary learning from the 1980s. First, the author examines the theoretical assumptions of problem setting in this paper, setting out the discussion of «the multitude». Second, there is a review of the historical transition of the concept of skills that university students should acquire. Third, the author describes to what extent the «new concept of ability» has been introduced into the university curriculum, especially in the relationship with the digital environment. Finally, to examine how the above historical background and discussions have been accepted as an effective and practical concept, the author conducted qualitative analysis of several universities’ syllabi data. Through this process, the author considered what aspects of «institutionalized value» (Illich, 1977) occur in the name of skills appropriate to the ICT/AI age. In addition, the author seeks out university attempts to create «commons» in which academic society endeavours to maintain critical and practical potential that forms the general intellect.

The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Études Pédagogiques, located in Sèvres, and the Centre d`Études Pédagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.

This paper highlights a pedagogical experience that began in Portugal in 1976, namely that of the Escola da Ponte, the success of which was based on a shift from the graded school model. Unlike the majority of educational reforms that were tested throughout the twentieth century, changes were made in Escola da Ponte precisely due to the fact that the genetic matrix of the school model, the classroom, had been called into question. Therefore, it is not surprising that since the late 1980s, Escola da Ponte has received multiple visitors, associated with the knowledge of new ideas and pedagogical methods. Departing from the research of Larry Cuban (2008), however, the initial aim of this paper is to reflect on the inflexibility of the school model. Secondly, with a view to understanding how Escola da Ponte was «regarded» by its visitors (based on their own photographic records), the use of visual documents in historical research is addressed. The pedagogical project of Escola da Ponte is then discussed. Finally, a number of photographs depicting pedagogical action in the School in the 1980s and 1990s are considered. Based on the assumption that images are representations of objects, in other words, re-representations (Collelldemont, 2010), this paper seeks to reveal what the photographs sought to transmit, and how they should be interpreted in terms of pedagogical innovation.

Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers.

This paper explores the 1968 moment in the British University of Swansea. It discusses four main flashpoints of protest and unrest that occurred there from 1968 to the early 1970s. Much of the evidence is drawn from local and student newspapers, which chronicled these events by watching them very closely and reporting not just on what happened but also on what students and members of the surrounding community thought about them. This is cross-referenced with small examples of the author’s oral history collection that he has compiled as part of his research. By using these sources and by taking evidence to form a broad picture, the paper suggests that, in the late 1960s, whilst the events taking place in Swansea were dramatic, they did not represent a majority of what the student body at the time thought, or how they behaved. This was partly a result of Swansea’s provincial character and its inherent social conservatism. A more crucial period, when the tone regarding student unrest really started to shift, was the early 1970s. Therefore, it is important to continue thinking of these events in terms of a «long 1968».

This paper presents a comparative study of two widely used EFL textbooks in the 4th year of Compulsory Secondary Education in La Rioja, Spain, examining how their reading activities influence learners' cultural cognitive processes through their vocabulary input. Employing Cultural Linguistics' framework (Sharifian, 2011), the study aims to: (i) identify the activation of cultural conceptualizations in the reading passages, (ii) assess the development of schemas and categories with the inclusion of sub-schemas and instances, and (iii) explore what cultures are enhanced by these cultural conceptualizations. Results indicate the activation of cultural schemas and categories, with schemas being more prevalent, and the inclusion of sub-schemas and instances enriching cultural meaning. The approach to addressing culture in EFL textbooks varies in each book. Our findings show that the presence of sub-schemas and instances may facilitate learners in effectively navigating intercultural encounters.

This paper focuses on the history of the reception of Montessori Education, and sheds light on the development of childhood education in Japan. From its first adoption in the 1910s until today, the Montessori style of Education has been both praised and criticised. Nevertheless, this period has seen three distinct phases of theory and practice. The first stage (1910s-1930s) saw, from its initial adoption, a rapid acceptance of Montessori Education, due to its promise of early education and new teaching methods promoting freedom for children. However, the method soon lost popularity because some educators criticized the weakness of Montessori’s theory. In the second stage (1930s-post-World War II), interest in the method continued to grow, albeit gradually, and several books published on the Montessori Method in Europe and America were translated into Japanese. The third stage (1950s-present) saw the so-called «Montessori revival», in which the method caught on again with many educators. Many original works were translated, numerous studies on Montessori appeared, and the number of kindergartens and nursery schools using the Montessori Method increased. Much has been said both for and against Montessori’s concept of «freedom for children». Recently, however «learning from the environment» has become an important topic in early childhood education in Japan. Montessori attaches importance to children’s freedom to interact with each other and their environment, leading to a renewed interest in the Montessori method and the theory behind it. This paper seeks to clarify the transitions in the popularity of Montessori Education and analyse its value to Japan.

Nationalism is a product of the modern era and is closely linked to the development of capitalism. In a highly mobile industrial society that emerged in modern Europe, people needed to communicate via a common vernacular language, and the speakers of said language gradually formed a sense of unity. The vernacular was then adopted by the government as a common written national language, in its attempt to establish official nationalism, and propagated through a newly established education system (Anderson, 2006). In Asian societies, which skipped this process, the creation of nation was not a result of modernization, but was instead a part of modernization from the very beginning. Asian nations had to face a gap between modernization, which required them to imitate Western values and systems, and the formation of a nation, which in the West was based on existing linguistic peculiarities that distinguished certain members of society from others. The primary aim of this paper is to explore how Asian governments from different backgrounds dealt with this gap. In particular, this paper focuses on music education in schools across Japan, Thailand, Singapore and Taiwan, and argues that the availability of a common language, the change in power holders, the populace’s identification with the government and the historical timing influenced Asian governments’ decisions regarding official nationalism.

The objective of this paper is to discuss Malaysian classroom practices, as seen through historical and socio-cultural lenses, and the classroom as a space where socio-historical transformation plays out. Malaysia’s formal education system was largely based on a British colonial structure, and still today continues to maintain much of the system established during British colonial rule. Key socio-cultural building blocks also came into being during colonial times, but these have given way to decidedly more locally driven social-historical ideas since Malaysia’s independence in 1957. We explore whether some of these social-historical changes could have contributed to the shaping of contemporary Malaysian classroom discourse. A previous study found that such discourse was almost entirely and persistently monologic, but why was monologic discourse so dominant and so homogenously employed throughout the country? What goes into the shaping of such narrow displays of classroom discourse? This paper examines the socio-historical roots that may have shaped the monologic patterns of contemporary Malaysian classroom discourse. We argue that two far-reaching forces within the macrosystem contributed to shaping classroom practice over time: the first related to the underlying colonial and post-independence rule/government structure, and the second to Malaysia’s particular socio-cultural character.

The idea of a well-rounded education is widely recognized, and as IB programs and the concept of an IB education are gradually yet steadily infiltrating the Japanese education system, Japan can no longer ignore the existence of a Zenjin («whole person») education, which was first practiced in 1921 by a Japanese philosopher of education named Kuniyoshi Obara. This paper compares the philosophical and theoretical foundations of Obara’s Zenjin education and a so-called «well-rounded» education, revealing the similarities between them and using these as a rationale for educational reform in Japan. In the literature review, the recent debate between well-rounded and angular education proponents is addressed, and it is concluded that a well-rounded education still has a role to play, even though there are a certain number of competitive and prestigious universities/colleges that question its merits and give priority to high school graduates who have specialized solely in one area, such as sports, arts, or a standard-deviation-value-oriented, angular education. Regardless of the fact that attaining good scores on academic tests is often thought to be a reasonable way for children to meet their aspirations and expectations and receive benefits from a meritocracy and an academic hierarchy, especially in Japan, this paper insists that a true form of education should be concerned with each individual’s whole personality, and therefore a Zenjin, or well-rounded, education must play a core role in the education system. Indeed, the current Japanese education system is collapsing and deteriorating, exposing children to serious problems such as bullying, school-related suicides, etc. so preventative measures urgently need to be put in place, and it is time to think carefully about what a Zenjin education has to teach us.

This paper focuses on studying the origin and evolution of the programmed learning in Spain. For this, an interpretation about the influence exerted by the international governmental organization for its implantation is emphasizes. First, the paper explains its beginnings in relation to the educational framework opened by UNESCO. The article continues with the explanation of the first criticisms that were established on this curricular policy. Finally, an attempt is made to give an explanation about its rapid decline. It concludes by indicating the importance of international and local social factors in understanding the historical construction of the curriculum in the Development Spain.

The majority of recent research studies show the emotional state of language learners at the onset of the Covid-19 . Although the language students themselves identified issues limiting their learning, such as lack of interaction, lack of motivation and feedback, isolation, problems with the Internet, language teachers have admitted their concerns about students learning and confessed to being flexible, tolerant, and more humane. Today, there is a need to follow up on those student issues regarding their language learning beyond the Spring of 2020. This paper sheds light on the evolution of life, emotions, and wellbeing of the students, and their language learning beyond the rapid transition in Spring 2020 from forced unplanned teaching to the planned teaching during the pandemic of Fall 2020 and Spring 2021. This study explores the perceptions of 68 foreign language students in an American context through a survey. The results report on college language students’ needs, their emotions and wellbeing, and their recommendations to administrators based on their needs and perceptions.

The paper deals with John Dewey’s democratic concept of school and its international significance. The man of the XX century, John Dewey (1859-1952) has made great impact on the development of world pedagogy. The masterwork «Democracy and Education» published in 1916 by American scholar and educational reformer is in the focus of attention too. The main elements of John Dewey’s concept of child-oriented school are given along with the following three conditions: «democracy», «growth» and «experience». The author explains the reasons of Dewey’s influence on educational thought and practice in the XXth century. The experience of old European countries such as Great Britain, France, Turkey, as well as Japan, Russia and Latin America is touched upon in the paper. It is stressed that cultural interpretations of Dewey’s ideas and practices in different countries served as the instrument of modernization of the state and school reform stimulator. John Dewey’s democratic ideas brought him international reputation of an outstanding philosopher and the best educator of the XXth century alongside with the other three: George Kershensteiner, Maria Montessori and Anton Makarenko.

The paper analyses the role of Ernesto Codignola’s «Florence School of Pedagogy» in the renewal of Italian democratic and secular education after World War II, particularly its commitment to the diffusion of John Dewey’s educational thinking across Italy, previously dominated by the influence of traditional neo-idealism. Through a systematic analysis of the journal Scuola e Città, the group’s mouthpiece, the paper highlights the importance of Dewey’s ideas in the elaboration of educational policy proposals and potential legislative measures for school reform. It analyses the extent to which the «Deweyan laboratory» in Florence contributed to the emergence and foundation of the positions held by one of its exponents, Ernesto Codignola’s son Tristano – the Italian Socialist Party’s Education minister, in the parliamentary debate of the Sixties. The paper focuses on three main themes: (i) assessment of the government’s primary school curricula, drawn up in the mid-fifties, characterized by an overhaul of the existing educational practices, which Scuola e città authors considered to be insufficient and contradictory; (ii) universal access to a junior secondary education along the lines of the comprehensive school model to guide the active stimulation of students’ abilities and interests; and (iii) school administration reform in response to the persistence of pre-war centralism and the authoritarian character of traditional Italian pedagogy.

In the first two decades of the 20th century the career of Percy MacKaye becomes especially relevant. As a brilliant American scholar and playwright, he formulated a plan for the organization of the theatre that aimed at promoting the social, cultural and educational potential of a theatrical praxis based on the active participation of people, linked to community development. In this paper, born of a critical reading of his theoretical work, we show how the educational, cultural and artistic uses of theatrical practice promoting a constructive leisure, have in MacKaye’s essays a precedent on theoretical and practical grounds. His proposals are still relevant considering today’s challenges, among which it stands out the creation of spaces for meeting and interaction where the community may meet, recognize and recreate itself. His essays become even more significant considering old problems such as the «arrangement of the theatres» and the status of theater education, formulated by enlightened thinkers such as Jovellanos or Moratín, which two centuries later still await an appropriate solution. We close the paper with a set of conclusions where specific proposals concerning those old issues are made. How to reference this article Vieites, M. F. (2016). El teatro cívico de Percy MacKaye: un pionero en la animación teatral y la pedagogía del ocio. Espacio, Tiempo y Educación, 3(1), 421-442. doi: http://dx.doi.org/10.14516/ete.2016.003.001.20

This paper focuses on Greek higher education and the transition from dictatorship to democracy, between the fall of the junta in 1974 and the ascent to power of the socialist government of Andreas Papandreou in 1981. It analyzes the developments, recording them in the history of tertiary education in Greece and considering them in the context of the political and social conjuncture. Main sources for writing this article were legal provisions, the press and the few relevant studies that deal with the topic. The basic working hypothesis of the paper is that the fall of the dictatorship and the participation of the student movement in the fight against the dictatorship unleashed forces within university institutions –that had already acquired a mass character since the 1960s– which claimed a more substantial role in their administration and operation. The purging of academic staff of junta elements provided an initial sample of this change. The challenging of university hierarchies, the quest for equality and democratization, and the dissolution of hitherto «sacrosanct» areas were demands put forward both by the student movement and auxiliary teaching staff, which faced the hostility of professors and the suspicion of executive power. The organized, unprecedented in intensity and methods and successful response of the bodies that claimed a new role vis-à-vis the government’s attempt to discipline the students and meet only a part of the demands of auxiliary staff were good indications of events and, at the same time, laid the groundwork for the important changes that would be effected in the following decade by a new political authority. How to reference this article Karamanolakis, V. (2015). From the fall of the «junta» to «Change»: the «timid» transition of higher education in Greece (1974-1982). Espacio, Tiempo y Educación, 2(2), 33-48. doi: http://dx.doi.org/10.14516/ete.2015.002.002.003

The study of Spanish Civil War through History textbooks was −and is still− the predominant medium for learning this historic passage in the Spanish classrooms. The Civil War was one of the most controversial and tragic period in the history of Spain in the XXth century. This feature caused this topic is complex and difficult to represent in school textbooks. This paper analyses the overt and implicit messages such textbooks presented its readers from Transition to Democracy in Spain to the early Education Act 1990 (LOGSE). We study three major publishing houses in Spain (Santillana, Anaya, and SM). We explore the explanations given about the origin of the Civil War and the portrayal made about this historical event. The conclusion is the textbooks, although have changed the partial and manipulative picture the Franco’s regime made of the Civil War, yet they resist to any change, preferring the old explanations. The textbooks have been subject to a series of changes and continuities. In the third part of this paper we try to give an explanation about the reasons why History textbooks were continuously debated between change and continuities of some conservative explains. Cómo referenciar este artículo / How to reference this article González Delgado, M. (2015). «Tiempo de Turbulencias»: La compleja representación de la Guerra Civil española en los libros de texto de Ciencias Sociales (1970-1990). Espacio, Tiempo y Educación, 2(1), pp. 163-185. doi: http://dx.doi.org/10.14516/ete.2015.002.001.009

The paper acts as an editorial of the thematic issue «Education in Southeastern Europe: From Empires to Nation-States», in which is included. It explores the constructions/reconstructions of collective national identities within the Ottoman Empire, for the period of the 1840s until the end of the 19th century, focusing on the Ottoman Greek case. Given that women’s education emerges as an ethnic/ national project in the discourses throughout the period under research, the study based on the works of three women intellectuals concerning women and women’s education, examines the conceptualizations of «nation» and the changing images of national «selves» and «others». The concepts of «East»/ «Orient»/ «Ottoman» and «West» are also studied as connected with the nation and its position in the respective imagined communities. The women whose works are studied as representative of the different discourses and multiple conceptualizations of the notions aforementioned are: Eufrosyne Samartzidou (1820-1877), editor of the first women’s journal published in the Ottoman territories [Kypseli (1845)], Sappho Leontias (1830-1900), and Kalliope Kehagia (1839-1905), both celebrated educators, writers and intellectual. The paper concludes by associating its analyses and conclusions with the topic of the issue, and presenting the papers included.

After Ottoman colonial rule, education in Greece became an important institution for the ideological construction of a Greek national identity. This paper looks at schooling in Greece just prior to the Greek Revolution and immediately after Greek Independence, and how the Greek national school system assisted in the construction of a Greek national identity. This paper is divided into several sections. The introductory section discusses how a newly independent Greek nation-state struggled to unite the Greek people under a collective national identity. While most people at the time identified with their families, communities, and Greek Orthodox Christian religion, after Greek independence people began to see themselves as members of a broader Greek nation. The section that follows provides a discussion of Greek education during Ottoman colonial rule, and how a type of Greek identity (centered around the Greek Orthodox Christian faith) was maintained through the Greek Orthodox mileu. The Greek Church ran schools, and taught Greek children how to read and write, as well as the virtues of the Orthodox Christian faith. Section three of the article looks at Greek education during the early years of the Greek nation-state. In this section the general contours of the Greek educational system are delineated. The section also discusses how the organization of the Greek national school system was borrowed from extant school models found in Western Europe. Section four describes the Greek national curriculum and how the national curriculum would help to teach future generations of Greek citizens what it meant to be Greek. This is further reinforced in the Greek school textbook, which is part of the discussion in section five. Section five concludes with the role of education and its implications in uniting nations from around the world.

This paper analyzes Luciana María Cignetti and María Salomé Di Giuseppe’s paper entitled “Pragmatic awareness of conversational implicatures and the usefulness of explicit instruction”. It discusses highlights of the research and areas for improvement, which would have helped provide a more thorough overview of the investigation. This research underlines the necessity for foreign languages teachers to be pragmatically aware.

Since the beginning of the 21st century, the promotion of an education leading to the development of competences (European Commission, 2007; Perrenoud, 1999) has been a main concern of Portuguese education policies (Ministério da Educação, 2001), in spite of some recent changes (Ministério da Educação, 2012, 2014). Portugal has also embraced this concern through the implementation of the Bologna propositions (Bologna Declaration, 1999), which transformed Higher Education. The Department of Education of the University of Aveiro (Portugal) has been working along these lines since 2007. This paper describes a study conducted in a first and a second cycle degrees in courses on teaching the mother tongue. Three research questions were defined: i) Is it possible to design teaching strategies leading to the development of competences that allow students to adapt to a variety of educational contexts? ii) Can these strategies promote an awareness of the need to approach education in the mother tongue in a transversal way? iii) Which role can feedback assessment play in this process? This paper deals with the first question and a course within a second cycle degree attended by future early childhood educators and schoolteachers. We analyzed data concerning i) the performance of the students and ii) their conceptions. The results of this analysis (mixing statistics and content analysis) revealed that the use of a methodology that made the student the center of the teaching/learning process could lead to the development of competences, especially if the students were aware of that effort.

Since the beginning of the 21st century, the promotion of an education that leads to the development of competences (European Commission, 2007; Perrenoud, 1999) has been a main concern of Portuguese education policies (Ministério da Educação, 2001; Reis, 2009). Higher Education has also embraced this concern through the implementation of the Bologna propositions. The Department of Education of the University of Aveiro (Portugal) has been working along these lines since 2007. This paper describes a study which is being conducted within a first cycle degree in a course relating the issues of education in the mother tongue to the training students are concurrently receiving in educational institutions. Three research questions were defined: i) Is it possible to design teaching strategies in Higher Education leading to the development of competences that allow the students to adapt to a greater variety of educational contexts? ii) Can these strategies promote an awareness of the need to approach education in the mother tongue in a transversal way, taking into account its importance for success at school and socio-professional integration? iii) Which role can feedback assessment play in this process? This paper deals with the third question. We analysed data concerning i) the performance of the students corresponding to their grades and ii) their conceptions, gathered in the individual essays they wrote, containing their critical views about the work they developed. The results of this analysis (mixing statistics and content analysis) stressed the need to introduce changes in the course programme and in the assessment methods it proposes. Assessment feedback appeared as a key element.

In the paper Children’s Books: from ABCs to Pop-ups, I reconstruct the development of published offerings for pre-schoolers, both in Italy and abroad, across the nineteenth and twentieth centuries. The rich and varied documentation held at Turin’s school museum allows us to analyse this kind of source at multiple levels: from the graphics (dimensions, colours, and font type) to the messages directed at children and calibrated to their social class; from the blend of realistic and fantastical content to the diverse methods used to present the alphabet and foster both visual and phonic learning; and from the characteristics of illustrations to the relationship between written text and the language of images. It is interesting to observe how, from the early twentieth century onwards, the progressive affirmation of a sentiment of childhood was reflected in the production of books designed to actively engage children in play – one of the most distinctive and spontaneous expressions of the nature of childhood.

This article aims to present some new academic journals on the history of pedagogy and education published in Russia today. These journals were mainly founded after 2003, and, since then, have been contributing to a substantial revival in the field of the history of education and pedagogy. This paper is divided into five parts. The introduction presents some major changes that have occurred in the history of education and pedagogy in post-Communist Russia since the end of the 20th century until the first decades of the 21st century. The three following parts, each divided into two sections, are dedicated to one of the most important Yearbooks and to the two main Russian academic journals, in particular to their institutional connections and evolution over the last decades: The History of Pedagogy Yearbook (IPE) (1.a); The History of Education Journal (IPZ) (2.a); National and Foreign Pedagogy (OZP) (3.a). These journals are published, respectively, by the Academy of Public Administration (Moscow) (1.b); the Nizhnii Tagil State Social Pedagogical Institute/the Russian State Vocational Pedagogical University (Ekaterinburg) (2.b); and the Institute for Strategy of Education Development of the Russian Academy of Education (Moscow) (3.b). The conclusion will also provide an overview of other relevant academic journals which have contributed to the history of education by publishing both monographic issues and individual articles. Finally, this article highlights major scientific achievements in the field, yielding rich, intensive and promising new historiographical discoveries.

The teaching of history is an important way in which the older generation, who control education systems, curricula, content choice and so on, pass on to the younger generation ideas, especially the idea of nationhood, which they hope will form the basis for future national cohesion. The younger generation, however, receive these messages and interpret then through the lens of their own experiences, experiences that they do not share with the older generation. Consequently, the idea of history is re-formed and reformulated by each generation. This paper looks at the role of textbooks, principally history textbooks, in that process. The style of textbooks is to present history as uncontentious, a descriptive account of facts and events. In practice, however, textbooks can only present an arbitrary selection from history, and a crucial decision made by educators is when to start their account – the beginning of history – as this can radically affect the interpretation of events. This facsimile of neutrality stands in sharp contrast to the professional historians’ hope that the teaching of history can develop a critical sense of important and contested events in history. The discussion is illustrated with examples of how history is presented in China and Japan, and how the conflicting accounts serve the interests of the policies adopted by the older generation, but may have unanticipated consequences for the younger generation.

In which ways was Medieval and Byzantine History embedded in the Greek national narrative in the first life steps of the Greek state during the 19th century? In which ways has it been related to the emerging nationalism in the Balkans, and to relationships with the West and the countries of south-eastern Europe during the Balkan Wars, the First and Second World Wars, and especially the Cold War, until today? In which ways does Byzantium correlate with the notion of Greekness, and what place does it occupy in Neo-Hellenic identity and culture? Moreover, which role does it play in history teaching, and what kind of reactions does any endeavour of revision or reformation provoke? To answer the above questions I performed a comparative analysis on the following categories of sources: (a) Greek national and European historiography, (b) School history curricula and textbooks, (c) Public history sources, (d) The new History Curriculum for primary and secondary school classes, and (e) The principles and guidelines of international organizations such as the Council of Europe. In the first three sections of this paper, I provide an overview of the conformation and integration of the Byzantine period in Greek national historiography, in association with the dominant European philosophical and historical perspectives during the era of modernity, as well as the evolving national politics, foreign affairs, prevailing ideological schemas and the role of history teaching in shaping the common identity of the Neo-Hellenic society throughout the 19th and 20th centuries. The fourth section briefly deals with the current situation in history teaching in Greek schools, while the fifth section critically presents the innovative elements and features of the new History Curriculum, which, to some degree, aspires to be considered a paradigm shift in the teaching of Medieval History in school education. Finally, I summarize and draw several conclusions.

The aim of the present paper is to highlight the process of educational and cultural cooperative between China and African countries, particularly Burundi, the gap it came to fill and the positive outcomes it has generated. It is essentially based on a review of existing relevant documentation. African Universities were born during a period marked by rapid change as most of the countries of the continent were achieving independent nationhood. In this context, those young institutions were assigned the daunting task of contributing to national development through research activities and by producing competent manpower to help in solving the complex problems facing those societies. To this end, African states have sought to enhance the performance of their higher education systems through cooperation with China an emerging but experienced country. Hence, since the 1960s, China has been granting scholarships and other facilities to prospective African leaders and technocrats to study in different regions of the host country. Within this framework, Burundi has enjoyed cooperation assistance from the P.R. China, in economic, medical, cultural and educational matters since independence. This has helped the country to build the capacity of its education system, particularly higher education. We may conclude by saying that the offering of scholarships, the exchange of scholars, artistic performances on both sides as well as the widening Chinese language teachin programme in schools and universities through the Confucius Institute have gone a long way in promoting intercultural appreciation and understanding between the two countries. In this perspective, there is a need for highlighting the extent to which China-Burundi educational and cultural cooperation has contributed the building of mutual understanding between, the two countries.

This article falls within a branch of studies aimed at highlighting the experiences of some neglected protagonists of Italian education through their professional writings. Indeed, school journals and records give an insight into the transformations that the teaching profession and school culture have undergone throughout the years. From such a historiographical perspective, this contribution highlights the «new school» experiment carried out by the teacher Arturo Arcomano (1927-2007) in a small town in Basilicata, a region of Southern Italy, in the mid-twentieth century. By looking at the material held in the private archive of this educator, scholar, professor and politician, particularly his school journals, as well as at the notebooks and school papers produced by his pupils, we can get a sense of the «new life» breathed through the school of Roccanova, where Arcomano applied the teaching methodologies that were becoming popular in those years, like the use of free writing and Freinet’s printing press at school. The Arcomano case study enables us to understand both the resistance and the push towards this experimentation, which was based on a «different» pedagogical culture, and action intended to fit the environmental context. The use of the sources that can be found in Arcomano’s personal archive on the one hand enables us to define the human and professional profile of the teacher, and on the other, contributes to the reconstruction of the renovation process that affected education in Southern Italy in the mid-twentieth century.

This contribution explores the historical and educational context in Italy after the Second World War, focusing on the pedagogical and educational innovation of the Movimento di Cooperazione Educativa (Educational Cooperation Movement, MCE), founded to promote the techniques of Freinet, and in particular Bruno Ciari, teacher, politician and driving force behind national school renewal in Italy. Using printed sources and archives from the period, the paper looks at the social and pedagogical experiment developed by Bruno Ciari between 1966 and 1970 and promoted in the city of Bologna through «Pedagogic Februaries»; these involved a series of events, conferences and training initiatives, organised with the cooperation of key universities, targeting teachers and families in order to develop an innovative, shared school culture. From the egodocuments of a preschool teacher who worked with Bruno Ciari in the city of Bologna, we enter the heart of the renewal of teaching practices, highlighting the tormented process of change in the teaching profession, in favour of a school that would be a true alternative to the traditional model and open to the democratic demands of all society.

At the first levels of French secondary education (pupils 11 to 15 years of age), the classes nouvelles between 1945 and 1952 involved an important experiment in secondary school pedagogy renewal. This attempt was part of a threefold movement towards the democratization of education that spanned the early twentieth century: the will to open second degree education to more pupils and, consequently, to transform traditional pedagogical practices and implement a school guidance system. After having set the origin of this experiment in the democratic Reform project carried out by the Front Populaire government before the Second World War, this article aims to describe the particular circumstances that preceded the decision to implant these classes nouvelles in 200 schools across France at the start of the 1945 school year; the paper focuses in particular on the pedagogical principles implemented and some significant local experiences. It explores the reactions of several players in this pedagogical renewal, and the reasons why this episode ended without immediate strong repercussions on the French educational system.

Aims: This paper aims to analyse the debate concerning the incorporation of Information and Communication Technologies (ICT) by the Spanish Educational System, specifically the background and development of the first state-sponsored experimental programme, the Atenea project (1985-1992). Methodology and sources: To this end, we performed a review of documents pertaining to the programme and its evaluation, also taking into account the debates it generated. These documents were supplemented by reports and evaluations on related programmes, the conclusions of which we analyse in comparison with some of the contemporary reports, such as the one published by the OECD in 2015. Conclusions: Some of the fundamental debates that arose as a result of these programmes promoting the use of computers, in particular the Atenea, are strikingly valid but still lack a clear response. In the case of the promotion of ICT as an educational tool, we must recognize the relevance of corporate and business interests that saw the Education System as a large market, and therefore encouraged this type of programme, favouring an application focused more on the instrumental level than on the pedagogical one.

Sports are present everywhere in our lives, and we relate to them both in a passive and an active way. Sports may be the key to understand some of the main features of the 21st century society: globalization, multiculturalism, multilingualism, great migrations. Education for a global society must not ignore these realities, independently of what is being taught/learned. Therefore, since the 1990s, international organizations and national governments have been trying to define essential competencies to be an active citizen in today’s society. The teaching/learning of the mother tongue plays an important role in this context, because it contributes to the development of transversal competences essential to life in the 21st century. This importance is recognized, both at political and educative levels. Such an assumption supposes a transversal approach to that process, which may associate the mother tongue to any topic relevant in modern society. Therefore, sports and the teaching/learning of the mother tongue must collaborate to ensure a more suitable education for children who already live in a global society and have to learn how to deal with it. In this paper, we intend to show that this is possible presenting some pedagogical and didactic suggestions based on the content analysis of the Portuguese programs for teaching the mother tongue in the first four years of compulsory education and taking profit of the popularity of sports among children and their formative potential.

This paper presents some results of a professional development course for teachers where the participants studied basic solid geometry and developed applied projects in an interdisciplinary context. The course took place in a Portuguese university, from February to May 2020, and involved 19 teachers of preschool and primary levels (grades 1 to 4). The authors have developed a qualitative case study to evaluate how an interdisciplinary approach to the teaching of solid geometry is perceived, by the mathematics teachers, as a contribution to the teaching/learning process of geometry. Overall, the activities developed have proved to be successful examples of interdisciplinary methodologies. Moreover, the approach followed during the course helped the teachers develop their geometric competences concerning solid geometry in a more consistent appropriation and application of the geometric concepts involved.

Learning languages is a fundamental part of today’s education. Was it so in the past? In this paper, we try to present a context to better understand language learning among certain Basque elites during the Early Modern period in Spain. These educational dynamics will be examined within a broader European and Hispanic milieu, with a perspective inspired by the Social History of Language. As a first approach to the topic, the aim of this study will be to examine the issue within its own terms, providing a context proposal that may help to avoid ongoing controversies and could foster further studies on the linguistic education of Basque elites or other sectors of society in Early Modern times. Bearing this objective in mind, we will sketch different aspects that, although may seem disconnected with each other, are linked by this general background. Testimonies of linguistic shifts, the social meaning of different accents, the identity of the creators of the Language Academies, some regional language uses in written or literary texts and, particularly some educative texts in Basque language will be analysed. Content: 1. Introduction: for a diachronic approach to (linguistic) education. 2. Lingua regalis: the adoption of Castilian language in the Hispanic Monarchy. 3. Who speaks what language? The adoption of Spanish by the peripheral elites. 4. Conclusions.

This article focuses on the process of rapprochement between Spain and Europe in the years after Spain’s political transition to democracy and prior to its formal entry into the European Economic Community in 1986. It looks deeply into a concrete case at the regional level, namely the steps taken on the path towards European integration in the Basque Country with the founding of the Instituto de Estudios Europeos at the University of Deusto (Bilbao). The European issues taught at the Institute centered on technical and administrative elements, contributing to the education of a rather functional elite capable of responding to practical needs related to Spain’s European integration. This article will first analyze the perspective of the Institute’s founding-director, Basque-Navarre jurist and politician Juan Churruca Arrellano, looking into his intellectual socialization, as well as his idea of Europe. In this respect, Churruca followed an Ortegian conception of Europe, that is, a historical and cultural understanding of Europe very present in Spain’s intellectual, cultural and political elite during that time. Furthermore, this study delves into the immediate political-historical context surrounding the Institute’s foundation, paying particular attention to the relationship between Churruca and the University of Deusto in terms of national and regional politics. Finally, in the conclusion, this paper outlines an answer to the question of how the Instituto de Estudios Europeos contributed to Spain’s initial European integration.

We created a web-based digital history resource, documenting the work of the Sisters of the Infant Jesus in Bembibre, Spain. The resource contains an interpretative historical narrative that examines the Sisters’ time in Bembibre and the development of their school, as well as a visualization of their historical context and the conceptual tools used in the research. The user can read the narrative, explore their photographs, listen to exchanges in the groups organized by the Sisters when the research began, but also learn about the larger historical framework in which they lived. The resource also invites contributions from users who lived this experience, and our intention is to help foster an online community of the Sisters’ former pupils and their descendants. The target users for this resource are researchers as well as the Sisters and former students of the school. The purpose of the work is twofold: one, to explore the new methods of conceptualizing and disseminating humanities research that are afforded by digital technology, and two, to make historical research accessible for the general public and to create a space for those who lived the experience in Bembibre and worked with the Sisters to be a part of the research. In this paper, we both describe the web resource and share its contents. The website is located at http://theirgroup.org/Bembibre.

During the 18th century, the Bourbon dynasty promoted and created an array of educational institutions that would serve its own reformist project by training its military and political agents. This paper approaches this educational system through four of its most important centres: the Naval Officer’s Royal Academy, the Noble’s Royal Seminary, the Royal Academy of Artillery and the Royal Patriotic Seminary of Vergara. The prosopographical analysis of the pupils is the empirical foundation and the core of our work. For the sake of detail, we focus on the Basque and Navarrese students that attended these institutions, who were part of a broader elite closely linked to the Spanish state-building process. Many of the region’s most important families, the ones controlling the regional political space, sent their children to these academies while they took important careers in the imperial political structures. Moreover, our work shows these families’ role in transmitting reformist ideas in their local communities. Therefore, our approach stresses the need to analyse education not in an isolated way, but in close relation with the other elements of the system.

At the outset, «myth», which is a widely held false belief, and «history» as a scientific discipline based on actual fact might appear to be incompatible. However, the history of Indian education abounds with several myths that are far removed from reality. Such myths were developed for political and ideological reasons. As Eric Hobsbawm argues, «myth and inventions are essential to the politics of identity»; to claim that «we are different from, and better than the other is part and parcel of this process» (Hobsbawm, 1997, p. 7). In the history of Indian education, myths were invented and perpetuated to prove that Indians were essentially different to Europeans. In certain myths, Indians are superior to the Europeans and do not require the knowledge created in Europe, and in other myths it was the might of the colonial state that imposed modern education upon the passive recipients. All these myths begin with basic assumption that the world consists of neatly divided categories of East-West; coloniser-colonised, and European-non-European. These categories are often considered to be mutually exclusive, incompatible and impermeable. This paper addresses two primary myths in the history of Indian education – that «pre colonial indigenous education was oral» (Kumar, 1991) and «modern education was European cultural imposition» (Carnoy, 1972) – as well as a cluster of secondary myths created to reinforce them.

Annie Besant was an Irish political activist, free-thinker and Fabian socialist. After embracing Theosophy under the tutelage of Helena Petrovna Blavatsky, a Russian mystic, Besant embarked on her mission of propagating theosophical ideals, and reached the shores of India in 1893. However, in India Hinduism fascinated her to such an extent that she devoted herself to promoting Hinduism. She toured the length and breadth of India, and lectured intensely on the lofty ideals of Hinduism. However, Besant was of the opinion that absence of religious education in government schools and colleges and teaching of Christianity in missionary educational institutions was responsible for religious neutrality and scepticism among Hindu youth, and hence the fallen state of Hinduism. To remedy this state, she emphasised the need for its revival, and propagated the idea that religious education of Hindu youths should become an integral part of their education. In order to concretise these ideas, Besant established a college and school for the religious education of Hindu youth in the holy city of Benares, in the then North Western Provinces of British India, in 1898. Besant is widely known in India for her political activities as founder of Home Rule Movement and as the first women President of Indian National Congress, the chief political party involved in the struggle for national freedom. Although Besant’s political career in India has been extensively researched, little is known about her educational ideas and activities. This paper analyses Besant’s ideas on education, and show how, rather than being a promoter of modernity, she supported, upheld and institutionalised caste hierarchy.

How is May ’68 received in the public space? How has it been perceived in the collective consciousness in Greece since that day? To investigate the image of May ’68 portrayed by the mass media (public space) and the idea that young Greeks have of it today (collective memory), I relied on three categories of sources: i) Analysis of the texts referring to the events; ii) Interviewing former students who participated in the uprising against the Dictatorship at the Polytechnic in 1973; and iii) Discussions with today’s students to see whether or not they have an image of May ’68, and if so, what it is. This paper is made up of five sections. In the first I provide an overview of the situation in Greece in 1968, in the second I briefly set out the main positions on May ’68 of well-known French social scientists, and in the third I discuss how the period was perceived and the weight of its role in the uprising of Greek students at the Polytechnic in 1973. In the fourth section I paint a brief picture of how May ’68 has been viewed in Greece from the fall of the dictatorship in 1974 to today. Finally, in the fifth and final section, I summarise how today’s students perceive the events.

For Spaniards during the Enlightenment, education was a key element in their proposals for reform and modernisation of a country still stubbornly anchored in the feudal structures of the Ancien Régime. As such, different educational issues pervaded the writings and public activities of the most progressive intellectuals. In the same way, educational themes began to pervade the theatre, which these intellectuals saw as an ideal platform for disseminating the ideas of modernisation and convergence with other European countries. Based on a review of different documentary sources from the period and other pertinent literature, this paper shows how educational issues permeated the work of numerous authors, who considered drama a useful tool for the transmission of principles, values and social norms, with the ultimate aim of building a new society for Spanish citizens. At the same time, we analyse different initiatives designed to modernise both theatres and the plays enacted within them, as media for public education designed to appeal to a new audience – a reflection of the new civility.

On October 28th, 1965, the Gravissimum Educationis was presented by Pope Paul VI and passed by the assembly of bishops. This declaration states: «In Catholic universities where there is no faculty of sacred theology, there should be established an institute or chair of sacred theology in which there should be lectures suited to lay students». On September 17th, 1967, the Faculty of Theology of Loyola, in the town of Oña (Burgos Province, Spain), was officially closed down. On the basis of the declaration on education passed at the Second Vatican Council, this Ecclesiastic Faculty of the Province of Loyola was moved to the Universidad de Deusto, in Bilbao (Basque Country, Spain). In the first part of this paper I present a careful study of the conflictive process of that move based on primary sources. In the second part I analyse the conditions that enabled the Jesuit theologians of the Province of Loyola living in Oña to carry out a rapid and effective reading of the Gravissimum Educationis.

This paper – focused on a deep analysis of the student movement that occupied the streets of Montevideo in 1968 – aims at proposing some analytical lines to understand this and other contemporary cycles of protest in different places of the world. After locating these events in a wide geography characterized both by political acceleration and the dramatic display of cultural change, four relevant themes in the growing body of literature on the «global Sixties» are raised. First, it is addressed the relationship between social movements and groups or political parties in these «short cycles» of protest. Second, the idea that violence was rather a catalyzer of political innovation rather than the result of political polarization is proposed. Third, it breaks down the diversity of possible links between culture, in a broad sense, and the forms of political participation in youth mobilizations. Finally, it can be more rewarding to look at different scales of analysis of these processes, from the strictly national to the transnational circulation of ideas and people.

This article illustrates the outcomes of research aimed at investigating traineeship programmes established in Southern Italy before the Unification as forerunners of the professional education courses that would later develop across the nation. Specifically, the investigation focuses on those charitable institutions whose aim was to educate abandoned children to fit into civilised society through professional training – in line with a model of social recovery through practical education. In particular, this paper explores the connection between each manufacturing sector and its corresponding educational programme. The most relevant training programmes in Molise – supported by legislative, archival and bibliographical documentary – will be analysed through reconstruction of the political debate of the time, which revolved around establishing «protected housing» that also served as centres of industry. To this end, particular attention will be paid to Campobasso’s Orphanage and «Pious house of labour» (Casa pia di lavoro) respectively founded during the French Decade and shortly before the 1848 Revolution. The historical framework is provided by the turbulent events of that time, and we focus in particular on the interdependent relationship between political economy, school and welfare, in order to provide a comprehensive picture of the complex relationship between education, social welfare and manufacturing before Italian Unification.

Our article seeks to discuss extension projects developed by professors from the Social Communication undergraduate course, from the Design and Communication Center, from the Centro Acadêmico do Agreste, a campus of the Universidade Federal de Pernambuco in Caruaru, state of Pernambuco, during the Covid-19 pandemic. For the development of the paper, we opted for a bibliographic review and an experience report. Our study analyzes four extension projects: “Rádio Cordel: na frequência do Agreste”; “Radionovela: Literatura nas ondas do rádio” and “Solte sua voz: os invisíveis midiáticos”. Finally, extension projects are understood as relevant educative communicative experiences because they democratize communication, contribute to the education of university community and train the students involved in contemporary communicational experiences.

Acknowledging the educational potential of linguistic landscapes, this paper sets out to: - identify the foreign languages present in the Avenida Lourenço Peixinho in Aveiro (Portugal) and the linguistic landscape signs in which they appear; - propose an interdisciplinary set of activities for the exploration of the linguistic landscape in the Avenida. To address these aims, an exploratory case study was conducted. Photographic data was collected in the Avenida and it was subject to content analysis. The analysis of the linguistic landscape displayed shows that English is the foreign language with the greatest presence and that the diversity of languages is low with a scarce presence of immigration languages such as Chinese. This exploratory experience was the basis for the creation of an interdisciplinary set of pedagogical activities (involving English, Spanish, History and Geography subjects) aimed at secondary education, providing some suggestions to explore linguistic landscapes as educational resources for the purposes of increasing students and educational community’s awareness concerning linguistic and cultural diversity.

In the paper, we examine the concept of mediation, through an analysis of an on-line, multilingual teacher education environment. In particular, we analyse the exchanges of the participants during an on-line session aimed at teacher development in Intercomprehension theories and practices. Due to the pluralistic approach to teacher education adopted in the session, linguistic diversity is accepted by the participant as a natural ingredient of communication, so that clashes are usually absent or not directly thematised. We have adopted a socioconstructivist approach to mediation, anchored in the detailed presentation of the collaborative communicative scenario. We intend to describe how mediation, and especially cognitive and relational mediation, works in such an educational environment. Mediation is understood by participants as a shared responsibility, deployed collaboratively and, therefore, as a communicative process and strategic educational tool supporting collaborative professional development. Hence, mediation closely relates to and depends on shared and co-constructed linguistic, cognitive and emotional dispositions.

La consideración del juego como herramienta educativa es una constante en la cultura humana. Actualmente, la esencia del juego es la misma, pero han cambiado los formatos para llevarlo a cabo. En éste marco nacen los videojuegos, los cuáles han tenido una vertiginosa evolución considerándose en los últimos años como elementos educativos mediante el Digital Game Based Learning. También se han tenido en cuenta las emociones como elementos propios de los procesos de aprendizaje vinculados con una serie de atributos y habilidades identificados con la docencia. La investigación realizada versa sobre la identificación de aprendizajes de atributos y habilidades docentes y el tratamiento de las emociones a través del análisis de videojuegos con temáticas sociales como son This War of Mine, Papers, please! y Unmanned. Las técnicas de acopio de información han sido la observación y la entrevista. Mediante éstas técnicas los videojugadores deben identificar qué emociones, atributos y habilidades son capaces de experimentar y/o desarrollar mientras están jugando. A modo de conclusión, se puede señalar que el análisis de los videojuegos fue efectivo y se hallaron respuestas emocionales ante acciones desarrolladas en el juego, así como aprendizajes destacados para el docente del siglo XXI presentes en los tres videojuegos.