Paedagogica Historica

   Vol. 58, n°1, 01/2022

 

• Enlightened education: growth, the garden, and Japan perceptions of Constantijn Huygens, Wybe Kuitert
• Early childhood education, politics, and memory: tracing social imaginaries in Reggio Emilia schools’ diaries of the 1970s, Beatrice Balfour
• Travel, translation, and governing in education: the role of Swedish actors in the shaping of the European education space, Sotiria Grek, Joakim Landahl, Martin Lawn & Christian Lundahl
• Conflicting views on the teacher’s role as model citizens in Finland, 1900–1950, Jukka Rantala
• “Pacemakers report”: GDR pedagogical innovators and the collection of Pädagogische Lesungen, 1952–1989, Josefine Wähler & Maria-Annabel Hanke
• The Syndicat Commercial du Mobilier et du matériel d’Enseignement and the transnational trade of school artefacts (Brazil and France in the late nineteenth and early twentieth centuries), Wiara Rosa Alcântara & Diana Vidal
• The transnational dissemination of the infant school to the periphery of Europe: the role of primary schools, religion, travels, and handbooks in the case of nineteenth-century Sweden, Johannes Westberg
• Public school life during the Victorian fin-de-siècle: Compton Mackenzie’s Sinister Street novel, Oliver Hadingham
• Women teachers and the feminisation of the teaching profession in a Finnish journal for primary school teachers (The Teacher), 1915–1920, Marjo Nieminen

Book Review

• Morality and citizenship in English schools: secular approaches 1897–1944, by Susannah Wright, London, Palgrave Macmillan, 2017, xii + 251 pp., £79.99 (hardback), ISBN 978-1-13739-943-4, Jonathan Doney
• Conflicto y convivencia en el discurso pedagógico oficial durante el tardofranquismo y la transición democrática española (1965-1982) by Cecilia Milito Barone, Madrid, UNED, 2021, 440 pp., €20 (paperback), €9.51 (e-book), ISBN 978-84-362-7617-6, Mariano González-Delgado

https://www.tandfonline.com/toc/cpdh20/current