Paedagogica Historica

  Vol. 58, n°2, 05/2022

 

• Women and educational heritage in Spanish university education museums: good practices and pending challenges for the incorporation of the gender perspective, María José Rebollo & Pablo Álvarez
• Investigating the potential of cultural-historical activity theory for studying specific transitions in the history of education, Thomas O’Donoghue & Judith Harford
• The slow dichotomization of elementary classroom roles. 'Grammar of schooling' and the estrangement of classrooms in Western Europe (1830-1900), Marcelo Caruso
• Catedráticos in the making of the Spanish secondary education system, 1861–1885, Pau Insa-Sánchez
• Sex, death, and alienation: the burdened history of classroom pets in the American curriculum, Kipton D. Smilie
• Pedagogical knowledge as a distinct object in the history of education: the example of Ontario, Canada, Patrice Milewski
• Let us truly be Brazilian women: representations and teaching practices of normal school female students of São Paulo in the 20th century, Jorge Luís Mazzeo Mariano & Raimunda Abou Gebran
• “Die Lernmaschinen waren ... ein Zückerchen”: das Gelfinger Schulexperiment von 1968 bis 1972, Daniel Deplazes

Book Reviews

• The impracticality of practical research: a history of contemporary sciences of change that conserve by Thomas S. Popkewitz, Ann Arbor, University of Michigan Press, 2020, 277 pp., Kåre Fuglseth
• Education in the laboratory of modernity: the example of the city of Wolfsburg Stadt macht Schule. Schulentwicklung im “Soziallabor” der Bundesrepublik, 1945 bis 1980, edited by Alexander Kraus and Sabine Reh, Göttingen, Wallstein Verlag, 2020, 284 pp., Tomáš Kasper
• Curriculum changes: transformation–transition–change in Central and Eastern Europe’s complicated history of curricular reform. Curriculum changes in the Visegrad four: three decades after the fall of communism, edited by Tomáš Janík, Štefan Porubský, Magdolna Chrappán and Kinga Kuszak, Münster, Waxmann Verlag, 2020, 161 pp., Tomáš Kasper

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