Paedagogica Historica: International journal of the history of education

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  Año 2015, Vol. 51, Número Extraordinario 1-2. Texto Completo Ejemplar. Dedicado a: Education and power: historical perspectives / Jeroen J.H. Dekker (dir.), Iveta Kestere (ed. lit.), Zanda Rubene (ed. lit.), Irena Stonkuviene (ed. lit.)

  • Introduction

    • Introduction: power – invisible architecture of education

      Iveta Kestere, Zanda Rubene, Irena Stonkuviene

      • Texto completo

      págs. 5-10

      

  • Articles

    • Demythologising the educational past: an attempt to assess the "power of education" in the Congo (DRC) with a nod to the history of interwar pedagogy in Catholic Flanders

      Marc Depaepe, Karen Hulstaert

      • Resumen
      • Texto completo

      págs. 11-29

      

    • Using knowledge of the past to improve education today: US education history and policy-making

      Maris A. Vinovskis

      • Resumen
      • Texto completo

      págs. 30-44

      

    • Education policy in the Republic of Latvia: lessons from experience

      Tatjana Koke, Irena Saleniece

      • Resumen
      • Texto completo

      págs. 45-63

      

    • Evidence as source of power in school reforms: the quest for the extension of compulsory education in Zurich

      Flavian Imlig, Thomas Ruoss

      • Resumen
      • Texto completo

      págs. 64-71

      

    • From colonialism to developing countries: surveys and educational reform in British Tropical Africa, 1910–1990

      Joseph Watras

      • Resumen
      • Texto completo

      págs. 72-87

      

    • Ärztliche Macht und ihr Einfluss auf den Schulalltag in der Schweiz im ausgehenden 19. und beginnenden 20. Jahrhundert

      Michèle Hofmann

      • Resumen
      • Texto completo

      págs. 88-103

      

    • Emotions, power and the advent of mass schooling

      Joakim Landahl

      • Resumen
      • Texto completo

      págs. 104-116

      

    • Photography as an agent of transformation: education, community and documentary photography in post-war Britain

      Ian Grosvenor, Natasha Macnab

      • Resumen
      • Texto completo

      págs. 117-135

      

    • The teacher disempowerment debate: historical reflections on “slender autonomy”

      Harry Smaller

      • Resumen
      • Texto completo

      págs. 136-151

      

    • Much ado about something? James Bryant Conant, Harvard University, and Nazi Germany in the 1930s

      Wayne J. Urban, Marybeth Smith

      • Resumen
      • Texto completo

      págs. 152-165

      

    • Effects of authoritarianism on the teaching of national history: the case of Latvia

      Aija Abens

      • Resumen
      • Texto completo

      págs. 166-180

      

    • The system of textbook approval in Poland under communist rule (1944–1989) as a tool of power of the regime

      Joanna Wojdon

      • Resumen
      • Texto completo

      págs. 181-196

      

    • Schooling in the Kovno Ghetto: cultural reproduction as a form of defiance

      Amanda Marie Slaten Frasier

      • Resumen
      • Texto completo

      págs. 197-205

      

    • Two educators in the chasms of history: divergent paths of resistance to radical oppression

      Moshe Shner

      • Resumen
      • Texto completo

      págs. 206-220

      

    • Governed and/or schooled

      Alberto Martínez Boom

      • Resumen
      • Texto completo

      págs. 221-233