New Russian academic journals and yearbooks about the history of pedagogy and education in Russia (2003-2019)

• Caroli, Dorena ^[1] ; Kornetov, Grigorij ^[2] ; Ivanova, Svetlana ^[3] ; Utkin, Anatolii ^[4]
  1. [1] University of Bologna

     University of Bologna

     Bolonia, Italia

     
  2. [2] Academy of Social Administration. Moscow
  3. [3] Institute for Strategy of Education Development (RAO). Moscow
  4. [4] Institute for the Development of Education (Ekaterinburg)

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• Localización: Espacio, Tiempo y Educación, ISSN-e 2340-7263, Vol. 8, Nº. 1, 2021 (Ejemplar dedicado a: History of education and childhood: problematizing themes and sources), págs. 192-217
• Idioma: inglés
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• Resumen

  • 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.