Suchergebnisse

The present study provides an analysis of John Amos Comenius's thoughts on moral and pious education, educational governance and school discipline as expressed in Didactica Magna. This is examined from the background of his view of education as a societal phenomenon, the purposes of different categories of knowledge for individual formation and the role of pedagogy in the upbringing of children. Theoretically, this paper expands on Michel Foucault's ideas about governmentality and discipline, as well as on Henri Lefebvre's spatial theories. The article argues that Comenius can be viewed as a significant contributor to the early modern shift towards new administrative techniques for school governance, transmitting the mode of disciplinary power into pedogogised and didactic forms. The article contributes to achieving more systematic knowledge for understanding the focused areas of schooling, the concept of discipline and the pedagogic premises of disciplinary practice in an early modern European educational context. ; Financed by Umeå School of Education

Reconciliation processes – wherein governments and other organizations examine their past institutional practices to understand contemporary problems in relation to minorities or indigenous groups – have become a widespread international phenomenon in recent decades. In Sweden, such an ongoing process is the reconciliation work between the Church of Sweden and the Sami. In this process, which recently resulted in the publication of a scholarly anthology (or a "white book"), educational history has come to play a vital part. The present article uses the Church of Sweden's White Book as an empirical object of study to examine in more detail the role and significance of knowledge of educational history for this specific reconciliation process. By focusing on various scientific complexities and epistemological tensions that tend to arise in these kinds of undertakings, this paper also aims to problematize the white book genre itself as a path to historical knowledge. By doing this, this article's overall ambition is to contribute to future scholarly work in reconciliation activities, white papers and truth commissions. This study applies a qualitative content analysis and connects theoretically to the growing field of transitional justice research. ; Special Issue: History of Education

This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.