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International Standing Conference for the History of Education

General Assembly ISCHE 40, Berlin 2018

31 August 2018 15:15-16:45

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Documents for General Assembly Berlin 2018

1. Agenda for General Assembly, Berlin, 31 August 2018

2. Minutes of General Assembly, Buenos Aires 2018

3. Treasurer’s Report 2018 (to be distributed at the meeting)

4. Proposed ISCHE 2019 Budget (to be distributed at the meeting)

5. Honorary Laudation for Jeroen J.H. Dekker (António Nóvoa)

6. Honorary Laudation for Marc Depaepe (Ian Grosvenor)

7. Honorary Laudation for Joyce Goodman (Rebecca Rogers)

8. Honorary Laudation for Frank Simon (Kate Rousmaniere)

9. Laudation for ISCHE 2018 First Book Award

10. Laudation for Early Career Conference Paper 2017

11. Nominations for Executive Committee

12. Proposed Byelaw revisions

13. Standing Working Group Reports

14. Proposals for new Standing Working Group

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1. Agenda for General Assembly on 31 August 2018

1. Approval of the Agenda

2. Approval of the General Assembly Minutes, Buenos Aires 2017

3. President’s Report

4. Treasurer’s Report 2017 and 2018

5. Proposed Budget 2019

6. Exculpation of the Executive Committee

7. Honorary life-time membership: Jeroen J.H. Dekker, Marc Depaepe, Joyce Goodman, Frank Simon

8. ISCHE 2018 First Book Award

9. Early Career Conference Paper Award

10. ISCHE 41 Porto (Portugal) 2019

11. ISCHE 42 Örebro (Sweden) 2020

12. Election of new President

13. Election of new EC Members

14. Discussion of revised Byelaws

15. Approval of revised Byelaws

16. Discussion and approval of new SWGs

17. Additional recommendations from membership

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2. Minutes of General Assembly, Buenos Aires 2017 International Standing conference for the History of Education

General Assembly Buenos Aires, Argentina, 20 July 2017

Executive Committee Members Present: Rebecca Rogers (President), Noah Sobe (Treasurer), Karin Priem (Secretary), Ian Grosvenor (PH), Grace Akanbi (GA), Inês Félix (IF), Simonetta Polenghi (SP), Myriam Southwell (MS), Diana Vidal (DV). In addition, 56 other ISCHE members were present at the beginning of the GA. Minutes: Karin Priem ISCHE President Rebecca Rogers called the meeting to order at 12:00 pm and welcomed ISCHE members to the ISCHE General Assembly. 1 Approval of the Agenda

Rebecca Rogers indicated that the presentation of ISCHE 41 Porto 2019 should be added to item 8. No further changes to the agenda were proposed. Elsie Rockwell moved to accept the agenda. Kate Rousmaniere seconded. The motion unanimously carried by voice vote.

2 Approval of the 2016 General Assembly Minutes No changes were proposed to the 2016 General Assembly minutes. Hannah Okediji moved that the minutes be approved as distributed. Marc Depaepe seconded. The motion unanimously carried by voice vote. 3 President’s Report Rebecca Rogers began by thanking EC members for their hard work. Before speaking about the novelties of the year since the meeting in Chicago in 2016, she addressed her condolences to two national communities for their respective loss: Ana Waleska Pollo Mendonça, who was the Vice President of the Brazilian History of Education Society and a member of the scientific committee for ISCHE 39; and Erwin Johanningmeier, from the US History of Education Society, who served as both secretary and treasurer of ISCHE. She wrote to both societies upon hearing of the passing of these two important members of our community.

This past year was an important one in consolidating a series of new initiatives in ISCHE: the launching of the History of Education Salon, the awarding of the first ISCHE First Book prize, the obtaining of funds for the creation of an ISCHE Conference abstracts data base initiative, and the organization of an EC panel–or Tertulia–on “The history of education and the rise of new populisms”. Institutional Issues: As announced last year, ISCHE is officially recognized as a non-profit organization in Germany and we now have our own bank account. Many thanks to Karin Priem for her perseverance dealing with our lawyer, German bank establishments, and the complexities of German tax law. We are hoping in the future to find administrative help for these matters which are very time consuming and which we would be able to fund thanks to membership fees. The figures from our membership campaign in 2017 (until July 17) give us some concern, however, as we make this transition to a membership-based association. We

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currently have 169 members, down from 230 in August 2016. This significant decline can probably be explained by the location of the conference, which represented a costly trip for many of our members; in addition there was no corresponding rise in Latin American memberships compared to Chicago. ISCHE members come from 35 different countries with a few minor changes since 2016. Newcomers from Ireland, Slovakia and South Africa registered as members while we lost members from Russia, Hong Kong and China. The EC is aware that there is still progress to be made in the renewal process with Taylor and Francis who handle our membership base. President Rogers notes that early career researchers pay only 10€ (compared to 25€ for regular members) as an incentive for them to join. An additional incentive was the decision to create an “Early career travel fund” to support graduate students who were close to defending their PhD to present their results at ISCHE. We distributed travel funds to 9 people to come to Buenos Aires. Allocations were based both on need and merit. People with tenure-track or permanent jobs were not a priority. Finally ISCHE also contributed travel funds for early career researchers to attend the History of Education Doctoral Summer School, which was organized in Italy this year. In 2018, a special 40th anniversary travel fund has been created and we hope members will contribute to it. National associations are also involved in the membership campaign. By mid-July seven associations had paid their annual fee or indicated the fee would be paid by the end of the year (the same number as in 2016). This institutional support is important for the international recognition of our society. Communication, Website, Historical Memory: President Rogers continues the practice of sending out presidential newsletters between our conferences, both to individual members and the presidents of national associations, but the website remains the most important way to keep abreast of news. Inês Félix in particular attends to the website and is developing special features for early career researchers. In the proposals for developments, a project associated with the website will be described. While the website is an important repository for the memory of ISCHE, President Rogers reminds her audience of the existence of the ISCHE archive lodged in the Bibliothek für Bildungsgeschichtliche Forschung (BBF) in Berlin, which has received support in the past from the Stitching PH. Additional funds will be needed to pursue the archiving of ISCHE records and to address the needs of an increasingly digital archive. Capacity building: As in the past, President Rogers reminds ISCHE membership of the numerous activities that serve to strengthen our professional community in terms of intellectual development and training. The first of these initiatives is the creation in 2016 of a Palgrave Macmillan ISCHE book series “Global Histories of Education”. The chair of the committee, Diana Vidal, reported two recent submissions for collective volumes had been received. These proposals are in the initial stages of review, first within the book series committee then by Palgrave. Members are strongly urged to consider submitting their manuscripts to the series. As announced in a newsletter in the spring, the winner of the 2017 ISCHE First Book Award was Damiano Matasci for his book, L’école républicaine et l’étranger. Une histoire internationale des réformes scolaires en France, 1870-1914, ENS Editions, 2015. President Rogers addressed special thanks to the Book committee and reminded membership that submissions for the 2018 First Book award should be sent before September 1, 2017. Since 2014, ISCHE members have had the opportunity to propose Pre-conference workshops (PCWs). Three such workshops were organized in Buenos Aires: 1) The Visual and History Practice in the Digital Age 2) Archives and Museums about the History of Education with a view to Emancipatory Processes 3) Education, Aesthetics and Visual Culture: Images in the

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production of sensitivity. All three were well attended and testify to the interest these workshops generate. One of the PCWs from the conference in Chicago in 2016 has become a Standing working group: Migrants, Migration and Education

Six Standing Work Groups (SWGs) continue to provide intellectual nourishment for many ISCHE members: 1) Mapping the Discipline History of Education 2) Objects, Senses and the Material World of Schooling 3) Touching Bodies 4) Migrants, Migration and Education 5) Réformisme(s), Progressisme(s), Conservatisme (s) en éducation : quelles argumentations critiques ? 6) History of Laic Education: concepts, policies and practices in the world. Another SWG will be presented later during the AG: Growing up in out-of-home care: Histories of children and youths in foster families and residential homes. Support for Early Career Researchers has been a priority for the past few years as funding initiatives to support travel to the annual conference and the History of Education Doctoral Summer School testify. This year Fabio Pruneri organized the summer school at the Università di Sassari. It was the most international of summer schools so far with 30 participating students from all over Europe (Italy, Switzerland, Spain, UK, Belgium, Portugal, Lithuania, Austria, Finland, Germany, France, Sweden, The Netherlands) and no less than one third (!) from beyond (Canada, US, Brazil, Argentina, Nigeria, India, China, Japan, and Australia). Next year the summer school will be organized in Riga (Latvia) from 7-10 June 2018. Proposals for development: President Rogers concluded her report by noting the new projects ISCHE has sponsored. To begin with, she noted the launch of the first History of Education Salon that was organized around the theme “Education and the Body”. Videos of four international scholars are available on the website, all subtitled in English and one in sign language. The scholars concerned are Georges Vigarello; Mona Gleason; Inés Dussel; Pieter Verstraete. A blog also exists for members to comment on the videos. Colleagues interested in developing a similar project are warmly encouraged to address proposals to the EC. A second project was the decision to organize an EC session described as a “Tertulia” (or informal gathering) to provoke debate. This first tertulia was on the “History of education and the rise of new populisms.” Finally, the EC is moving forward with the project of making abstracts of all the talks given at ISCHE available on-line in a database open to members only. Thanks to a generous contribution from the Stitchting Foundation, this ISCHE conference abstracts database should be up and running by August 2018. This project will allow scholars to see who is working on what, will help members find panelists on specific topics, and allow historiographers to “map” the changing contours of our profession and our interests.

President Rogers concluded by thanking the local organizers, the EC and all ISCHE members present for their contributions to the vitality of our community.

4 Treasurer’s Report 2016 ISCHE Treasurer Noah Sobe presented a report (attached) (January 1-31 December 2016). 5 Proposed Budget 2017 and 2018 ISCHE Treasurer Noah Sobe proposed a budget for 2018 (attached). Kate Roumaniere moved to approve the proposed budget. Inés Dussel seconded. The motion carried by 40 votes in favor and 0 abstention. 6 Exculpation of the Executive Committee

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The General Assembly voted on a motion presented by Inés Dussel and seconded by Jeroen Dekker to accept the reports presented and exculpate the officers of ISCHE. The motion unanimously carried by voice vote.

7 Early Career Conference Paper Award Rebecca Rogers announced the awarding of the ISCHE 2015 Prize to Kristen Chmielewski (University of Iowa), “’Hopelessly Insane, Some Almost Maniacs:’ New York City’s War on ‘Unfit’ Teachers”. Karin Priem read the award committees’ assessment: “The article presents an engaging and well written narrative of the various ways school administrators in New York tried to remove teachers who were judged either physically or mentally unfit to work. Empirically driven and using disability analysis the paper offers a detailed reading of the public discourse about New York teachers. The paper was adjudged to capture issues at the heart of the ISCHE 38 conference in an elegant and persuasive fashion”. The revised paper will be included in an issue of Paedagogica Historica.

8 ISCHE 40 Berlin 2018 and ISCHE 41 Porto 2019 Marcelo Caruso presented the framework and thematic scopes of ISCHE 40 on Education and Nature in Berlin. This was followed by a presentation of Joaquim Pintassilgo and Luís Grosso Correia on first plans and ideas for ISCHE 2019 in Porto (Portugal).

9 Election of new EC Members Rebecca Rogers, who moderated the meeting, noted that the General Assembly needed to fill two vacant positions on the Executive Committee and that in accordance with the procedures established in ISCHE’s Constitution two nominations had been received: Angelo Van Gorp (University of Landau, Germany), and Diana Vidal (University of São Paulo, Brazil). Angelo Van Gorp and Diana Vidal were invited to come to the podium and give statements regarding their interest in serving on the EC. Because the ISCHE constitution specifies that election for ISCHE EC members take place by vote, Rebecca Rogers noted that ballots were being distributed. The ballots were collected and counted by three ISCHE members (Frank Simon, Ian Grosvenor and Felicitas Acosta). Later in the meeting, once the ballots had been counted, President Rebecca Rogers announced that Diana Vidal and Angelo Van Gorp had been elected and the assembly congratulated them on their election to the ISCHE EC committee.

10 Discussion of revised articles of the Constitution Rebecca Rogers explained that the EC recommends changes to the ISCHE constitution. The change concerns article 6.1 and 6.10 and will allow for co-opting an early career researcher appointed by the EC committee for a period of three years. The EC also recommended that article 6.10 will stipulate that co-opting of the same student/early career researcher to a further term of office is not permitted. 11 Discussion of revised Byelaws Rebecca Rogers explained that ISCHE byelaws (article 1.4) require the approval of the GA and that the EC was recommending approval of byelaws changes and specifications with regard to the changes made in the constitution (co-opted early career researcher for a period

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of three years). 12 Approval of revised Constitution and Byelaws On a motion proposed by Tim Allender and seconded by Ruth Watts, the constitution and byelaw revisions were accepted by a vote 40 in favor, 2 opposed, 0 abstentions.

13 Discussion and Approval of New SWGs One proposal for the establishment of a new Standing Working Group entitled “Growing up in the out of home care: Histories of children and youths in foster families and residential homes” was unanimously accepted.

14 Additional recommendations from membership A question about multilingual panels offered the opportunity to specify that multilingual panels should include two languages; ISCHE members should make mutual efforts to accept a multilingual community. A member raised the issue of allowing free entrance for students to the ISCHE conference as was done in Buenos Aires. The President responded that local organizers have a responsibility to ensure the conference is not run at a loss. The conference fee includes lunch and coffee breaks and most local organizers do not have the funding to provide such a free service, unless the registration fee is raised for all non-student participants. Traditionally ISCHE offers reduced rates for students. Respectfully submitted,

Karin Priem, ISCHE Secretary Luxembourg, August 2017

Rebecca Rogers, ISCHE President Paris, February 2018

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Appendix 1: Treasurer’s Report, 1 January-31 December 2016

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Appendix 2: 2017 Budget and Proposed Budget 2018

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5. Honorary Laudation for Jeroen J.H. Dekker (António Nóvoa)

Jeroen Dekker: a remarkable journey, a permanent dedication to ISCHE

It is not easy to pay tribute to someone, especially when that someone is called Jeroen Dekker.

What we know of a person is only a small part of his/her journey. What remains to be unveiled is always infinitely more.

I want to leave three notes about Jeroen Dekker, comprising what is merely a point of view; that is, a view from a point or, in other words, a look from where I stand.

A historian who thinks of childhood in the longue durée

Jeroen Dekker is Full Professor and Chair of History and Theory of Education at the University of Groningen (Netherlands). It is from this position that, over the last three decades, he has offered a major, decisive contribution to the history of education.

I am unable to read his writings in Dutch, but books like The Will to Change the Child (2001) or Educational Ambitions in History (2010) are key milestones in long-term studies on childhood.

The way in which Jeroen Dekker constructs his arguments, solidly based on historical sources but without renouncing theoretical problematization, is an example of the best historical tradition.

Whenever I read his works on children and young people ‘at risk’, I remember the old words of French filmmaker Jean-Luc Godard: ‘The margins are what hold the pages together’. It is from the ‘margins’ that one can understand the paths of childhood, education, and school.

A scholar committed to the international community

Jeroen Dekker has an important international career. His lectures and writings influenced several generations of historians in many different regions of the world.

But this international influence must be seen in the light of a concrete, ongoing commitment to researchers and research groups. His strong presence at ISCHE illustrates well his commitment to the international community of educational historians.

I closely followed his mandate as President of ISCHE, between 1997 and 2000, and the work he carried out to consolidate our scientific association, particularly in terms of academic and editorial consistency.

When I organized the ISCHE Conference in Lisbon, in 1993, I expressed, from the beginning, my intention to start a Supplementary Series of Paedagogica Historica, in order to publish a selection of the best papers and not, as before, a collection of all accepted papers. I received the support of Jeroen Dekker, along with Richard Aldrich and Marc Depaepe, which resulted

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in the appearance of this series’ first volume: The Colonial Experience in Education, edited by António Nóvoa, Marc Depaepe and Erwin V. Johanningmeier, in 1995.

Closer relations between ISCHE and Paedagogica Historica consolidated the mandate of Jeroen Dekker as ISCHE President, allowing the reinforcement of a new editorial structure, with the choice of a new partner (Taylor & Francis), and the definition of rigorous publication rules.

This decision, which was enforced in 2003, already during my mandate as ISCHE President, was decisive not only for our academic reputation, but also for all historical work in education on an international level. It is an achievement that owes much to the lucidity and commitment of Jeroen Dekker.

Simultaneously, as shown by a quick reading of the volumes of Paedagogica Historica, it turns out that, in addition to having authored numerous articles, Jeroen Dekker was editor or co-editor of about twenty special issues. Here is an impressive work of reading, evaluating, choosing, and organizing texts for the benefit of the international community. There are few academics that, like him, are able to present such an impressive curriculum of dedication to a scientific association and its generational renewal.

Colleague and, not withstanding, friend

The phrase, of French origin, I believe, in which one scholar addresses another in the following terms, ‘Cher collègue et, non obstant, ami’, is well known. The boundaries between the academic and personal dimensions are clearly drawn. In a competitive and often disloyal environment it is rare that friendship is allowed to thrive.

Jeroen Dekker refutes this outlook. He is a polite, generous, always elegant man who values good friendship. All those who know him, over many years at the ISCHE conferences, appreciate his affection and attachment, his willingness to support young scholars, the way he works collaboratively.

It is not easy to find someone with the human qualities of Jeroen Dekker. And when these qualities are added to his academic qualities, his international influence, and his commitment to ISCHE, we have every reason to distinguish him with an honorary life membership.

This is what we do now, rightly, deservedly, recognizing one of the best of us, paying tribute to our colleague and friend Jeroen Dekker. I am certain that all members of ISCHE will feel proud of this distinction.

António Nóvoa University of Lisbon, Portugal

ISCHE President, 2000-2003

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6. Honorary Laudation for Marc Depaepe (Ian Grosvenor) Laudatio Marc Depaepe

Marc Depaepe was born in Kortrijk 3 February 1953 and is a professor of history of education and history of psychology at the Katholieke Universiteit Leuven, campus Kulak (Flanders, Belgium). He followed lower secondary education at Sint-Amandschool (South) in Kortrijk and higher secondary education at the Sint-Jozefsinstituut in Torhout. At the University of Leuven he studied Educational Sciences. He graduated from the Master of Science in 1977 and received his Ph.D in 1982 in Educational Sciences. His licentiate thesis focused on the internal organisation of the Belgian primary school. In 1989 he was awarded a special doctorate for his comparative history of the evolution of pedagogy and psychology as a science primarily in the USA, Great Britain, Germany, France, Switzerland, the Netherlands, and Belgium. This was later published in German in 1993. In 1996, he became a full professor at the Faculty of Psychology and Educational Sciences at the K.U. Leuven and from 2004 at the Kulak. He has been Head of the Department of Educational Sciences in Leuven (2001-2004), Head of the Faculty of Pyschology and Educational Studies in Kortrijk (2004-2009) and Cordinator of the Human Sciences in Kortrijk (2007-2009). In August 2013, he was appointed for a four-year term rector at Kulak (Kortrijk) and deputy vice-chancellor at K.U. Leuven, also responsible for campuses at Bruges and Ostendstend.

Professor Depaepe is a prolific writer and according to the researchgate database has to date 159 publications, including 115 articles, 14 books, and 27 book chapters–––this is a conservative figure compared to the listing on the K.U. Leuven website, e.g. as author/co-author, editor/co-editor he has published about 50 books. His research and publications can be broadly grouped around five themes: the theory, methodology and historiography of ‘historical pedagogy’ as a scientific discipline as well as a course in curricula; internationally oriented history of (psycho) pedagogy; history of education and training in Belgium with an emphasis on the elementary school; the history of colonial and postcolonial education in Africa, in particular focusing on the history of the Belgium Congo; and the history of intercultural relations in education. Within these broad areas his work has ranged from the lure of psychology to school exercise books, from everyday classroom history to missionary education, from Ovide Decroly to John Dewey, and from school documentaries to method in history of education. Among his best-known and most influential works are On the Relationship of Theory and History in Pedagogy. An introduction to the West German discussion on the significance of the history of education (1950-1980) (Leuven, 1983); Zum Wohl des Kindes? Pädologie, pädagogische Psychologie und experimentelle pädagogik in Europa und den USA, 1890-1940 (Leuven, 1993); Beyond Empiricism. On Criteria for Educational Research (Leuven, 2003); Order in Progress. Everyday Education Practice in Primary Schools. Belgium, 1880–1970 (Leuven, 2000); The Forgotten Contribution of the Teaching Sisters. A Historiographical Essay on the Educational Work of Catholic Women Religious in the 19th and 20th Centuries (Leuven, 2009); An Educational Pilgrimage to the United States.Travel Diary by Raymond Buyse, 1922 (Leuven, 2011); and Between Educationalization and Appropriation. Selected Writings on the History of Modern Educational Systems (Leuven, 2013). All of these works have involved some form of collaboration with other scholars and this has been a characteristic of his career from the outset when he worked with his promoter Professor Maurits De Vroede on the four volume Bijdragen tot de geschiedenis van het pedagogisch leven in Belgē. De periodieken 1817-1940 [Contributions to the history of educational life in Belgium, the periodicals from 1817 to 1940]. Since then he has collaborated extensively with among others Angelo Van Gorp, Hilde

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Lauwers, Frederik Hermann and Paul Smeyers, but his most significant collaboration has been with Frank Simon whom he first worked with on the Belgian periodicals project. Theirs has been, and continues to be, one of the most enduring, productive and influential academic partnerships in the field of history of education. As a specialist in the historiography of education Professor Depaepe has taught courses both in Kortrijk and Leuven including Geschiedenis van gedragswetenschappen, Geschiedenis van opvoeding, onderwijs en vorming and History of Modern Educational Systems. As a tutor he was generous with his time and has been particularly supportive of doctoral students on their academic journey whether through formal means or his continuing involvement with the History of Education Doctoral Summer School. Professor Depaepe has been an active member of several scientific organisations. He is a Fellow of the International Academy of Education and is currently, amongst others, Editor in Chief of Paedagogica Historica. He has been a member of the Editorial Board since 1990. He was President of the International Standing Conference for History of Education 1991-1994 having previously served as its Secretary. In 1993-1994, he was awarded the Sarton Medal by the University of Ghent and was made doctor honoris causa of the University of Latvia in Riga in 2015. Professor Depaepe remains one of the most distinguished historians of education of his generation, an excellent colleague and active campaigner for our discipline.

Ian Grovesnor Editor-in-chief of Paedagogica Historica Co-opted member of ISCHE EC since 2009

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7. Honorary Laudation for Joyce Goodman (Rebecca Rogers) Laudation for Joyce Goodman

Allow me to present Professor Joyce Goodman on the occasion of ISCHE’s 40th anniversary. Recently retired from the University of Winchester where she culminated her years of service to the institution as Assistant Vice Chancellor, Joyce is a specialist in the history of women’s education and a fellow ISCHE traveler for twenty years now. Secretary par excellence from 2003 to 2010, she has left her imprint in far more than the minutes of our association. Joyce Goodman is the second woman to receive an honorary life membership, following in the footsteps of Ruth Watts, for whom she wrote the laudation. It is my great pleasure to be doing the same for her; she richly deserves our tribute. How to strike the right tone for this honorary laudatio? This is an important question when writing about Joyce Goodman, who long hesitated about whether to devote her life to music or to the history of education. I don’t know of any musical renditions that would fittingly describe her investment in the field so, more prosaically, let me jump in and paint an admittedly limited picture of Joyce’s contributions to our community. Faithful participant Joyce began attending ISCHE in the late 1990s as the ISCHE representative of the History of Education Society (GB); her encounter with ISCHE could de described as a meeting of minds. She found an international setting that challenged her to think globally; the organization found a member willing to invest her time and considerable energy in all facets of our professional life, pushing the association and its members to stretch their reach, to strive for greater inclusion, and to collaborate across disciplinary and national boundaries. A pillar of the Standing Working Group on gender and education, she was among the first to think about the imperial reach of women’s education, encouraging approaches that brought new themes into the conferences but also new participants into our community. ISCHE Secretary It is perhaps fitting for a scholar so interested in deconstructing how gendered stereotypes have characterized women’s governance in education, that her institutional mark upon ISCHE has been as Secretary, the archetypal woman’s task. While her success in this role was undoubtedly helped by her typing skills (all those lessons in pianoforte honing the dexterous nimbleness of the female hand, as career guidance manuals will tell us), her impact went far beyond the recording of minutes. Soft-spoken and attentive, she has the true manager’s skill for getting people to work, collaborate, and envision productive futures together. As Secretary, alongside Wayne Urban and Frank Simon, she was well-positioned to promote her vision for the future and to seek to establish a deeper working collaboration with EERA, for example. And she has honed these managerial skills in many settings: first within the Women’s History Network, and more recently as President of the History of Education Society (GB). Many of us can testify to the way her ideas have fed not just the organization of numerous panels, but far more ambitious programs for special issues, collective volumes, or collaborative research projects. This is indeed how my friendship with Joyce was cemented when she convinced me it would be a good idea to present a proposal for a book about Girls’ secondary education in the Western world to Palgrave, using our contacts established within

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ISCHE. I fell in line, along with Jim Albisetti; my research leave was spent working on that book rather than on the project I had intended—and I have no regrets. Keynote speaker, collaborative scholar, and teacher Modest in demeanor but titanic in her intellectual projects, Joyce Goodman has also made her mark on ISCHE through her scholarship. Her interest in women’s education and issues of identity led her to explore with theoretical sophistication insights gained from the linguistic turn in women’s history and the imperial turn in the social sciences. ISCHE members had the pleasure of hearing her deliver a keynote address in Rutgers on “Women, education and inequality” (that appeared in Paedagogica Historica in 2010), and others will remember the important special issue on Empires overseas and Empires at Home that she coedited for PH as well. Perhaps more significantly, she brought other people along with her on her intellectual journeys, as she did with me. Her numerous edited volumes can be seen as her intellectual trademark. Joyce Goodman can speak out like the women she studies, but when she publishes books, she does it with others, beginning with Sylvia Harrop (Women, Educational Policy Making and Administration in England. Authoritative Women Since 1800), and then, regularly, with Jane Martin, fellow ISCHE faithful (Gender, Colonialism and Education: the Political Experience of Education; Women and Education, 1800-1980: Educational Reform and Personal Identities; and more recently the 4 volume compilation, Women and Education, Major Themes [)]. Interest in new approaches, interdisciplinary conversations, or the innovative use of sources characterize the many articles she has published in the field, as well as the research projects she has directed with others. Be it through the ESCR (Economic and Social Research Council) seminars she co-directed with Gary McCulloch and William Richardson on “Social Change in the History of Education: The British Experience in International Context”, or through experiences as the Girls’ school archivist for the Manchester High School for Girls, Joyce has consistently through her career pushed herself and others to question historical paradigms and to embrace new perspectives: gender (of course), but also issues relating to race and disability, and more recently the question of musical literacies as well as sonorities in the history of education. Marked no doubt by her years as a music teacher in both England and the Netherlands, Joyce Goodman’s skills as a scholar are in part the product of her ability to listen––to her historical sources be they written, visual or oral; to fellow scholars, and also to students. During her years as Secretary within ISCHE she consistently promoted initiatives on behalf of Postgraduate students, initiating poster sessions in Hamburg, encouraging their participation in the annual conferences and spreading knowledge about the UK history of Society ISCHE bursary scheme to other national societies, so they too might encourage the new generation of scholars to join our community.

Convinced Internationalist Joyce’s scholarship in recent years has come increasingly to reflect the international orientation of ISCHE. Breaking out of the boundaries of a nationally circumscribed perspective, her research and her research subjects increasingly gravitate in cosmopolitan settings where transnational conversations give evidence of the emergence of an international mind. Be it through the exploration of settings, such as the International Council of Women, the International Committee of Intellectual Co-operation, or through the travels of such cosmopolitan travelers as Reta Oldham or Laura Dreyfus Barney, Joyce has pushed many of us to see ISCHE, but also network 17 in EERA, as a place to experiment transnational approaches to the history of education, to develop international networks, and to position women squarely within the picture.

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For this, and for so much more––friendships built, shared and treasured––ISCHE takes great pleasure in honoring Joyce Goodman, whose voice has brought so many modulated tones into our conversations.

Rebecca Rogers Université Paris Descartes ISCHE President, 2015-2018

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8. Honorary Laudation for Frank Simon (Kate Rousmaniere) Members of the ISCHE Executive Committee and of the Annual General Assembly of ISCHE It is my pleasure to present this account of the achievements of Professor Frank Simon, Professor Emeritus at the University of Ghent, Belgium, past president of ISCHE, and one of the most highly respected scholars, mentors and organizational leaders in the field of the history of education, with a particularly significant international reputation and impact. It is especially meaningful to speak to this award of an honorary life membership for Frank Simon on the occasion of ISCHE’s 40th anniversary, as Frank has done so much to further our organization.

Frank Simon has been with ISCHE from the beginning, serving as president from 2006-2009, and remaining a tireless advocate for ISCHE and international, comparative and cross- disciplinary scholarship. Always reaching out to new ventures, as president, he negotiated the co- sponsorship of the 2012 ISCHE conference in Geneva with the Society for the History of Children and Youth and the Disability History Association. Even now, in retirement, we see Frank’s influence: in recent years, he helped establish the guidelines for and has chaired the ISCHE First Book Award committee.

Frank has also sponsored and supported, in leadership and in sheer presence, the creation of other history of education ventures. Most notably, he has led some of the daring new ventures in historical research, into such areas as visual studies, documentary photography, and the history of the senses. Through the 1990s, Frank avidly engaged in and promoted new research in the social history of education, engaging in research on and promotion of, as he called it in an influential Paedagogica Historica essay, “the history of everyday educational reality in and outside schools.” In 1999, Frank was among the creators of the Network 17 at the European Educational Research Association (EERA), a thriving research group that centers on the histories of European education, with a particular interest in new forms of historical methodology and under-represented areas. In recognition of his leadership with the Network, in March 2018, Frank was designated an Honorary Fellow of EERA. In his commitment to supporting emerging scholars, Frank was one of the founders and regular tutors at the History of Education International Summer School for doctoral students (just completing its 9th meeting).

Frank has also served in significant leadership roles for Paedagogica Historica as an editor and on its support foundation, the Stichting. As editor in chief of the journal for 17 years (1990-2007) Frank helped reorganize the journal’s financial organization and its relationship with ISCHE, to help create a top tier scholarly journal. For Paedagogica Historica, Frank served as co-editor of nine issues on topics including childhood, modernity, urbanization, book, ethnicity, the visual, faith, comparative education and culture and as editor of one special issue.

In additional to organizational leadership, Frank has served as a personal mentor and guide for many in the field, promoting the history of education in presentations and memberships at hundreds of international scholarly events, spreading his influence through his sheer presence. He is often on the move presenting in Brazil, Asia, Africa, and the Americas.

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While engaged in such leadership, mentorship and advocacy, Frank has contributed leading scholarship to the field, publishing 172 articles since 1992. Frank’s work is written and published in English, Dutch, German, French, Portuguese, Spanish, and often with colleagues and students in national journals from UK, US, Belgium, and Mexico. His partnership with his colleague, co-editor, and comrade at arms in many scholarly ventures, Marc Depaepe, has been particularly productive, and serves as a model of collegial intellectual and cultural partnership. Alone and in collaboration with other scholars (including many students), Frank has published on such diverse topics as the history of teachers and pedagogy, educational museums, material culture of the school and school architecture, historiography ad methodology of the history of the classroom, history of childhood and children’s experiences in school, visual history and documentary films, open air classrooms, and the history of schooling in Belgium. Frank’s current academic interests are devoted to the ‘New Education’ movement, especially to the life of Ovide Decroly. In his past life, Frank played soccer for the Belgian team, Cercle Bruges, where he was, as in our own organization, both a solid rock of the team, rarely missing a game, and a leading figurehead, literally known for his headers. Playing as a defender, he both kept the team secure, and maintained its strength and vitality. So has he done with his professional teams in ISCHE. For these reasons, ISCHE is delighted on its 40th anniversary to present Frank Simon with an honorary life membership, as testimony to his contributions to our association.

Kate Rousmaniere, ISCHE President, 2009-2012

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9. Laudation for ISCHE 2018 First Book Award

ISCHE Book Award 2018 Jon Shelton University of Wisconsin–Green Bay

For his book entitled:

Teacher Strike! Public Education and the Making of a New American Political Order. Chicago, Illinois USA: University of Illinois Press, 2017.

This book is an excellent piece of research on the recent history of education. The research offers a very clear and insightful analysis of the political context in which teacher strikes occurred in the US in the 60s and 70s (in large cities including New York City, Chicago, Pittsburgh, Detroit, Philadelphia, and St. Louis). It provides an interesting analysis of the relationships of teachers’ unions to the Black activism movement and other civil rights movements. The author’s writing style is agreeable and allows the reader to follow easily the line of argument. The subject also offers links to current events. The analysis of teacher strikes is embedded in an in-depth study of the working conditions of teachers, while also addressing intersections with other social movements as well as racial and gender inequalities. The book covers an impressive range of sources: unions’ archives, city archives, newspapers and magazines, among others. Very creative is the way in which the author reviewed letters sent to jailed union leaders, seeking to understand the impact of media discourses in citizens’ opinions; these letters are an innovative source and they offer a good entry point to public opinion. The main argument of the book is the breakdown of the labor-liberal alliance during the 1970s, which paves the way for the rise of neoliberalism in the 1980s and 1990s.

While the book adopts a relatively classical historical approach, it is to be commended for its thorough and dense study of teacher union mobilizations. It raises new questions and brings new perspectives to this topic. This book makes a substantial contribution to the fields of labor history and educational history.

2018 ISCHE First Book Award Committee Frank Simon (Chair), James Albisetti, Inés Dussel, Solenn Huitric, Elsie Rockwell

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10. Laudation for Early Career Conference Paper 2017

ISCHE Early Career Conference Paper Award 2018 Sophie Rudolph University of Melbourne, Australia For her paper entitled: To ‘Uplift the Aborigine’ or to ‘Uphold’ Aboriginal Dignity and Pride? Indigenous Educational Debates in 1960s Australia Based on primary sources and all of the relevant literature the paper documents educational debates in politically turbulent 1960s Australia about the racism faced by Aboriginal people. In doing so it deals with a question that was central to conference and demonstrates ‘that questions of emancipation through education are not straightforward’ and that ‘educational provision must be thoughtfully negotiated with communities.’ The paper also raised issues about the extent to which cultural hybridity has a place in emancipation debates. In its analysis of the operation of a particular set of ‘racial logics’ the paper is a fine addition to postcolonial literature.

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11. Nominations for Executive Committee Member

Statement for ISCHE’s Executive Committee - Inés Dussel !

I first attended ISCHE in 1995, also in Berlin, when I was a graduate student in Argentina and was studying Dewey’s reception in South America. At ISCHE I found a vibrant international community of scholars that sustained interesting conversations based on solid research and lines of thought, all within a respectful and relaxed climate. Years have passed, and this impression, which I now know is not so common in scholarly meetings, still stays with me; ISCHE’s conferences always give me new ideas and threads to follow, and leave me looking forward to the following one.

Besides being a regular attendee, in recent years I have become more involved in the Society’s activities, participating in the Scientific Committees of the meetings held in 2012- Geneva, 2016-Chicago, 2017-Buenos Aires, and 2018-Berlin. In 2016, I was a lecturer at the History of Education Doctoral Summer School held at the University of Luxembourg. In 2018 I served in the First Book Award Committee, a position I have been invited to repeat next year. Since 2015 in Istanbul, I have been co-convenor, together with Diana Gonçalves Vidal and Marcelo Caruso, of the SWG Touching Bodies in Schools, and this year I am promoting, together with Karin Priem, Ian Grosvenor and Tim Allender, another SWG on Material Hermeneutics and Remediation as Challenges in Visual Studies in Histories of Education. Both SWG reflect my current research interest in the material and visual cultures of education.

I am currently a member of both the Argentinean and Mexican Societies for the History of Education, collaborating in their organizations in different capacities. Besides my own research and writing on educational histories, I have supervised a number of dissertations that have dealt with material and visual histories of education. I also have an extended network of colleagues with whom I undertake writing and research projects in Latin and North America, Europe, and Australia. These projects have involved topics such as the history of school architecture and design, UNESCO’s first years, the history of the idea(l) of deschooling, and visual histories of education. In relation to academic journals in the field, I am a member of the International Advisory Board of Paedagogica Historica, as well as of the Australian History of Education Review, the Spanish Revista de Historia y Memoria de la Educación, the Italian Rivista di storia dell’educazione, the Swiss-German Bildungsgeschichte. International Journal for the Historiography of Education, and the Argentinean Anuario de Historia de la Educación.

I would like to contribute to ISCHE’s Executive Committee with my knowledge and experience of traveling across different intellectual and linguistic communities, which makes me particularly sensitive to issues of translation and to the uneven, unequal geopolitics of knowledge. Research traditions are different; constructing dialogue and common ground between them is an important and challenging task. Also, I support and would like to expand what is being done in ISCHE’s Tertulias so that as historians of education we collectively engage with issues that relate to the future of our life in this planet. Finally, if elected as part of its EC, I will do my best to preserve ISCHE as a warm, hospitable society that provides space and time for inter-generational, plurilingual conversations about the crafts and concerns of educational historians from different regions of the world. I have intentionally repeated the word ‘conversations’; in the midst of an increasing commodification of academic life, I am convinced that we have to defend scholarly conversations that do not intend to become markets, and that academic societies such as ISCHE can and should play a role in this.

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Inés Dussel SHORT VITAE

!Ph.D., University of Wisconsin-Madison (2001). She is a currently a Full-Time Researcher at the Department of Educational Research, CINVESTAV, Mexico, a top leading public research institution in Latin America. She served as Director of the Education Area, Latin American School for the Social Sciences (Argentina), from 2001 to 2008. She has published 14 books and over 160 book chapters and articles in referred journals in six languages. She has supervised 10 doctoral dissertations and 36 MA thesis in Argentinean, Mexican, French, and Brazilian universities. In 2018 she received the Humboldt Research Award from the Alexander von Humboldt Stiftung (Germany), a prize that recognizes exceptional academic careers. Her research interests focus on the relationships among knowledge, bodies, and schooling. She conducted research on the history of students’ movements, secondary school curriculum, school uniforms, textbooks, and school material culture. In the last 10 years, she has been studying the history and present of visual technologies in education, either as material artifacts in educational processes or as sources and remnants of past experiences -such as photos or films. She is an avid reader of social theory and philosophy, particularly of poststructuralism and new materialisms, and of visual studies and history. She has given keynote lectures at the German Congress for Educational Sciences (Berlin), Comparative Education Society of Europe (Freiburg), Australian and New Zealand History of Education Society (Melbourne), Brazilian-Portuguese Congress on Curriculum (Belo Horizonte), UK History of Education Society (Worcester), Argentinean History of Education Conference (Neuquén), Spanish History of Education Society Conference (El Escorial), Ibero-American Congress for Latin American History of Education (Montevideo), among others. Since 2011 she is a member of the Governing Board of the International Association for Visual Culture, and serves on the scientific board of several academic research journals (Gender and Education, Comparative Education, Paedagogica Historica, Visual Studies, Education Review, Educational Policy Analysis Archives, International Journal for the Historiography of Education, Sysyphus, History of Education Review, Revista de Historia y Memoria de la Educación, Revista Brasileira de Educaçao, among others). Most recent relevant publications: (Guest editor of special issue) Dussel, Inés & Karin Priem (2017) The visual in histories of education: A Reappraisal, Paedagogica Historica 53:5, 641-649. (Guest editor of special issue) Dussel, Inés & Negin Dahya (2017) Introduction: Problematizing voice and representation in youth media production, Journal of Learning, Media and Technology. 42: 1, 1-7. DOI:10.1080/17439884.2016. 1205602 (Journal article) Dussel, Inés (2018) Truth in propagandistic images. Reflections on an enigmatic corpus (Westerbork, 1944), Revista Historia y Memoria de la Educación, 8, 23-58. DOI: 10.5944/hme.8.2018.20411 (Journal article) Dussel, Inés (2017) Iconoclastic images in the history of education. Another look at children in revolt in two children’s films from the 1930s, Paedagogica Historica 53:5, 668-682. DOI: 10.1080/00309230.2017.1374293

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Marc A. VanOverbeke : Statement for ISCHE Executive Committee Associate Dean for Academic Affairs and Associate Professor of Educational Policy Studies, College of Education, University of Illinois at Chicago, Chicago, Illinois, USA I am excited to be nominated for the ISCHE Executive Committee by the History of Education Society (United States). As someone who regularly attends the ISCHE annual meetings and was a member of the Local Organizing Committee for the 2016 Chicago conference, I have found a home here among colleagues throughout the world. I have benefited tremendously from attending these meetings—as well as meetings of the History of Education Society (both in the United Kingdom and the United States). My involvement in ISCHE has shaped my research and teaching, and even my administrative work, by broadening my focus and perspective. If selected, I would welcome the opportunity to serve on the Executive Committee and to continue the work of an organization that is a significant part of my professional life. In this statement, I highlight the ways that ISCHE has influenced me as a scholar and administrator, and the crucial work I would like to see ISCHE continue to do. As an Associate Professor in Educational Policy Studies, my research examines the history of education, principally the history of higher education and educational access. Given the transnational influences that have shaped the development of higher education in the United States, my focus necessarily embraces an international perspective, and ISCHE has been crucial here. By facilitating conversations with scholars across the globe and by developing sessions and panel presentations that draw from a diverse array of international scholars, ISCHE and the annual meetings have affected the questions I ask and the ways I think about the development of higher education in the United States and elsewhere and the possibilities for today. Similarly, in my role as Associate Dean for Academic Affairs, I have been responsible for strengthening the College of Education’s international programming, which involves developing study abroad and exchange programs and increasing the number of international students and scholars studying at or visiting Chicago. All of my research, teaching, and administrative work has been shaped by the connections I have made through ISCHE, the conversations I have had, the research I have learned from, and the sessions I have attended. If selected to be a member of the Executive Committee, I would see it as particularly important to continue efforts to expand ISCHE’s reach among new and established scholars. One of the challenges in any discipline is maintaining the health and robustness of the field, especially among early career scholars and graduate students. Over the past years, I have been impressed by the efforts ISCHE has undertaken to share the excitement of the work and research we do with others throughout the world, to make this a welcoming conference and organization for graduate students and early career scholars, and to ensure that all scholars have opportunities to contribute to the organization. Whether through graduate travel support, book awards, regional workshops, and the recently-launched salon series, ISCHE is providing an unparalleled opportunity for scholars across the world who are interested in history of education to convene, share ideas, and learn from each other. Ultimately, this work strengthens the field of history of education as a vital and necessary aspect of understanding education, schooling, and learning. If selected for the Executive Committee, I would strive to continue these efforts to welcome new scholars into the field, support current scholars, and develop a robust discipline through the international exchange of ideas. It would be an honor to join the Executive Committee and to give back to an organization that has given me so much.

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Curriculum Vitae

MARCA.VANOVERBEKE EDUCATION 2005 Ph.D., University of Wisconsin, Madison, USA, Educational Policy Studies

1999 M.A., University of Colorado, Boulder, USA, Educational Foundations, Policy, and Practice

PROFESSIONAL APPOINTMENTS 2016-Present College of Education, University of Illinois at Chicago Associate Dean for Academic Affairs (2016-Present) Associate Professor, Department of Educational Policy Studies (2016-Present)

2005-2016 College of Education, Northern Illinois University Associate Dean for Academic Affairs (2014-2016)

Department of Leadership, Educational Psychology, and Foundations Department Chair (2012-2013) Associate Professor (2010-2016)

Assistant Professor (2005-2010) SELECTED PUBLICATIONS Ogren, Christine A., and Marc A VanOverbeke (eds.). (2018). Rethinking Campus Life: New Perspectives on the History of College Students in the United States. New York: Palgrave Macmillan.

VanOverbeke, Marc A. (2018). “Activism, Athletics, and Student Life at State Colleges in the 1950s and 1960s.” In Rethinking Campus Life: New Perspectives on the History of College Students in the United States, eds. Christine A. Ogren and Marc A VanOverbeke. New York: Palgrave Macmillan.

VanOverbeke, Marc A. (2013). "Out of the Quietness, a Clamor: 'We Want Football!' The California State Colleges, Educational Opportunity, and Athletics," History of Education Quarterly, 53, pp. 430-454.

VanOverbeke, Marc A. (2009). “Linking Secondary and Higher Education through the University of Michigan’s Accreditation Program, 1870-1890.” Perspectives on the History of Higher Education, 27, pp. 33-63.

VanOverbeke, Marc A. (2008). The Standardization of American Schooling: Linking Secondary and Higher Education, 1870-1910. New York: Palgrave Macmillan.

VanOverbeke, Marc A. (2008). “Educating the Democratic Citizen: Frederick Jackson Turner, History Education, and the University Extension Movement.” In The Handbook of Social Justice in Education, eds. William Ayers, Therese Quinn and David Stovall. New York: Routledge, pp. 15-23. GRANTS, FELLOWSHIPS, AND AWARDS 2018-2019 President’s Executive Leadership Program Fellow, University of Illinois System

2010-2012 National Academy of Education/Spencer Foundation Postdoctoral Fellowship

2010 Spencer Foundation Small Grant

2010 Linda Eisenmann Prize in History of Higher Education, History of Education Society (USA)

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Beatrix Vincze : Statement for the Executive Committee I started scholarly work with studying of project method. As teacher at the secondary grammar school I perceived the project method and took part in different internationals projects. I have found important to develop my methodical skills and to use international literature and sources, most of all the German publications. In my PhD I summarised Theory and Practice of Project method in the Hungarian secondary schools (2007). Since 2009 I work in Higher Education.

Since 2006 I have joined several international and Hungarian research programmes and cooperated with the research team of History of Education (leader of research Prof. Dr. András Németh). The first project focused on the major cultural trend in Middle and Eastern Europe and the history of teacher training and schooling in the Habsburg Empire. Both of them were comparative analysis in European context. I wrote an article about Influences of Herbartizm in the textbooks of the Hungarian high school at the turn of the century. (2008) In: Pedagogical and cultural trends in Austro-Hungary. (Hopfner&Németh). Erziehung in Wissenschaft und Praxis. Peter Lang Verlag, Frankfurt/Main, p. 123-134. I took part in two research programmes: 1. History of Hungarian Teacher Training (1945-1990); 2. History of the Hungarian pedagogy in the pedagogical periodicals (1945-1989) – academic communication, professional discussion,(2012-2014). Publication released in this topic with co-authors András Németh & Éva Szabolcs &Beatrix Vincze: Teacher training in Hungary from its beginnings in the late 18th century to the political turn of 1990. (2012) In: Németh, A. – Skiere, E.: Lehrerbildung in Europa. p. 21-39. Peter Lang, Frankfurt.

Since 2008 my research team focused on the history of Hungarian life reform movement and its connection to reform pedagogy. We analyse the Influence of the lifestyle movement in Hungary between the two world wars: reception history, Institutionalism, main trends. We published the results of common research with Karl Franzens University in András Németh&Claudia Stöckl&Beatrix Vincze: Survival of Utopias – Weiterlebnede Utopien. Life Reform und Progressive Education in Austria and Hungary – Lebensreform und Reformpädagogik in Österreich und Ungarn. Peter Lang Verlag, Franfurt/ Main, 2017. My article about the Representatives of the third way theory in Hungary was published in this book (p. 41-53).

As member of International Herbart Society I took part in the conferences in Karlsruhe (2015) and Paris (2017) and published the following topics: Different aspects of Herbart’s reception history in Hungary. (2016). In: Bolle Rainer&Halbeis Wolfgang: Wie lernt man erziehen? Zur Didaktik der Pädagogik. Jena: Garamond Verlag, p. 167-179, Survival utopia of Hungarian life style reformer: László Németh’s value-oriented pedagogical proposals. In: Jean-Francois Goubet&Rainer Bolle: Herbart als Universitätslehrer. Edition Paideia, Gera/Jena, 2018. p. 179-191.

I have the opportunity to participate in the ISCHE Conferences with different research topics: in Geneva 2012 (Aspects of the lifes reform movement in Hungary in the interwar period between 1938 and 1944: From pedagogical reforms to life and life reform), in Chicago 2016 (Moves of teachers from training to work place in the 20th century Hungary), in Buenos Aires 2017 (Teacher’s careers in Hungary during the Kadar-regime), in Berlin 2018 (Symposium: Nature, Life and Pedagogical reforms; Holistic development through experience of nature - new accents in Hungarian education between the two world wars). ISCHE give me and my colleagues more possibility to inform about the new trend in the Education Science, to have contacts to experts from other countries, to cooperate with new partners, to form projects etc.

During my practice in Higher Education (19 years) I have nearly 50 publications, 2 volumes, edited 3 books. I published 10 articles in German. I lectured paper in German and English in more than 20 international conferences (and in most Hungarian pedagogical conferences). I’m active in five societies; I work as lecturer, teacher trainer and mentor. I’m responsible for the Museum Education.

I would be honoured to work in the ISCHE EC and have the opportunity to share my competences with other members of the EC. I think it is important to intensify the cooperation and to learn from each other. I would like to develop the common project in Eastern and Central European countries.

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BEATRIXVINCZEPhD:CurriculumvitaeEötvösLorándUniversityFacultyofEducationandPsychology,InstituteofEducation,ResearchGroupforHistorical,TheoreticalandComparativeEducation,AssociateProfessorvincze.beatrix@ppk.elte.hu

EDUCATIONANDACADEMICSTATUSSince2013 EötvösLorándUniversity,(ELTE):AssociateProfessor,trainer,mentor2009-2013 EszterházyKárolyTeacherCollege,CollegeProfessor2007 PhDinEducation2003-2006EötvösLorándUniversity,DoctorSchoolforEducationScience2000-2002 TechnicalUniversityBudapest,LeadershipofEducation,schoolleader1990-1995EötvösLorándUniversity,FacultyofHumanities,Germanicstudies(teacher)1986-1989KossuthLajosUniversity,FacultyofHumanities,Philosophy 1980-1985KossuthLajosUniversity,FacultyofHumanities,HistoryandRussianlanguageWORKEXPERIENCEANDPOSITION2009-2013 Eszterházy Károly University, Eger: lecturer and head of Teacher Training

“Pedagogy”2004-2004 FriedrichSchillerSecondaryGrammarSchoolofGermanMinority,Pilisvörösvár:

viceheadmaster2002-2004PetrikLajosVocationalSecondarySchool,Budapest:teacher(History,German)

Deutsche-Schule-Budapest(part-timework):teacher(History)1985-2002 Kossuth Lajos Secondary Grammar School, Cegléd: Russian, German, History

PhilosophyLANGUAGESHungarian(native),German,English,RussianPROFESSIONALACTIVITYSince2013NationalProfessionalSocietyofForm-teachers/memberSince2014SocietyofReformPedagogyofHungary/chairwomenSince2015InternationalHerbart’sSociety/memberSince2015 HungarianAcademyofSciences/SubcommitteeontheHistoryofEducation/

memberSince2016FacingthePastfortheFutureFoundation/CrocusProject/pedagogicalprof.leaderSCHOLARSHIP2018 Milan,Erasmus2017 Flensburg,Erasmus2014 Meißen,PestalozziProgrammeEU2013 DAAD,Essen,DUE;Flensburg,FUErasmus2011KarlFranzensUniversity,Graz,Erasmus2008 ProjectseminarofTeacher,ZfA,CologneandMariaspring2007 Projectseminar,EVZ-Stiftung,Berlin2004 InternationalseminarofGermanteacher,GoetheInstitute,GottingenPRIZE2017 ELTEPPKEruditionisPrize2002 ExcellentTeacherPrize,(CityGovernment) RESEARCH Hungarianandinternationalaspectsandrelationsofreformpedagogyandlifestylemovement;ProjectmethodinHungaryandnewtrendsofprojectsintheschools;HistoryofEducationandTeacherTraining,Teachercareers,LocalhistoryofschoolsRESEARCHPROJECT2018-15 Hungarianlifestylemovementin1930thyears(HungarianAcademicResearchFund)2012-14 History of the Hungarian pedagogy in the pedagogical periodicals (1945-1989)(HARF)2008-12 InfluenceofthelifestylemovementinHungarybetweenthetwoworldwars(HARF)2011-12 HistoryofHungarianTeacherTraining(1945-1990)EU(TÁMOP4.2.1./B-09-KMR)2006-08 PedagogicalandculturaltrendsinAustro-Hungary(OMMA)

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12. Proposed Byelaw revisions In red the proposed additions to the byelaws concerning Standing Working Groups 7. Standing Working Groups (SWG) Standing Working Groups (SWG) are small, thematically organized research groups within ISCHE, designed to coordinate research and discussion on a set topic, guided by specific research goals, for a set period of time. SWGs are automatically granted two parallel session slots on the programme of each ISCHE annual conference. 7.1. Establishing a new SWG

Any proposal for a new SWG must have the support of three future convenors (researchers willing to act as convenors if the new SWG is accepted) from three different countries represented among ISCHE membership. Proposers should initially contact the SWG Representative on the EC for advice about preparing an application. After consultation with the SWG Representative on the EC, the proposers should prepare a paper for EC consisting of:

• the names and the contact details of the Convenors • a rationale for creating a new SWG (including how it would benefit ISCHE) • evidence that the proposed SWG's focus is not currently covered by existing SWG • proposed SWG activities

SWG proposals approved the EC will normally be placed on the agenda for the next GA where the convenors will present the proposed SWG and the SWG establishment will be voted on by the GA.

Convenors wishing to place the establishment of a new SWG on the agenda of a GA meeting are required to submit proposals by 15 February at the latest.

SWGs are normally instituted for a period of 5 years but can be extended on application to the EC and approval by the GA. A SWG is automatically disbanded if there are more than two years of inactivity. If a SWG completes its mission before the conclusion of its five year term, the convenors may voluntarily cease operations by informing the EC in writing of this decision. 7.2. Annual Reports

By December 31 of each year, each SWG should deliver an annual report, as well as a plan of work for the next year that contains the outcomes that are expected. The SWG Annual report should contain: the Name of the Standing Work Group Convenors and their addresses, email , the year founded and originating impetus, the mission statement, purpose and connection with a previous or long standing group. List of members, Call for papers for the next conference, publications or other research activities, including conference presentations, in progress, forum of discussion or method of group communication. 7.3. All SWGs must issue a public call for papers for sessions to be held at the annual meeting.These should be disseminated on the ISCHE website at least one month before the submission deadline. SWGs review and make acceptance determinations on the proposals they receive.

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13. Standing Working Group Reports (2017-2018) http://www.ische.org/about-ische/standing-working-groups/

1. Growing up in out-of-home care: Histories of children and youths in foster families and residential homes (2017-2022) (No report as first approved in 2017)

2. Migrants, Migration and Education (2016-2021) http://www.ische.org/wp-content/uploads/2018/02/2017-SWG-Migration.pdf

3. REFORPRO: Reformism (s), Progressivism (s), Conservatism (s) in education: what critical argumentations? (2016-2021) http://www.ische.org/wp-content/uploads/2018/02/2017-SWG-REFORPRO.pdf

4. History of Laic Education: Concepts, Policies and Practices around the World (2016-2021): http://www.ische.org/about-ische/standing-working-groups/

4. Objects, Senses and the Material World of Schooling (2015-2020): http://www.ische.org/wp-content/uploads/2018/02/2017-SWG-Objects.pdf

5. Touching Bodies in School (2014-2019): http://www.ische.org/wp-content/uploads/2018/02/2017-SWG-Touching-Bodies.pdf

6. Mapping the Discipline History of Education (2014-2019):

http://www.ische.org/wp-content/uploads/2018/02/2017-SWG-Mapping.pdf

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14. Proposed Standing Working Groups SWG n°1 : Material Hermaneutics and Remediation as Challenges in Visual Studies in Histories of Education

Proposal for an ISCHE Standing Working Group

Material Hermeneutics and Remediation as Challenges in Visual Studies in Histories of Education

Convenors: Tim Allender University of Sydney Faculty of Arts and Social Sciences tim.allender@sydney.edu.au Inés Dussel Center for Research and Advanced Studies of the National Polytechnic Institute, Cinvestav, Mexico City idussel@gmail.com Ian Grosvenor University of Birmingham School of Education i.d.grosvenor@bham.ac.uk Karin Priem Luxembourg Centre for Contemporary and Digital History University of Luxembourg karin.priem@uni.lu Rationale and Benefit for ISCHE In 2000, Marc Depaepe and Bregt Henkens, in cooperation with James C. Albisetti, Jeroen J. H. Dekker, Marc D’hoker, Frank Simon, and Jo Tollebeek, edited a Paedagogica Historica Supplementary Series volume on The Challenge of the Visual in the History of Education (Ghent: CSHP, 2000) highlighting the importance of visual sources in the History of Education. Taking a then innovative approach, the vast majority of contributors to the volume “read” images as important elements in discursive fields within the different histories of education. Since then, several other publications have followed this lead.

More recently, many studies in the history of education have situated themselves at the intersection of visual and material studies. In particular, research has focused on the fact that images themselves have a history, or social biography (e.g., Edwards 2004 and 2009). They are produced, circulated, and consumed in ways that could not always be predicted by those who made them. Images are included and inscribed in different contexts; they move from cameras, canvas, papers or walls to albums, plaques, museums, frames, boxes, walls, cards, books, journals, popular magazines, catalogues, pamphlets, screens, and almost any surface that can be imagined, including the screens that are deployed by digital and social media.

The material and social history of photography suggests that images should be analyzed as social objects. This notably involves analyzing images from two interconnected research perspectives, focusing on both their material and social-relational qualities. Visual technologies as material practices imply an impetus for reproduction and dissemination where

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SWG n°2 The History of Educational Funding:

Models, Debates and Policies in an International Perspective (1800-2000)

Proposal for a new SWG within the ISCHE Convenors : Clémence Cardon-Quint, associate professor, history, University of Bordeaux clemence.cardon-quint@u-bordeaux.fr Damiano Matasci, Teaching and Research Fellow, University of Lausanne [?] damiano.matasci@unil.ch mailto: Johannes Westberg, professor of education, Örebro University johannes.westberg@oru.se The purpose of the new SWG and its contribution to the ISCHE Educational funding is vital for our understanding of mass schooling. As Brian Simon once noted, finance is “the life blood of any system that requires effective resources for healthy functioning.”1 An increasing number of researchers – both in history of education and in economic history – have consequently addressed various aspects of the economic and financial dimension of primary, secondary and tertiary education2. Economic historians have investigated how variations and changes in educational expenditure have been linked to, for example, factors such as wealth inequality, political voice and fiscal capacity, social historians have explored systems of local funding, and historians and educationalist have also explored finance from a policy-perspective. Despite the immense contributions of these studies, there nevertheless remains a wide range of unanswered questions. These include the issues of school vouchers and centralized versus decentralized systems of funding on primary school level, and how the funding of secondary education (that in many countries at least used to be a privilege for those who could afford it) relates to primary school finance. On the tertiary level, we have the question of the funding of universities, and, not the least, the history of student loans that require further studies. The purpose of this workshop is to stimulate the growing research in the history of educational finance by bringing researchers of different disciplines and nationalities together. Thus, our workshop will foster a dialogue between quantitative and qualitative approaches, while promoting international comparative perspectives on education funding. One of our goals is to go beyond the comparison among limited territories of similar countries (“developing countries”, European and North American countries, BRICS etc.) to build a global comprehension of these phenomena. One the one hand, we will try to use the comparative approach as a tool to better identify and analyze common trends; on the other hand, we will be attentive to the transnational circulation of different funding models, as well as to local receptions and appropriations according to specific political, economic or pedagogic settings. 1BrianSimon’sprefacetoNormanMorris,ThePoliticsofEnglishElementarySchoolFinance1833–1870,Lewiston:EdwinMellen,2003,p.iii.2MarceloCaruso, «WhyDoFinance?ACommentAboutEntanglements andResearch in theHistoryofEducation»,NordicJournalofEducationalHistory,vol.2,no1,2015,p.141–149.

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This would usefully extend the scope of the existing ISCHE SWG who are – currently – focused on pedagogical, philosophical or sociological issues but do not tackle directly the economic and financial stakes of educational structures. Proposed activities

1. Pre-conference workshop (August 28, 2018) The pre-conference workshop - Funding Mass Education: Models, Debates and Policies in an International Perspective 1800-2000 – is the first step towards a permanent Standing working group on educational funding within the ISCHE. This workshop will give the opportunity to identify current trends of research. The final discussion will focus on the future activities of the Standing Working Group (objectives, planning, publications etc.). The purpose is to identify three of four research questions that raise interest among all participants and that they would be ready to work on with their specific methodology and sources.

2. Biannual workshops to present and discuss the works of the participants Those workshops will take place each year during the ISCHE, and in winter. They will foster regular exchanges and discussions among the participants to create a common culture. We plan to organize a first workshop in Örebro in 2019.

3. Collective publication with four-hands or six-hands articles promoting cross-national perspectives: this would be the concrete result of the workshops.

- One edited book (ISCHE Global Histories of Education series, Palgrave Macmillan)

- One special issue of Paedagogica historica We could also carry out the following projects:

4. Creation of a common web-platform, with: - collaborative bibliographies - papers or drafts of the members - forum

5. Organization of an international conference at the end of the five years, in order to

share the results of the SWG with a larger community

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SWG n°3

GENDERING LOCAL, NATIONAL, REGIONAL, TRANSNATIONAL AND SUPRA-NATIONAL HISTORIES OF EDUCATION

Convenors:

1. Beatrice HAENGGELI-JENNI Faculty of Psychology and Sciences of Education University of Geneva 40, Boulevard du Pont d’Arve 1211 Genève 4 SWITZERLAND Email: beatrice.haenggeli-jenni@unige.ch

2. Professor Kay WHITEHEAD School of Education Flinders University GPO Box 2100 Adelaide SA 5001 AUSTRALIA Email: kay.whitehead@flinders.edu.au

Originating Impetus

The Gender Group was founded in 1994 to integrate gender issues into the ISCHE conferences. In 2005, group activities stopped because the task of successfully integrating gender into the general ISCHE conference was thought to have been accomplished. It was found, however, that there was a notable lack of gender issues addressed at the following conference, which led to the group reorganising to continue its activities.

While the usual focus and aim of ISCHE Standing Working Groups is “to coordinate research and discussion on a set topic, guided by specific research goals, for a set period of time” (see guidelines for SWGs), the SWG Gender and Education, guided by its history, did assume a double perspective:

1. Organizing sessions on gender topics along the conference theme (the SWG offers its support in this endeavour, including assistance chairing these sessions).

2. Organizing SWG Gender and Education sessions with a specific research goal

The Gender group has been notably successful in its role as one of the ISCHE panels at ICHS/CISH (International Committee of Historical Sciences): there was an ISCHE gender panel at the ICHS meetings in 1995, Montreal; 2000, Sydney; 2005, Oslo. During the last term of the SWG Gender approved by the ISCHE Executive, the SWG Gender and Education focused its research in the field of Gender, Power Relations and Education in a Transnational World. Under this theme it organized panels and papers in ISCHE 2012 (Geneva), 2013 (Riga), 2014 (London), 2015 (Istanbul). Papers from these panels have been collected for a proposed book in the ISCHE Book Series.

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Mission Statement / Purpose of the SWG for 2018-2023

Exploring the significance of gender in histories of education has been an ongoing project in ISCHE. In this new SWG, our primary goal is to articulate the significance of gender in relation to the dynamics of intersectionality in local, national, regional, transnational and supra-national historical research in education. Thus studies and conceptual approaches that investigate the relationships and entanglements between the different levels is an important dimension of our agenda. Likewise, within this approach to intersectionality the SWG is proposing to extend its remit to include research into ways in which masculinities as well as femininities interact with an array of cultural markers including race, class, age, religion and nationality.

Given that educational networks are one of the oldest forms of global connectedness, we are interested in men and women educators whose lives and work crossed borders as well as networks of correspondence, and exchanges of material goods such as books and pedagogical materials. We include activism within groups and organisations whose work transcended national borders, for example, the United Nations. In that sense we are interested in connections between women educators and international feminist networks and their intersections with men who engaged in international feminist networks.

Planned activities:

- a themed issue of Pedagogica Historica on gendered perspectives of the intersections of local, national, regional, transnational and supra-national historical research in education

- a collective book on the above topic - coaching of doctoral students (special sessions / panels with mentors)

Members:

- Christine Mayer (D) - Adelina Arredondo (MX) - Tali Tadmor-Shimony (ISR) - Ruth Watts (UK) - Marie-Elise Hunyadi (F) - Joyce Goodman (GB) - Rebecca Rogers (F) - Dayana Lau (D)