Bøger i Studia Educationis Historica serien

En esta investigación se estudia la evolución curricular, pedagógica y didáctica de la formación para la ciudadanía en Costa Rica durante el periodo 1886-2015 desde una perspectiva que reconoce la transnacionalidad de los procesos educativos que en apariencia se muestran como si fuesen procesos simplemente nacionales. El análisis ha sido ectuado tomando en cuenta la politicidad nacional es decir, las distintas coyunturas, actores, tendencias y tensiones político educativas en torno a la articulación curricular y didáctica de la Educación Cívica tanto como asignatura escolar, como campo en disputa y tensión, y también como un campo de desarrollo académico y de política curricular. Se asume también la perspectiva de la internacionalización político educativa para observar distintos momentos, agentes y procesos transnacionales en la articulación de la educación para la ciudadanía en Costa Rica desde 1886 hasta el año 2015.

Insights into international educational cooperation during Cold War. Brings together a variety of topics, perspectives and research approaches in a heterogeneous field. Cooperative education projects between established socialist countries and global south. Educational cooperation as important component of socialist globalization.

This work brings to light the PAIGC liberation struggle in Guinea Bissau through the lenses of the educational structure developed during the guerrilla war.

This volume is devoted to the reconstruction of "assessment cultures" and their involved groups of actors. The contributions cover examples of Western European, Euro-Asian, East Asian, Latin, and North American as well as international settings and refer to epochs ranging from the early modern period up to the current context.

This book provides case studies on extracurricular activities and informal schooling processes among pupils in historical European educational contexts. It also provides the reader with empirical, methodological and theoretical input to facilitate future research on this as yet neglected area in the field of educational history.

Teaching large groups of children required the systematization of interactions. Models of organizing teaching attempted to systematize interactions and to control activities. The contributions explore diverse paths of transition towards modern classroom organization in different countries allowing transnational perspectives and comparisons.