Call for Papers: History of Education Review journal special issue

The History of Education Review is seeking submissions for a special issue, to be co-edited by Tamson Pietsch (UTS) and Joel Barnes (UTS), that will explore the relations and interconnections between the history of knowledge and the history of education.

Abstracts due: October 1, 2020 (Please send to Joel Barnes)

Full manuscripts due: April 1, 2021

Planned publication: Issue 1, 2022

In recent years, the history of knowledge has developed into a thriving and dynamic subfield of historical studies, with its own specialist journals, book series and research centres, bringing together the study of a diverse range of periods, disciplines and approaches. Two programs of historical investigation in particular have emerged: first, an examination of the production, circulation and translation of knowledges outside of formal institutional structures, sometimes with a focus on historically devalued knowledges such as craft and trade knowledges; and second, an attempt to integrate histories of the natural sciences, social sciences and humanities, sometimes conceived of as an expansion of the history of science. As a field, the “history of knowledge” thus connects and overlaps with the history of science and technology, the similarly nascent field of the history of humanities, and intellectual history and the history of ideas in their various manifestations. However, less attention has to date been paid to the connections the new field might have with the history of education.

The History of Education Review seeks submissions for a special issue that will explore the relations and interconnections between the history of knowledge and the history of education.  Submissions for the special issue may examine empirical cases, focusing on any period and geographical region, or take theoretical or historiographical approaches.  Authors may wish to consider questions such as:

  • What are the implications of centring forms of knowledge for established questions and problems in the history of education?
  • How does bringing the history of science and of other forms of learning into dialogue with the institutional histories of schooling, universities and technical education reframe our understandings of these institutions?
  • What might a focus on informal or extra-institutional knowledges bring to a field that has conventionally focused on the practices and institutions shaping formal, official knowledges? What are the relations between informal and formal knowledges, and how might attention to excluded knowledges reframe understandings of those that have historically been included within education systems?
  • What are the possibilities for history of knowledge methods to bring historically devalued Indigenous and non-Western knowledges more fully into the history of education?
  • How does thinking about the circulation of knowledge bring new perspectives to the traditional subjects of the history of education?

We seek submission of abstracts of 300 words proposing articles for consideration for publication, with full manuscripts to follow. Acceptance of an abstract does not mean acceptance of a paper and submitted papers will proceed through History of Education Review’s usual peer-review process.

Please send abstracts and all queries to Joel Barnes, University of Technology Sydney (email address available at this link)  by October 1, 2020.

 

Call for Papers: Universities and their contested pasts

Event: 11 & 12 September 2019.  Deadline for abstracts: 31 May 2019.
Samuel Alexander Building, University of Manchester (U.K.)

Please note the deadline for submissions has now passed.

For many years, universities and their pasts were seen as a benign backwater – histories of institutions of public benefit of interest to alumni, staff and academic historians. However, in recent years, attention has been drawn to the uncomfortable past of some of these institutions.

Protests around the world have prompted universities associated with colonialism, slavery and inequality to face up to, and reconsider, their own histories. Presently, institutions are subject to calls from inside and outside their own walls to answer uncomfortable questions about: where their funding has its origins, the land they occupy and the provenance of their cultural and heritage collections.

This two-day event seeks to understand universities’ uncomfortable pasts (both distant and recent) and how we should deal with them. We invite papers that consider themes such as slavery and colonialism; racism, sexism and discrimination; research and the curriculum; university museums and collections; the connection between universities and the state. Papers may address questions such as:

  • How should we approach and seek to understand the contested histories of universities?
  • How have and should universities respond?
  • Do universities have more of a responsibility to address their pasts than other types of organisations?
  • What impacts do difficult histories have on the ‘brand’ and public perception of a university?

The University’s Research Group on University History warmly welcomes participation from across the academic disciplines, from heritage practitioners and from university managers and policymakers. We invite 20-minute papers that consider the difficult pasts of universities in all parts of the world, addressing a variety of time frames and that are academic and practice-based. The questions listed above are indicative only, rather than prescriptive.

Abstracts of a maximum of 250 words and a short bio should be submitted to universityhistories@manchester.ac.uk by 31 May 2019.

Please register here