Australian & New Zealand History of Education Society (ANZHES) Conference 2022 University of Sydney Wednesday…
History of Knowledge in the History of Education
Deadline: January 31, 2023
About the SWG
In recent years, the history of knowledge has emerged as a new and vital scholarly field examining the production, mediation, circulation and contestation of different forms of knowledge in society. From a disciplinary perspective, the history of knowledge has primarily developed in relation to the history of science and ideas, but issues concerning the distribution of different forms of knowledge, as well as the institutions and actors that shape knowledge, have long been of interest for educational historians.
The new ISCHE Standing Working Group (SWG) History of Knowledge in the History of Education (HKHE) will explore how history of knowledge can inform new research practices of educational history. By bringing researchers from these subfields of historical inquiry together, our aim is to develop the growing research in the history of knowledge and education and to develop new perspectives that may enhance our understanding of knowledge and education in the past.
In particular, the Standing Working Group seeks to integrate new sources, new methodological approaches and theories into the history of education. Thereby, the SWG can add to a wider theoretical discussion on where history of knowledge, cultural and material histories of education, discourse history, history of ideas, history of science or learning differ and in turn clarify the specifics of all these perspectives. Further, we suggest that histories of knowledge may work to broaden the scope of research on institutions, teaching and learning structures to include less formal arenas of education, actants of teaching and forms of instruction and knowledge outside of academia.
We want to ask and continuously work on the question “What does history of education have to offer for the history of knowledge and vice versa?” and specifically focus on knowledge practices (the emergence, usage, and distribution/circulation/transfer of educational and institutional knowledge) in different settings. We further want to attempt to assemble methods and methodologies of history of knowledge, clarify underlying beliefs and popularize this approach in history of education research. What does it mean to write histories of knowledge and in which ways is this a specific approach/methodology?
The Standing Working Group would like to initiate and invite debates and scholarly exchanges on different forms of educational knowledge, their production, dissemination, consumption, application and entanglements as well as the means of analyzing knowledge(s) and their intersections. For the upcoming ISCHE we invite scholars from various disciplines to submit proposals dealing either specifically with (new) sources for a history of knowledge or papers exploring histories of knowledge in/and education more generally.
Call for Papers for ISCHE 44 in Budapest
The proposals for ISCHE 44 in Budapest (2023) may either address the thematic section “Sources for History of Knowledge in History of Education”, or the open section “Exploring Histories of Knowledge”.
1. Thematic: Educational Sources for a History of Knowledge Approach
This thematic section welcomes proposals that address various sources, archives, and collections that can enrich research in the history of knowledge and education. We welcome papers that present audiovisual sources, objects, archival material or published sources while focusing on their empirical value and the methodological challenges they pose for histories of knowledge.
2. Open: Exploring Histories of Knowledge
This open section welcomes proposals that discuss theories, new methodological approaches, or empirical cases of knowledge circulation within different educational settings and institutions. Contributions may address broader methodological questions concerning the history of knowledge as well as the relationship between knowledge and power in the history of education, the agency of children and other learners, the connection between the production and mediation of knowledge in the history of education, educational spaces important for the circulation of knowledge
Proposals should be no longer than 500 words, excluding bibliography. The deadline for submission of papers to the SWG is January 31, 2023.
Please submit your proposal through the ISCHE electronic submission system by selecting the respective SWG in the Abstracts area.
Participants will be informed by March 20, 2023.
Jona T. Garz, Universität Zürich, Switzerland
Fanny Isensee, Humboldt-Universität zu Berlin, Germany
Joakim Landahl, Stockholm University, Sweden
Björn Lundberg, Lund University, Sweden
Daniel Töpper, Humboldt-Universität zu Berlin, Germany