References of "IJHE Bildungsgeschichte"
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See detailDie Reformierung des Menschen durch Stadtraumgestaltung.
Lenz, Thomas UL

in IJHE Bildungsgeschichte (2017), 7(2), 267-269

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See detailHans-Christian Harten: Himmlers Lehrer. Eine interdisziplinäre Gesamtschau auf das Schulungswesen der SS"
Schreiber, Catherina UL

in IJHE Bildungsgeschichte (2015), (2), 241-243

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See detailGründlich zivilisiert? Der Wertewandel in historischer Perspektive.
Lenz, Thomas UL

in IJHE Bildungsgeschichte (2015), 5(2), 246-249

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See detailVisuelle Politik der Schule
Priem, Karin UL

in IJHE Bildungsgeschichte (2014), 2

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See detailRezension von: Hervé Le Bras, Emmanuel Todd: Le mystère français. Paris 2014
Voss, Peter UL

in IJHE Bildungsgeschichte (2014), 1-2014

Detailed reference viewed: 54 (1 UL)
See detailWolfgang Legler: Geschichte des Zeichen- und Kunstunterrichts. Oberhausen: ATHENA 2011
Priem, Karin UL

in IJHE Bildungsgeschichte (2013), 3(2013), 136-140

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See detailDisciplining: From Corporal Punishment to Full-body Segregation. Comments on “Strict Discipline” by William F. Pinar
Powell, Justin J W UL

in IJHE Bildungsgeschichte (2013), 3(1), 113-115

The text written by William Pinar on “strict discipline” raises issues that can be uncomfortable and yet will benefit most from leaving the closet behind. Pinar here emphasizes the vulnerability of young ... [more ▼]

The text written by William Pinar on “strict discipline” raises issues that can be uncomfortable and yet will benefit most from leaving the closet behind. Pinar here emphasizes the vulnerability of young learners, behavioral norms under continuous pressure as schooling rises in importance for life chances, the power of masters, and the tensions of guiding and disciplining children and adolescents as they orient themselves morally in their own cohorts and in contrast to their elders. His concept of Currere, or the running of the course and the lived experiences of curriculum that constitute a person’s education (see Pinar 2011), underscores the significance of subjectivity, individuality, indeed: developmental distinctive-ness. Pupils’ innocence and their blossoming on the path to adulthood as well as the close contact required in interactive learning processes inherently provide moments of fondness and aversion—and sometimes even passion. The latter have become verboten in an age shocked by innumerable cases of sexual abuse in family, ecclesiastical, and pedagogic settings, and sensitive about the lifelong damage often caused by such acts. There are also costs to ignoring the potential and the need for understanding and intimacy in learning processes, whether intergenerational or among diverse peers. [less ▲]

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See detailStandardisierung nationaler Bildungspolitiken: Die Erschaffung internationaler Experten, Planern und Statistiken in der Frühphase der OECD
Tröhler, Daniel UL

in IJHE Bildungsgeschichte (2013), 3(1), 60-77

The following paper analyzes phenomena of standardization describing a process of educational policy in the aftermath of the Second World War and in the middle of the Cold War – that is, around 1960. The ... [more ▼]

The following paper analyzes phenomena of standardization describing a process of educational policy in the aftermath of the Second World War and in the middle of the Cold War – that is, around 1960. The concept of standardization is used to describe a successful historical process in which previous different existing patterns of thoughts or institutional behaviors were being replaced by one prevailing model. The European standardization process observable in the early 1960s triggered by the OECD affected the organization of the educational policies on a ministerial level designed to influence the national school systems according to a specific ideology. This ideology was transported and disseminated by a specific rhetoric that bypassed political taboo themes and that covered up the clear strategies. This paved the way for the process of standardization and the implementation of not only formal adaptation of the organization of education but also and in particular specific ways of educational planning, such as statistics, and with them specific ideologies of how society and its citizens should be shaped. [less ▲]

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See detail(book review) Klaus-Peter Horn/Jörg-W. Link (Hrsg.): Erziehungsverhältnisse im Nationalsozialismus
Schreiber, Catherina UL

in IJHE Bildungsgeschichte (2012), (1), 120-123

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See detailPedagogy on Display. Images and the "Grammar" of Education
Priem, Karin UL

in IJHE Bildungsgeschichte (2012), 2012(2), 243-246

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See detailInszenierte Wissenschaft
Lenz, Thomas UL

in IJHE Bildungsgeschichte (2012), (2), 267-269

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See detailBypassing Federal Education Policies. The OECD and the Case of Switzerland
Bürgi, Regula UL

in IJHE Bildungsgeschichte (2012), 1(2), 24-35

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See detailDigging up Foucault for teacher education: Archeology, conservation and the hauntology of pedagogy.
Biesta, Gert UL

in IJHE Bildungsgeschichte (2011), 1(2), 189-191

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See detailHistoriographische Herausforderungen der Bildungsgeschichte
Tröhler, Daniel UL

in IJHE Bildungsgeschichte (2011), 1(1), 9-22

The following contribution argues that the obvious marginalization of history of education is due to the fact that after the Second World War, history of education was too little oriented ... [more ▼]

The following contribution argues that the obvious marginalization of history of education is due to the fact that after the Second World War, history of education was too little oriented historiographically to the globalization of education policy and society. A plea is made for cultural self-refl ection and comparative historical analysis, which holds the promise of not only a new quality of history of education but also a new quality of educational refl ection in general. [less ▲]

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See detailCitizenship education reconsidered: Socialisation, subjectification, and the desire for democracy.
Biesta, Gert UL

in IJHE Bildungsgeschichte (2011), 1(1), 58-67

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See detailGudrun M. König: Konsumkultur (book review)
Lenz, Thomas UL

in IJHE Bildungsgeschichte (2011), 2

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See detailRezension: Gert Biesta: Good Education in the age of measurement
Barbu, Ragnhild UL

in IJHE Bildungsgeschichte (2011), (2), 213-215

Detailed reference viewed: 54 (5 UL)