Mapping the Discipline History of Education

Autor/inn/en	Hofstetter, Rita; Fontaine, Alexandre; Huitric, Solenn; Picard, Emmanuelle
Titel	Mapping the Discipline History of Education
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 50 (2014) 6, S.871-880 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2014.948017
Schlagwörter	Educational History; Intellectual Disciplines; Concept Mapping; Educational Development; International Studies; Historiography; Theses; Research Projects; Educational Practices; Educational Trends; College Programs; Intellectual History; Doctoral Dissertations + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Geisteswissenschaften; Concept Map; Bildungsentwicklung; Internationaler Studiengang; Geschichtsschreibung; These; Forschungsvorhaben; Bildungspraxis; Studienprogramm; Geistesgeschichte; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift
Abstract	Inaugurated in 2013, this collective research programme aims to construct an international mapping of the history of education that accounts for recent developments in the field. Our goal is to create a current and retrospective assessment of the discipline's institutional grounding and of the knowledge produced by its practitioners, stretching across national and cultural borders. Ultimately, the programme will help to increase interactions among scholars and facilitate the creation of collaborative research agendas, thereby augmenting the standing and visibility of the discipline. This text will briefly introduce the programme's conceptual basis, explaining the methodological steps taken to ensure the comparability of data gathered and the transnational and transcontinental character of the study's design. In the second section, we will zoom in on doctoral students' dissertations, which are the optimal way to study a discipline's development and potential. Doctoral students and recent graduates are part of a tradition, a school of thought, and yet they constitute that tradition's replacement and renewal. Therefore, as graduate students carry forth the disciplinary torch, they hold the future of the field in their hands. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10