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Folds of Past, Present and Future
This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.
Teaching a Dark Chapter
Teaching a Dark Chapter explores how textbook narratives about the Fascist/Nazi past in Italy, East Germany, and West Germany followed relatively calm, undisturbed paths of little change until isolated "flashpoints" catalyzed the educational infrastructure into periods of rapid transformation. Though these flashpoints varied among Italy and the Germanys, they all roughly conformed to a chronological scheme and permanently changed how each "dark past" was represented. Historians have often neglected textbooks as sources in their engagement with the reconstruction of postfascist states and the development of postwar memory culture. But as Teaching a Dark Chapter demonstrates, textbooks yield n...
The Writing Culture of Ordinary People in Europe, C.1860-1920
A fascinating account of how ordinary people met the challenges of literacy in modern Europe, as distances between people increased.
They did not stop at Eboli
The analysis of UNESCO’s audio-visual archives for their digitization has brought to light a forgotten album of 38 contact sheets and accompanying texts by Magnum photographer, David “Chim” Seymour – a reportage made in 1950 for UNESCO on the fi ght against illiteracy in Italy’s southern region of Calabria. A number of his photographs appeared in the March 1952 issue of UNESCO Courier in an article written by Carlo Levi, who had gained worldwide fame with his novel Christ Stopped at Eboli (1945). L’analyse des archives audio-visuelles de l’UNESCO en vue de leur numérisation a permis de découvrir un album oublié comprenant 38 planches-contact et des textes d’accompagnement du photographe de Magnum David « Chim » Seymour – un reportage réalisé en 1950 pour l’UNESCO sur la bataille contre l’analphabétisme en Calabre, une région du sud de l’Italie. Un certain nombre de ses photographies ont été publiées dans le numéro de mars 1952 du Courrier de l’UNESCO avec un article de Carlo Levi, dont le roman Le Christ s’est arrêté à Eboli (1945) lui avait valu une renommée internationale
Media Matter
This volume discusses a broad range of themes and methodological issues around images, photography and film. It is about sharing a fascination about the visual history of education and how images became the most influential (circulating) media within the field of education on local, regional, national and international levels. Within this volume images are primarily analyzed as presenters, mediators, and means of observation. Images are seen as mobile reproducible media which play an active role within the public and educational sphere. They are means of observation and storytelling, they shape identities by presenting models of how we should act in and perceive the world, they circulate though different contexts and media, all of which impacts their meanings.
Anti-Southern Racism and Education in Post-War Italy
This book investigates the racism against Southern Italian children attending North-Western primary schools between the 1950s and the 1970s. Turin serves as the main case study, having become the "third Southern city" after Naples and Palermo during the considered period. Far from being a new phenomenon, racism against Southern Italians gained renewed prominence in the context of the post-war mass internal migrations, becoming one of the pillars of the process of nation-rebuilding. However, in spite of its relevance, it has not received the attention it deserves. By drawing on a wide range of sources – printed, archival, photographic, and oral – and situating itself at the intersection of the history of racism, of education, of psychiatry, and of psychology, the book aims to fill this gap and to add to the debate on the borders that nation-states establish to control the access to power of the different groups inhabiting their territories. Its interdisciplinarity makes it suitable for students and researchers across a variety of subject areas.
Public History of Education. A Brief Introduction
Is historical knowledge important for education? How can we build a shared historical knowledge with schools, communities, and education professionals? The book responds to these questions by suggesting the public history approach, as applied in education and, more generally, to all professions that are based on human relations. The public history of education refers directly to North American experiences, but at the same time it is part of a process of European cultural acceptance and re-elaboration that has one of its main points of reference in the Italian Public History Association. The objective is not to make history for the general public, but to make public history with all those interested, in a collaborative and participative context, in the quest for meaningful knowledge, directly related to the current and challenging needs of our society.
Public History in Teacher Education
Historical knowledge, often overshadowed by mass media communication, plays a crucial role in educating conscious and critical citizens. We want to explore the transformative potential of history in teacher education, particularly through a public history approach, highlighting its ability to foster critical thinking, interdisciplinary understanding and informed decision-making. By integrating historical perspectives, teachers can contextualise and better understand contemporary issues, promote cultural sensitivity and help break down stereotypes and social stigmas.
Enlarging one's vision
Il processo di internazionalizzazione della ricerca negli ultimi anni ha subito una rapida accelerazione ed ha comportato una serie di innovazioni. Il volume fornisce una serie di indicazioni e strumenti, per facilitare l’acquisizione di una certa dimestichezza con tali processi: come partecipare a congressi rispondendo a call for paper, come pubblicare su riviste straniere, come trascorrere un periodo di studio all’estero e via dicendo. Il libro raccoglie 15 saggi brevi, chiari, concreti e critici al contempo, opera di studiosi già noti e altri più giovani, tutti esperti dell’argomento (G.Bandini, A.Barausse, P.Bianchini, M.Brunelli A.Cagnolati, L.Cappelli, D.Caroli, D.De Salvo, A.Debè, J.L.Hernández Huerta, F.Loparco, J.Meda, E.Patrizi. S.Polenghi, F.Pruneri).
Colonialism and National Identity
Until the latter part of the twentieth century, Italy’s colonial past was a largely neglected topic in historical studies. Before then, only a handful of historians had shown any inclination for rescuing it from the dusty shelves of history, to which it had been relegated. With a few exceptions – most notably Angelo Del Boca – not many had the courage to venture into such treacherous territory. Colonial studies experienced a resurgence at the start of the new millennium, with remarkable progress in the quantity and quality of research, along with the wider public’s newfound interest, as evidenced by an important conference held in Milan in 2006 and the large audience it attracted. Th...
