ISCHE 2021 SWG 'Observatory for the History of Education'

1. SWG Observatory for the History of Education
23 June 2021
Lajos Somogyvári1 – Marisa Bittar2 – Thérèse Hamel3
1 University of Pannonia, Hungary
2 Federal University of São Carlos, Brazil
3 Université Laval, Québec, Canada

2.  Introduction ourselves and our new plan– 10-15 minutes (some input to the
collective work)
 Working in groups (Breakout rooms) – 30 minutes
 Discussion by collecting and confronting ideas – 45 minutes
- Each group summarize its initiatives
- Reflections, dialogue
Flexible schedule
Collecting ideas to re-start

3. 17 July, 2019
Porto

4. A newly founded SWG (2019-2024)
- Importance of companionship
- Successors of “Mapping the HE”
- Original goals:
A, Inside the discipline: community, internationalization and training
B, Outside the discipline: expanding boundaries (languages, geography, social, political etc.)
Interruption – pandemic and its effects
A fresh new start: Reframing questions
- Participation and collaboration: open to everyone

5. Starting point:
Reduction in the workload and a disappearance of courses in the discipline – a global
trend?
New challenges
1. History of Education (and Humanities) in the academic world
2. Curricular issues
3. Internationalization
4. National and international standards of research and teaching

6. Starting point:
Reduction in the workload and a disappearance of courses in the discipline – a global
trend?
New challenges
1. History of Education (and Humanities) in the academic world
2. Curricular issues
3. Internationalization
4. National and international standards of research and teaching

7. History of Education and Covid-19 (Acta Scientiarum Education, 2020)
Africa – Akanbi, Chisholm; North and South America – Boto, Civera, Cunha, Kinne, Rocha, Romano,
Rousmaniere, Southwell, Souza, Taborda, Veiga, Vidal; Europe – Depaepe, Escolano, Magalhães and
Nóvoa
What possible types of knowledge or devices develop from research in the History of Education for in-
depth understanding and the assessment of impacts of the Covid-19 pandemic in School Education?
1) decline of the school model;
2) territoriality and the right to education;
3) places-spaces, time and materials
4) health and divergent sensitiveness in education;
5) de-schooling.

8. 1) distant learning, digital humanities – creativity in research
2) geographical and cultural gaps between East and West, South and North – visibility and non-
visibility
3) new archives, online lectures, conferences
4) diversity and sensitivity
5) university and the academic sphere will
never be the same after the pandemic
(Hall, 2020; Witze, 2020)

9. 1) Educational and social significance of the History of Education – after/in the
pandemic
2) Online environment in research and teaching
3) Changes in internationalization: communication, knowledge producing and
dissemination
4) National and transnational COVID-responses
Specific features and common aspects
Continuity and change

10. Working in groups to help the Standing Working Group
Ideas, proposals, topics for future research in directions of:
1) Educational and social significance of the History of Education – inequalities and
schooling, diversity and dominance etc.
2) Online environment in research and teaching – databases, methodologies,
materials etc.
3) Changes in internationalization: communication, knowledge producing and
dissemination – communities, practices etc.
4) National and transnational COVID-responds in the HoE – organizations,
institutions etc.
Interconnected issues
Before and after?

11.  Tony Honorato and Ana Clara Bortoleto Nery, “History of Education and Covid-19,” Acta
Scientiarum Education 42 (2020): 1–21.
 Richard Hall, “Covid-19 and the Hopeless University at the End of the End of History,”
Postdigital Science and Education 2, no. 3 (2020): 657–64
 Alexandra Witze, “Universities will never be the same after the coronavirus crisis,” Nature, 1
June, 2020. https://www.nature.com/articles/d41586-020-01518-y (accessed December 3, 2020).