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European Educational |
ISSN 1474-9041 |
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Volume 1 Number 1 2002 |
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Other issues available | Journal home page | Publisher home page |
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CONTENTS [click on author's name for abstract and full text] | |||
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Editorial. Welcome to the first issue, pages
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| VIEW FULL TEXT | BACK TO CONTENTS LIST | Welcome to the first issue of the European Educational Research Journal (EERJ). The Journal is a new venture for the European Educational Research Association (EERA), an association of national educational research associations, started in the mid-1990s and open to national educational research associations across Europe. The Council of the EERA has been very involved in the setting up of the Journal and the construction of its Editorial Board because it regards the EERJ as a crucial advance in the formation of a European voice for educational research. The European Educational Research Journal will be a journal about educational research in Europe, a Europe in the process of becoming, and a work in progress. The EERJ will be a forum for constructive dialogue that recognises particularity and difference, that acknowledges and seeks to address the relative weakness of links between social science and education research in Europe, and that seeks to develop methodologies for studying the new ‘space’ of educational research in Europe. EERA intends its journal to build a transnational community of scholars in and through the idea of the ‘European Educational Research Space’. European Union educational researchers are working today in a context in which the mobilising discourses of the ‘European Educational Area’ and the ‘European Research Area’, combined with other ‘borderless’ flows of the internationalisation of programmes, public-private partnerships and university alliances, are reshaping the milieu of research in education. A challenge for EERA is to understand this process and to render globalisation visible. At the same time, the difficulty of creating a vital European research area follows from the lack of shared information about public research and national and European research policies in education. Europe is a place; but it is a changing place and also an imagined place. The idea of the ‘European Educational Research Space’ can be used as a metaphor for a culturally specific intellectual and social practice among educational researchers, which engages, in many diverse ways, with local and global similarity and difference. The new journal will have four issues each year, one of which will be a special issue based on the EERA annual conference – the European Conference on Educational Research (ECER). It will contain peer-reviewed academic research papers, an essay review, ECER keynote articles, research reports and an important ‘research news’ section, dealing with general EERA and European research news, EERA Network news and ECER conference announcements. It will have a refereeing policy in which members of the Editorial Board and other academics will ‘blind’ review submitted articles. The journal will be a new academic publication delivered via the Internet and a ‘portal’ for EERA and European educational research: the site will contain other information, including copies of the articles in other languages than English, discussions related to the issue content, and links to current policy documents or research calls. Forthcoming articles include Keynotes from ECER 2001 (Lille, France) by Ingrid Gogolin and Marc Depaepe; there will be a collection of articles on ‘Educational Governance and Social Exclusion in Europe’ (edited by Jenny Ozga, Sverker Lindblad & Evie Zambeta); an ECER 2001 Special Issue on ‘Learners and Learning Environments’ (edited by Christer Brusling and Birgit Pepin). The first issue is based on a symposium at ECER 2001, edited by Rita Hofstetter and Bernard Schneuwly, on ‘the emergence and development of educational research in Europe’. This symposium is symbolic of the core intellectual task of the EERJ, which is to provide critical reviews of key problems in European education: in this case, a symposium on the roots of educational research and the comparative methodologies which can clarify the past and at the same time unlock ‘national’ traditions into a common discourse on educational research. This process of Europeanisation, a recognition of a fresh stage in ‘Europeanness’, will require intellectuals to defend the particularity of intellectual traditions and institutions as a basis for working creatively with difference to strengthen a common project and to resist current homogenising imperatives. In this sense, the EERJ represents a project that goes beyond territorial limitations. Martin
Lawn
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| Institutionalisation of Educational Sciences and the Dynamics of Their Development |
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| The articles in the first issue of the European Educational Research Journal aim to analyse the moving forces of the emergence and evolution of educational sciences as a disciplinary field, i.e. as a social institution that is specialised in the production, discussion and diffusion of knowledge about education. The articles explore the hypothesis that the process of emergence and evolution is strongly interwoven with reforms that take place in the whole educational system, from primary school to university, and more generally with the evolution of social demands coming from the fields of education. They pay particular attention to the relationship between the evolution of educational sciences and professional qualification requirements. |
| Preparing French School Teachers by Means of the Science of Education (1883–1914) |
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| At the end of the nineteenth century, in France, the Ecoles Normales were in charge of the training of all future school teachers and delivered to them a basic knowledge in the different school subjects, as well as a practical preparation. A new academic discipline, called Science of Education, was created in 1883 at the Sorbonne by the republican reformers of schools, in order to train the future teachers and to prepare them to teach civics and non-religious morals. This was extended to all the universities but two at the beginning of the twentieth century. As the new discipline could not be grounded on a previous branch of knowledge, it was dominated exclusively by professors of philosophy, and because it was not recognised as a ‘real’ discipline, most of these professors tried to get rid of it. Thus, most of the lectures became rather general, abstract, philosophical reflections on education and human nature. A small number of them turned into general abstract sociological considerations or, occasionally, psychological knowledge. In both cases, they were oriented towards a long-lasting theoretical conception of university training. |
| Early Textbooks in Educational Research: the birth of a discipline |
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| The publication of textbooks summarising experimental results and procedures marks a significant stage in the recognition of an area of knowledge as a new discipline. These early textbooks also play an important part in shaping the subsequent development of the discipline. In educational research, the first textbooks appeared in the first decade of the twentieth century. The psychological emphasis in these texts influenced the concept and style of educational research for much of the next half-century. |
| Interweaving Educational Sciences and Pedagogy with Professional Education: contrasting configurations at Swiss universities, 1870‑1950 |
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| This article presents some results of research aimed at analysing the emergence of pedagogy/educational science(s) in Switzerland. It focuses on the evolution of academic chairs, their holders, their denominations and their relationship to professional fields and other disciplines. In a first, empirical part, professorial chairs are analysed in four Swiss universities (Basle, Bern, Geneva and Zurich). The data show important differences between Geneva, where autonomous chairs were introduced quite early and where an empirical approach dominated, and the other universities, where pedagogy remained dependent on philosophy and became autonomous only in the 1950s. In order to understand these differences, the evolution of the universities in Geneva and Bern is analysed in more detail, particularly the relationship between the disciplinary field and teacher education. The institutional articulation between teacher education and the academic chair(s) and the orientation toward primary or secondary teacher education seem to be important distinguishing factors that led to different evolutions in the two sites. Other factors, like the relationship to school reform, to political administration, and to teacher trade unionism reinforced the differences. The question of larger cultural influences is raised in conclusion, contrasting the Swiss-German universities, clearly oriented towards Germany, with the Genevan site, which is more multifaceted, and even eclectic. |
| Is ‘Pedagogik’ as an Academic Discipline in Sweden just a Phenomenon for the Twentieth Century? The Effects of Recent Education Reform |
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| In this article, the disciplinary transitions of Pedagogik in Sweden during the last century are examined. The material used includes written expert assessments, inaugural lectures, syllabuses, descriptions of teaching and research duties, governmental reports and research activities. Three different periods are detectable. From the first decade until the mid-century, an embryonic stage of psychometrics and intelligence testing could be observed. From mid-century up to the mid-1970s, a neo-behaviouristic paradigm was growing strong and dominated school research and a new teacher education was launched, supported with professorships in school research. From the mid-1970s up to the turn of the century, research was characterised by a variety of research perspectives and approaches. The conception of the discipline seems to be stable but under development. Parliamentarians searched for another knowledge base for teacher education than Pedagogik at the end of this period. There is evidence of Pedagogik moving towards an interdisciplinary approach, but there are also contradictory movements. |
| Education between Academic Discipline and Profession in Germany after World War II |
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| This article analyses the development of the science of education in Germany between 1947 and 1990, focusing on the relationship between discipline and profession. First, it describes the shifts from a unity concept to a concept of difference between discipline and profession. The second part outlines an analytical concept of discipline based on communication and publication, and describes sources and methods used for an empirical investigation based on educational journals. Part three presents the findings. In view of the occupational profiles of authors, it shows the process of ‘academisation’ of educational communication and the exclusion of ‘profession’. In view of the cognitive texture of science of education, it finds a stable continuity over time. The results support the thesis of a decoupling of the development of the social structure of disciplinary communication and the theoretical concepts. |
| Observations from Quebec: the emergence of a research culture in education through legitimacy and universitarisation, 1940–2000 |
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| This article sets out the preliminary findings of a study on the emergence of a research culture in the field of teacher training, focusing specifically on the case of Laval University in Quebec (Canada). The authors first define some concepts and discuss the period when teacher training in normal schools was highly rudimentary, then focus mainly on the three types of university institution at the time (higher normal school, school of education and faculty of education). Based on a number of indicators, they determine how this research culture found a place for itself in, among other things, the universitarisation of teacher training. In the second part, the authors highlight some periods of disruption which reveal that a fledgling research culture appeared before 1955, truly emerging between 1955 and 1969, and gaining a dominant place and true legitimacy after 1969. The authors conclude by outlining the issues raised by this change in the institutional culture and argue that the emergence of a research culture in Quebec and elsewhere has changed the traditions and marked the transitions in the development of education and teacher training. |
| A Comparative History of Educational Sciences: the comparability of the incomparable? |
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| Based upon a series of comments and reflections made at the Symposium meeting in Lisbon, this short article raises questions about the difficulties of period comparison when analysing the history of the educational sciences, the issue of ‘disciplinarisation’ and the heterogeneity of the subject, and the methodological problems in operationalising research. |
| Linguistic and Cultural Diversity in Europe: a challenge for educational research and practice |
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| Diversity of languages and cultural backgrounds is a common reality in European societies. But European educational systems do not adapt very well to this reality. It can be observed that a linguistic and cultural background different from the respective national one serves as a means of exclusion, of prevention from equal access. The contribution offers reflections about the question, if and how the traditional notion of nation contributes to the – in a democratic society – unwelcome stratification effects for children from immigrant minorities in Europe. |
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