Pluralizing Meanings: The Monitorial System of Education in Latin America in the Early Nineteenth Century¹

Pedagogical Systems and the Construction of the Primary School Teacher in the Teachers' Training Institution (Didaskalio) in Greece (1830–1933): Issues of Power and Governmentality

“…The need for reform was justified on the grounds of the inefficient results of the prevailing educational system. As Caruso and Vera (2005) note, in these traditions, which postulated the unique and almost 'natural' character of the nation, its manifestations and its configurations, the study of pedagogical knowledge and educational models was seen as part of the nation-identity construction -even when the contribution of pedagogical knowledge and practices to the process of the nation-state building was often perceived as a failure.…”

Combining Global and Local Narratives: A New Social History of the Expansion of Mass Education?

“…The research into the international and transnational history of education has been informed by the linguistic turn, that is the increased research interest in the role of language and discourses powered by developments in cultural history, gender history, and post-structuralist theories (Surkis, 2012, p. 704;Bruno-Jofr e, 2014, p. 778). Important research has been carried out that examines the transfer or reception of educational ideas, the circulation of notions and images, policy borrowing, and the creation of global models or ideals (see, e.g., Caruso & Rold an Vera, 2005;Lundahl & Lawn, 2015;Meyer et al, 1992;Ringarp & Waldow, 2016). The linguistic turn has, without a doubt, invigorated the history of education by emphasizing the formative role of language in education, not the least on an international level.…”

The Assembling of Schooling: Discussing Concepts and Models for Understanding the Historical Production of Modern Schooling

“…As much as the digital network is in need of cables, hubs and antennas -that is, physical relays on which to transfer information and to archive it or keep it -the western form of schooling has needed particular technologies to be transferred across the globe: teachers and teacher training (sometimes even physically, as happened in the nineteenth century), school curriculum as an institutional form of organising and classifying knowledge, school textbooks, school furniture and architecture, visual displays in classrooms, dress codes, school calendars and schedules, routines, pedagogical discourses, etc. The studies done on the dissemination of Lancasterian and Pestalozzi's pedagogies show the translators, connectors and travellers that made it possible that these very 'local' theories were to become universal methods (see Caruso & Roldán, 2005;Tröhler, 2010;Horlacher, 2011).…”