Registration

Registration fee:

• Participants with communication (until July 20, 2018): € 80
• Participants with communication (since August 1, 2018): € 100
• Participants with communication - FPU / FPI fellows, non-doctoral assistant professors, PhD students (until July 20, 2018): € 50
• Participants with communication - FPU / FPI fellows, non-doctoral assistant professors, PhD students (since August 1, 2018): € 60
• Assistants without communication: € 40

Deadline for registration and registration:

• May 2, 2018 - Registration and registration opening: reduced fee
• July 20, 2018 - Closing of enrollment and enrollment period: reduced rate
• September 10, 2018 - Closing of enrollment and enrollment period for assistants and communicators

The inscription includes the corresponding certificate of attendance and scientific use and free access to materials and publications derived from the Symposium that will be edited by FahrenHouse.

* * *

Only those who register and pay the corresponding fee will be able to participate in the Symposium and receive certification of attendance and presentation of communication. All signatories of a communication wishing to receive certification must be registered in the Symposium.

Registered people who do not submit communications will receive a certificate of attendance.

The inscription includes: attendance to the sessions of the Symposium, publication of the texts of the individual communications and of the thematic panels in e-Book format with ISBN, and certificate as participant or assistant in the Symposium.

Fellows, non-doctorate assistant professors and PhD students must prove their status in order to benefit from the reduced fee.

To make the registration effective, the corresponding participation fee must be paid by bank transfer to:

• Account holder: Symposium on the History of Education 68
• Bank: BANCO SANTANDER
• Address: Av. Naranjos s/n - Aulario Sur (Valencia, Spain)
• IBAN Code: ES05 0049 6722 0823 1002 5122
• Swift code: BSCHESMMXXX

Once the deposit is made, send a copy of the payment slip to Sergio Valero: sergio.valero@uv.es

Publication of contributions

Publication of contributions

Symposium proceedings will be published in two phases:

• Phase 1: Transcripts of the individual presentations and themed panel discussions will be published in e-Book (open-access) format, complete with ISBN, by the publishing house FahrenHouse. Please see the sections: “Communications submission rules” and “Themed panel proposal rules”.
• Phase 2: Symposium participants may submit revised, corrected and in-depth versions of their presentations in article format (see below for instructions to authors) for consideration for publication in an ISBN book.

All articles judged to be suitable for publication that are not, for editorial reasons, included in the Global Histories book, will subsequently be published in one of the following journals, as appropriate:

• Espacio, Tiempo y Educación.
• História da Educação.
• History of Education & Children's Literature.

Communications submission rules

Each author may submit a maximum of one presentation. Maximum three authors per presentation.

Each speaker will have 20 minutes to complete their presentation.

Key dates:

• April 10, 2018: Deadline for sending the abstract of the communication (250-300 words).
• July 10, 2018: Deadline for sending the full text of the communication (2000-2250 words).

Individual presentations will be published in two phases:

Phase 1: Proposal submission (deadline: April 10, 2018)

The proposal should include:

• Title.
• Abstract: aims, method, sources/sample, main conclusion (250 words).
• Keywords: four to six keywords that define the content of the article.

Phase 2: Submission of full presentation transcripts (July 10, 2018)

Once the proposal has been approved, the authors should submit their presentations in full.

Length: 2000–2250 words (excluding References).

Format: The title, keywords and author details must be provided with the request to participate. Submissions themselves should adhere to the following format:

• Title.
• Abstract: aims, method, sources/sample, main conclusion (250 words).
• Keywords: four to six keywords that define the content of the article.
• 1. Introduction: presentation of the topic, the importance, necessity and opportunities of the research, its aims, scope and/or hypothesis, as well as sources, and method outline (500–600 words).
• 2. Summary of the main points covered by the presentation (800–1000 words), under the title that each author assigns to the chapter.
• 3. Conclusions or expected outcomes, final thoughts and/or main contributions, as related to the progress of the research (500–600 words).
• 4. References and/or sources: 12–15 relevant works (cited or uncited).

Style: Author Guidelines.

Themed panel proposal rules

Panels should discuss topics of wide-ranging interest in depth, and how to approach them from a global perspective and/or from a methodological and/or conceptual standpoint.

Each panel discussion will be led by an assigned chair, and involve three other speakers. Each speaker will have around 20 minutes for presentation and arguments, and the entire discussion should last a total of 60 to 90 minutes.

Key dates:

• April 10, 2018 - Deadline for sending the initial panel proposal (1000 words).
• July 10, 2018 - Deadline for the submission of the full text of the panel presentation (2000-2250 words) and of each paper (2000-2250 words).

Themed panel discussions will be published in two phases:

Phase 1: Panel proposal submission (deadline: April 10, 2018)

The panel chair must send the proposal in a single document comprising:

• Title of the panel.
• Presentation of the discussion topic (250 words): the approach, necessity or opportunity and aims of the panel.
• Title & abstract (250 words) of each speakers’ contribution to the panel, and details of each speaker (full name, affiliation(s) and e-mail).

Phase 2: Submission of full presentation transcripts from both panel and individual speakers (July 10, 2018)

Once the panel proposal has been approved, the chair and speakers should submit their presentations individually and in full.

Length: 2000–2250 words (excluding References).

Format: The title, keywords and author details must be provided with the request to participate. Submissions should adhere to the following format:

• Title of presentation.
• Title of panel.
• Abstract: aims, method, sources/sample, main conclusion (250 words).
• Keywords: four to six keywords that outline the content of the article.
• 1. Introduction: presentation of the topic, importance, necessity and opportunities of the research, its aims, scope and/or hypothesis, as well as sources, and method outline (500–600 words).
• 2. Summary of the main points covered by the presentation (800–1000 words), under the title that each author assigns to the chapter.
• 3. Conclusions or expected outcomes, final thoughts and/or main contributions, as related to the progress of the research (500–600 words).
• 4. References and/or sources: 12–15 relevant works (cited or uncited).

Style: Author Guidelines.

Key dates

Key dates of the symposium

• November 10, 2017 – Opening of the deadline for submissions (Individual Communications and Thematic Panel).
• April 10, 2018 – Deadline for submission of the abstracts of individual Communications and the initial proposal of Panels.
• May 1, 2018 – Notification to the authors of the acceptance or not of the proposal .
• May 2, 2018 – Registration and registration opening: reduced fee.
• July 10, 2018 – Deadline for the submission of the individual communications and the texts of the panel presentation and of each paper.
• July 20, 2018 – Closing of enrollment and enrollment period: reduced rate.
• September 10, 2018 – Closing of enrollment and enrollment period for assistants and communicators.
• October 3, 2018 – Opening of the Symposium.

Key dates of the post-symposium

• January 20, 2019 – Deadline for the submission of the complete works (as a book chapter or as a journal article).

Keynote speakers

Ph.D. Rosa Bruno-Jofré

Professor and former Dean (2000-2010) of the Faculty of Education, cross-appointed to the Department of History, Faculty of Arts and Science, at Queen’s University, Canada. Her areas of expertise are history of education, history of women religious, and educational theory from a historical perspective. Her research has been funded by the Social Sciences and Humanities Research Council of Canada. Over the past few years, she has worked with Jon Igelmo Zaldívar to analyse the life and work o Ivan Illich. Her recent authored and co-authored articles have appeared in Educational Theory, Hispania Sacra, Paedagogica Historica, Journal of Ecclesiastical History (Cambridge), American Catholic Review, Historical Studies (Canadian Catholic Historical Association), Bordon, Bildungs-geschichte, among others. She has authored and edited books, independently and with colleagues, published by McGill-Queen’s University Press, University of Toronto Press, Routledge, and Wilfrid Laurier University Press. She has researched the long 1960s in relation to Vatican II, changes in women congregations and their international work, the emergence of the popular education movement in Latin America using a contextualist approach.

More information in:

https://queensu.academia.edu/RosaBrunoJofre/Profile

Selected publications related to the long 1960s

Bruno-Jofré, R., McDonald, H., & Smyth, E. (2017). Vatican II and Beyond: The Changing Mission and Identity of Canadian Women Religious. Montreal, QC and Kingston, ON: McGill-Queen’s University Press.

Bruno-Jofré, R. & Igelmo Zaldívar, J. (Eds.) (2017). Catholic education in the wake of Vatican II. Toronto, ON: University of Toronto Press. 

Bruno-Jofré, R. (2014). History of education in Canada: Historiographic ‘turns’ and widening horizons. Paedagogica Historica, 50(6), pp. 774-785.

Bruno-Jofré, R., & Igelmo Zaldívar, J. (2014, July-December). The Center for Intercultural Formation, Cuernavaca, Mexico its Reports (1962-1967) and Ivan Illich’s critical understanding of mission in Latin America. Hispania Sacra, LXVI(extra II), pp. 457-487.

Ph.D. Ismail Ferhat

Assistant professor in History of Education at University of Picardie, Teachers Training Department (city of Amiens, France). He has been before a Research fellow at the School of European studies, Cardiff University (Great Britain, 2008-2009). He holds a Ph.D. in history (Sciences Po Paris, 2013), a Master in Political theory and history (Sciences Po Paris, 2005), and a BA in political science (Sciences Po, Boredaux, 2003). His Ph.D. dissertation in history (Sciences Po Paris, 2013) studies the interactions between socialists and teachers unions in contemporary France. His current researches includes the interaction on social-democracy and schools, in Western Europe since 1945. They focus on the strong relationship European socialists have established between the issue of education and teachers, and study how this link has progressively been weakened since the 1990s.

More information in:

https://www.u-picardie.fr/m-ismail-ferhat--396360.kjsp

Selected publications related to the long 1960s

Ferhat, I. (2017). L’éducation, quel enjeu pour les socialistes européens (1944-1945)?. In N. Castagnez, F. Cépède, G. Morin & A-L. Ollivier (Dirs.), Les socialistes français à l’heure de la Libération. Perspectives françaises et européennes (pp. 297-306), Paris: Ours.

Ferhat, I. (2015). An Ambiguous Priority? Social Democrats and Education in France and Great Britain (1970-2000). Education et sociétés, 35, pp. 119-132.

Ferhat, I. (2015). Le syndicalisme enseignant face au genre : du non-objet syndical à la conversion? L’exemple de la France de 1968 aux années 1990. Revue internationale d'ethnographie, 4, pp. 98-110.

Ferhat, I. (2014). La FEN face à la décentralisation éducative. De Mai 1968 à la scission de la fédération. Carrefours de l’Education, 37, pp. 141-157.

Ph.D. Tamar Groves

Senior lecturer at the Education Science Department, Faculty of Teachers’ Training, University of Extremadura (Caceres, Spain). In the last five years she has published six books in Spanish and International Publishing Houses, among them Routledge and Palgrave Macmillan. She also published in leading journals such as European History Quarterly, Journal of Social History, History of Education, Paedagogica Historica: International Journal of the History of Education, European Journal of Higher Education. Her main research interests are focused on: Political and Social History of Education in Contemporary Spain, Teachers’ Training, Pedagogical Innovation, Higher Education in Europe, Educational Transfer, Citizenship and Education and Women and University.

More information in:

https://www.researchgate.net/profile/Tamar_Groves

Selected publications related to the long 1960s

Groves, T., Townson, N., Ofer, I., & Herrera, A. (2017). Social Movements and the Spanish Transition: Building Citizenship in Parishes, Neighbourhoods, Schools and the Countryside. New York: Springer-Palgrave Macmillan.

Ofer, I., & Groves, T. (eds). (2015). Performing Citizenship: Social Movements Across the Globe. New York: Routledge.

Groves, T. (2014). Teachers and the Struggle for Democracy in Spain, 1970-1985. New York: Palgrave Macmillan.

Ph.D. Vania Markarian

Professor Vania Markarian is from Uruguay. She received her BA from the Universidad de la República (Montevideo, Uruguay) in 1996. In 2003, she completed her PhD at Columbia University. Afterwards, she spent a semester as a post-doctoral fellow at the International Center for Advanced Studies (New York University) and taught at Queens College (City University of New York). She moved back to Montevideo in 2004 and currently works at the Universidad de la República. She was a visiting professor and research fellow at Princeton University in 2008 and a Tinker Fellow and visiting professor at Columbia University in 2013. She has several books on the history of the Cold War in Latin America both in English and Spanish and has also published in academic journals such as The Americas, EIAL, and Secuencia. Her latest book is El 68 uruguayo: El movimiento estudiantil entre molotovs y música beat (Buenos Aires: Universidad Nacional de Quilmes, 2012), also published in English as Uruguay, 1968: Student Activism from Global Counterculture to Molotov Cocktails (Oakland, CA: University of California Press, 2016).

More information in:

https://buscadores.anii.org.uy/buscador_cvuy/exportador/ExportarPdf?hash=4567816921459f5d7536e3c9497f6df7

Selected publications related to the long 1960s

Markarian, V. (2016). Uruguay, 1968: Student Activism from Global Counterculture to Molotov Cocktails. Oakland, CA: University of California Press. // (2012). El 68 uruguayo: El movimiento estudiantil entre molotovs y música beat. Buenos Aires: Editorial de la Universidad Nacional de Quilmes.

Markarian, V. (2015). To the Beat of “The Walrus”: Uruguayan Communists and Youth Culture in the Global Sixties. The Americas, 70(3), 363-392. doi: 10.1017/S0003161500003965

Markarian, V. (2005). Left in Transformation: Uruguayan Exiles and the Latin American Human Rights Networks, 1967-1984. New York: Routledge // (2006). Idos y recién llegados: La izquierda uruguaya en el exilio y las redes transnacionales de derechos humanos, 1967-1984. México: Ediciones La Vasija/Correo del Maestro y CEIU.

Plenary Conferences

Political and Social Contention in the Global Arena of the «Long 1960s»: Re-defining the Self, Morality, Justice, Race and Gender, and Questioning Education at the Intersection of Overlapping Movements

Rosa Bruno-Jofré

Abstract

Historians nowadays use the «long 1960s», following the lead from Arthur Marwick, to refer to the period in contemporary history from the late 1950s to the mid 1970s that witnessed movements challenging the order of things, creating fractures that eventually led to a re-definition of the pillar ideas of Western society.  In this paper, I will examine the configurational context framing the long 1960s. In the analysis, I will address historical overlapping «conjonctures» such as the religious crisis, pluralism, and secularism, and their intersection with the Second Vatican Council; the Cuban revolution and its impact in Latin America; the counterculture, ethical shifts, and emergence of flexible notions of the self; social and international student unrest evident beyond the events of May 1968 in Europe; rights movements and women’s movements; and emerging new relationships between epistemology, politics, and counterculture. I will conclude with a historical reference to the opening of pedagogical spaces in Latin America in the «long 1960s» and to education as a critical political tool inspired by and large by the work of Paulo Freire. The axes connecting overlapping «conjonctures» in a long moment of break were the questioning of external authority that went hand in hand with de-Christianization and changes in the churches; a new sense of justice and equality and tensions with individualism; and  an implicit ethics of liberation that would acquire specific meanings in time and place, from the 1960s civil rights movement in the U.S., to extensive global  labour and student action, to revolutionary utopias in Latin America. In the background was the shadow of the cold war. The scenario was global, though there were  various ways of experiencing the momentum in space and time within the context of processes of intercrossing in practical and ideological terms.

When education destabilizes politics? European social-democracies and ‘68 student movements

Ismail Ferhat

Abstract

This communication aims at studying the impact of ‘68 students rebellion across Western Europe on social-democrats, a major political force in this region (and defined here as the parties belonging to the Socialist International, refounded in 1951). Students movements, often with other ‘new social movements’ (feminists, minorities, greens), have deeply reshapped political and cultural history of Western democratic Europe since the ‘long sixties’. They also originated from a fierce denunciation of universities and school systems. Intellectually helped by the rise of critical studies in education, they have denunced them as being both oppressive and alienating. By developing such criticisms, students movements, from Italy to England, from Germany to France, have shaken the post-war agenda on education which was precisely a cornerstone for social-democrats. They had indeed traditionnaly given a key attention to this field of public policy. Their agenda emphazised the positive role of knowledge for societies as for individuals. How this political current has reacted to the rejection of traditional school institutions fuelled by students movements of ‘68? This communication will present firstly the post-war social-democratic positions on education – which were not immune from ambiguities and national differences. Secondly, it will study the radical rejection of this agenda opened by students movements in the late sixties. Thirdly, it will study how Western european social-democrats dealed with the consequences of such criticisms during and after ’68 students rebellion.

The spirit of the 1960s and professional advocacy: the case of Spanish teachers

Tamar Groves

Abstract

Students eventually finish their degrees and are incorporated in the labour market. The impact of ex-activists of student movements on their workplace is a relatively unknown aspect of student mobilization. In my talk I will attempt to explore how do the exciting university years and the experience acquired in collective actions and protest are introduced in professional spheres. I will use the case of Spanish teachers to see how the spirit of the 1960s influenced professional mobilization in the Spanish Education system in the 1970s and 1980s. The Franco regime’s education policies have gone through many stages from the early days of the dictatorship in the 1940s until the transition to democracy in the 1970s. Nevertheless, on the discursive level teachers were always portrayed as significant social actors, that could serve the political projects of the state. In the 1940s and 1950s they were presented as missionaries serving god and the Spanish nation and in the 1960s and 1970s, due to the modernization process taken on by the regime, they were gradually encouraged to assume the role of qualified professionals contributing to the economic recovery of Spain. From the late 1960s this official discourse clashed with an alternative teachers’ professional identity forged around concepts such as social justice, speaking up on behalf of weaker groups and teachers responsibility of improving educational services. I will try to show how the emergence of professional advocacy among teachers was inspired, at least partly, by their experiences as students.

Uruguay, 1968. What can we learn from student unrest in periphery countries?

Vania Markarian

Abstract

Uruguay, together with Brazil and Mexico, was the site of Latin America’s largest and longest protest movements of 1968. Not surprisingly, however, this small South American country has been overlooked in accounts of the «global sixties.» In this paper, I address this lack of attention by closely examining the demonstrations staged by high school and university students in the streets of Montevideo during that year. I argue that this case study can contribute to three areas in the analysis of politics and social movements in periphery countries. First, the students’ rapid and widespread shift toward violent repertoires of political contention (prior to their mass incorporation into leftist groups) indicates that violence was more a dynamic catalyst of political innovation than the result of ideological radicalization. Second, this process questions the sharp analytical distinction between «old» and «new» leftist organizations, since most activists staged similar disruptive events, often through their appropriation of youth cultural practices originating in Europe and the United States. Finally, the unfolding of contentious politics leading up to the establishment of an authoritarian regime in the early 1970s emphasizes the importance of particular cycles of protest as unique opportunities for collective actors to bring about accelerated social change (and fail in the attempt).

Venue, accomodation and trasport

VENUE

Facultad de Filosofía y Ciencias de la Educación
Avenida Blasco Ibañez, 30
46010 Valencia

https://www.uv.es/uvweb/filosofia-educacio/es/facultad/situacion-contacto/ubicacion-1285848712906.html


HOW TO GET

Train

Renfe http://www.renfe.com/

Joaquim Sorolla Station (High Speed and long distance)
http://www.adif.es/es_ES/infraestructuras/estaciones/3216/informacion_000382.shtml

North Station (medium distance and commuter)
http://www.adif.es/es_ES/infraestructuras/estaciones/65000/informacion_000080.shtml

Airplane

Valencia Manises Airport
http://www.aeropuerto-valencia.com/

ACCOMODATION

Hotel Renasa 
http://sweethotelrenasa.com/

Hotel Westin Valencia
http://www.westinvalencia.com/

Hostal Penalty
https://hostalpenalty.com/

Residencia Universitaria La Concepción
https://www.resa.es/es/residencias/valencia/residencia-universitaria-la-concepcion/residencia/

Residencia Damia Bonet
https://www.resa.es/es/residencias/valencia/residencia-universitaria-damia-bonet/residencia/

Others: https://www.booking.com/