Conference Policies

Archive Access Policy

The presentations that make up the current and archived conferences on this site have been made open access and are freely available for viewing, for the benefit of authors and interested readers.

 

Registration

To make the registration effective, the corresponding participation fee must be paid by bank transfer: https://forms.gle/Bmpz9EJh3TYychCe6

Registration fee:

  • Participants with communication (until March 1, 2020): € 80
  • Participants with communication (since March 2, 2020): € 100
  • Participants with communication - FPU / FPI fellows, non-doctoral assistant professors, PhD students (until March 1, 2020): € 50
  • Participants with communication - FPU / FPI fellows, non-doctoral assistant professors, PhD students (since March 2, 2020): € 60
  • Assistants without communication: € 40

Deadline for registration and registration:

  • November 11, 2019: Registration and registration opening: reduced fee.
  • March 1, 2020: Closing of enrollment and enrollment period: reduced rate.
  • May 1, 2020: 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.

 

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:

  • Encounters in Theory and History of Education (Canada).
  • Espacio, Tiempo y Educación (Spain).
  • Foro de Educación (Spain).
  • História da Educação (Brazil).
  • History of Education & Children's Literature (Italy).
  • History of Education Review (Australia-New Zealand).

 

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:

  • September 30, 2019: Deadline for sending the full text of the communication (2000-2250 words).
  • November 10, 2019: Notification to the authors of the acceptance or not of the proposal.

Length: 2000–2250 words (excluding References).

Submissions should adhere to the following format:

  • Title.
  • Keywords: four to six keywords that define the content of the article.
  • 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).
  • Summary of the main points covered by the presentation (800–1000 words), under the title that each author assigns to the chapter.
  • Conclusions or expected outcomes, final thoughts and/or main contributions, as related to the progress of the research (500–600 words).
  • 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:

  • September 30, 2019: Deadline for sending the initial panel proposal (500-750 words)
  • September 30, 2019: Notification to the coordinator of the acceptance or not of the proposal.
  • December 10, 2019: 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

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

  • Title of the panel.
  • Presentation of the discussion topic (500-750 words): the approach, necessity or opportunity and aims of the panel.
  • Title 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

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.
  • Keywords: four to six keywords that outline the content of the article.
  • 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).
  • Summary of the main points covered by the presentation (800–1000 words), under the title that each author assigns to the chapter.
  • Conclusions or expected outcomes, final thoughts and/or main contributions, as related to the progress of the research (500–600 words).
  • References and/or sources: 12–15 relevant works (cited or uncited).

Style: Author Guidelines.

 

Venue

UNIVERSIDAD DE LA LAGUNA, FACULTAD DE EDUCACIÓN

C/ Pedro Zerolo, s/n. Edificio Central. Apartado 456. Código postal 38200. San Cristóbal de La Laguna. S/C de Tenerife

(+34) 922 31 90 11

https://goo.gl/maps/qSCYrVX3bpH2

 

Keynote speakers

Ph.D. Lorenzo Delgado Gómez-Escalonilla

is a Senior Researcher at the National Research Council of Spain (CSIC). Doctorate in Contemporary History at Universidad Complutense de Madrid. Research Fellow at the Centre d’Histoire des Relations Internationales Contemporaines, Université Paris I-Sorbonne. Researcher Participant at the International Visitor Program of the United States. A specialist in the history of international affairs, he has extensively published on several dimensions of Spanish foreign relations, including propaganda and public diplomacy, cultural, educational and scientific transfers, and military assistance. He is the author and editor of numerous publications, among the most recent works: Teaching Modernization. Spanish and Latin American Educational Reform in the Cold War(2019, with O.J. Martín).

Keynote title: Educación para el desarrollo. Asistencia exterior y reforma de la enseñanza en la España del tardofranquismo

More information in:

http://cchs.csic.es/es/personal/lorenzo.delgado

Selected publications related to conference

Delgado Gómez-Escalonilla, L. (2009): Viento de poniente. El Programa Fulbright en España. Madrid, 'Comisión Fulbright-LID Editorial Empresarial-AECID, Madrid.

Delgado Gómez-Escalonilla, L. (2009) Westerly Wind. The Fulbright Program in Spain. Madrid, 'Comisión Fulbright-LID Editorial Empresarial-AECID.

Delgado Gómez-Escalonilla, L. and Elizalde Pérez-Grueso, Mª D. (2005).  Eapaña y Estados Unidos en el Siglo XX. Madrid, CSIC.

 

Ph.D. Poul Duedahl

Professor of History at Aalborg University in Denmark and Director of the Global History of UNESCO Project sponsored by the Danish Council for Independent Research. He is the author of several award-winning books, and editor of A History of UNESCO: Global actions and Impactspublished by Palgrave Macmillan in 2016.Visiting Scholar at Fudan University, Shanghai, China in 2012-2013 and at the Smithsonian Institution, Washington DC, USA in 2008. Long and short term stays at the United Nations Archives, UNESCO Archives, and at national archives, libraries and universities all over the world (China, Japan, India, Indonesia, Russia, Germany, South Africa, Ghana, USA and Brazil).

Keynote title: The Global History of UNESCO: On the role of education in the organization’s mental engineering initiatives

More information in:

https://vbn.aau.dk/en/persons/108625

Selected publications related to the long 1960s

Duedahl, P. (2016). A history of UNESCO: Global Actions and Impacts, Palgrave Macmillan 2016.

Duedahl, P. (2016). "UNESCO's Reeducation Activities in Postwar Japan and Germany", in A. Kulnazarova, etc. (ed.): UNESCO Without Borders, Routledge 2016, pp. 52-74.

Duedahl, P. (2011). "Selling Mankind: UNESCO and the Invention of Global History, 1945-76", Journal of World History, Vol. 22, No. 1, pp. 101-133.

Duedahl, P. (2012). "From Racial Strangers to Ethnic Minorities: On the Socio-Political Impact of UNESCO, 1945-60", in: Gregory A. Katsas (ed.), Current Issues in Sociology, Athens Institute for Education and Research 2012, p. 155-166.

 

Ph.D. Gary McCulloch

Inaugural Brian Simon Professor of the History of Education at the founding director of the International Centre for Historical research in Education at UCL Institute of Education. He is currently the Editor of the British Journal of Educational Studiesand joint editor of Transnational Perspectives in Curriculum History.  He is a former Editor of the international journal History of Educationand a past president of the UK History of Education Society and the British Educational Research Association. He has supervised a wide range of research students in the history of secondary and higher education, both nationally and internationally. Gary’s recent publications include The Struggle for the History of Education(Routledge, 2011), Secondary Education and the Raising of the School Leaving Age(with Woodin and Cowan, Palgrave, 2013), a special issue of Paedagogica Historicaon ‘Education, war and peace’ (edited with Georgina Brewis, based on the London conference of the International Standing Conference for the History of Education, July 2014), and A Social History of Educational Studies and Research(with Steven Cowan, Routledge, 2017).

Keynote Title: The Nuffield Physics curriculum project in the 1960s:  A transnational project?

More information in:

https://iris.ucl.ac.uk/iris/browse/profile?upi=GJMCC33

Selected publications related to the long 1960s

McCulloch, G. and Cowan, S. (2017). A Social History of Educational Studies and Research. Foundations and Futures of Education. London, Routledge.

McCulloch, G. (2018). Educational research: which way now? British Educational Research Journal, doi:10.1002/berj.3330

McCulloch, G. (2011). The Struggle for the History of Education. London, Routledge.

McCulloch, G. (2007). Cyril Norwood and the Ideal of Secondary Education. London: Palgrave Macmillan.

 

Ph.D. Johan Prytz

Associate professor (docent) in education at Uppsala University. He has a PhD in mathematics with specialisation in the history and pedagogy of mathematics. For about 15 years he has studied reforms of Swedish school mathematics in the 20th century, using a variety of sources, theories and methods. He is also involved in research projects concerning school algebra, critical thinking and implementation.

Keynote title: The implications of OECD education policy as booster of national governance: The case of New Math in Sweden, 1950–1975

More information in:

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

Selected publications related to the long 1960s

Prytz, J. (2018). The New Math and School Governance: An Explanation of the Decline of the New Math in Sweden.In, Fulvia Furinghetti; Alexander Karp (red.) Researching the History of Mathematics Education: An International Overview, Springer International Publishing. 189-216.

Prytz, J. (2017). The production of textbooks in mathematics in Sweden, 1930-1980. In, Bjarnadóttir, K., Furinghetti, F., Menghini, M., Prytz, J., & Schubring, G. (red.) "Dig where you stand" 4: Proceedings of the fourth International Conference on the History of Mathematics Education, Roma: Edizioni Nuova Cultura. 309-324.

Nygren, T., Haglund, J., Samuelsson, R., af Geijerstam, Å., Prytz, J. (2018). Critical thinking in national tests across four subjects in Swedish compulsory school. Education Inquiry. Epub ahead of print.