In the second half of the 20th century, the sovietisation of East-Central-Europe significantly changed the academic life of the region. These processes also affected the communities of history of education in Hungary, whose scientific communication – depending on the topic and the related author network – often followed the expected patterns. One of its main features was the changes of the geographical scope from the traditional Western (particularly German and Austrian) nations to the Soviet Union and its related countries. This was a symptom of a broader change, which entailed the transformation of the institutional background, the cognitive knowledge, the scientific communication forums and the recruitment of the scientific fields (cf. Bourdieu, 2005; Stichweh, 1991). Referring to international standards and Western type of approaches became a legitimation tool among Hungarian scholars of this field and helped the re-professionalization process in order to get rid of the heritage of the communism and transform history of education into a professionalized discipline, which is free from direct political bias. Our presentation aims at analysing the peculiarities of the history of education researches in Hungary from the political changeover (1989) to the new national higher education law (2011). The sources of our research can be divided into three different parts: the abstracts of the International Standing Conference for the History of Education (ISCHE), the proposals of the European Conference on Educational Research (ECER), and the volumes of the four central pedagogical periodicals of Hungary in the examined period (namely Magyar Pedagógia, Iskolakultúra, Új Pedagógiai Szemle, and Educatio). We used the methods of document analysis and computer aided content analysis in order to reveal the main thematic patterns of the Hungarian participation in the oral and written communication of history of education in comparison with the global and continental trends. Besides this methodological approach, we also intend to examine the reflections to the scientific communities in these papers (references, conference reports, committee activities etc.). Our first results show that the field of history of education in Hungary has a strong intention to join to the international network of scholars after 1989, what is reflected in the number and the thematic scope of the abstracts. Additionally, the echo of this activity remarkably appears in the national pedagogical journals, with a strong emphasis on the connection to the domestic communities of history of education. Acknowledgement: The presentation has been supported by the National Research Development and Innovation Office (NKFIH/OTKA), grant number: 127937

Baska Gabriella, Hegedűs Judit & Nóbik Attila (2013, ed.): A neveléstörténet változó arcai. A múlt értékei, a jelen kihívásai és a jövő. [Changing faces of history of education. The values of the past, challenges of present times and the future.] ELTE Eötvös Kiadó, Budapest. Bourdieu, Pierre (2004): Science of Science and Reflexivity. Polity Press, Cambridge, UK. Goodman, Joyce & Grosvenor, Ian (2009): Educational research – history of education a curious case? Oxford Review of Education, 35 (5), 601–616. [doi:10.1080/03054980903216325] Herbst, Jürgen (1999): The history of education: state of the art at the turn of the century in Europe and North America. Paedagogica Historica, 35 (3), 737–747. Németh András: Die historische Pädagogik in Ungarn. Geschichte und heutiger Stand. Espacio, Tiempo y Educación, 3 (1), 85–110. [doi: http://dx.doi.org/10.14516/ete.2016.003.001.6] Stichweh, Rudolf (1994): Wissenschaft, Universität, Professionen. Suhrkamp, Frankfurt am Main. Tenorth, H.-E. (2018): Historische Bildungsforschung. In: Tippelt, R. & Schmidt-Herta, B. (Hrsg.): Handbuch Bildungsforschung. Band 1. Springer VS, Wiesbaden. 155– 185. [URL: https://doi.org/10.1007/978-3-531-19981-8_5]