NW 17: Longing for Past Futures, Hoping for Futures Past: The Potential of Histories of Ed-ucation for Educational Research

NW 17 Histories of Education

Longing for Past Futures, Hoping for Future Pasts: The Potential of Histories of Education for Educational Research

The emphasis on history and reflection in the general call for ECER 2024 clearly indicates histories of education have much to offer to educational research generally in terms of understanding current developments and conditions for possible futures as related to such phenomena as memory, remembrance, longing and hope. Network 17 therefore invites proposals that tease out the potential of history of education scholarship for addressing contemporary issues in education involving work around memory, remembrance, longing, and hope and productively complicating how past, present and future intra-/interrelate. Proposals can take the form of papers, (discussion) panels, roundtables, workshops, and posters.

The Call
Network 17 welcomes contributions that address one (or more) of the following subthemes.

1. ‘Past futures’ and ‘future pasts’
Histories of education have a firm focus on the complex intra-/interplay of ideas, technologies, materials, and human actors in processes of schooling, upbringing, socialisation, and (self-)formation. They are thus uniquely placed to contextualise and problematise contemporary debates about education. These debates and the educational solutions they offer are often presented in a-historical, universalising ways that hide their transient and contingent nature, as if our present(s) could not develop otherwise and our future(s) were set in stone. As all educational pasts are the futures of preceding periods, examining these past 'futures’ can serve as a fruitful laboratory to analyse the emerging, sustaining, and disappearing of educational ideas, technologies, materials, and legacies of human actors, and to tease out ‘futures past’ that ‘might yet have been’ (e.g., indigenous, subaltern, colonised, disabled, patriarchically or heteronormatively suppressed futures past). Network 17 invites proposals to explore how changing configurations of past, present, and future can be harnessed to situate educational research and praxis while doing justice to their contingent nature.

2. Emotional histories of education
Related in different ways to aspirations and outcomes of education, hope and longing (past and present) are reliant on, and entangled with, emotions. Network 17 welcomes contributions that explore histories of education through the lens of emotions, considering both the embodiment of emotions in education theories, systems, methods, and practices and the conception and utilisation of emotions by those involved in shaping these. What kind of emotional responses have educators helped trigger in the educated and vice versa and what moving and morphing has occurred here through time? How have policy makers and knowledge brokers used emotions to advance education agendas? How have emotions been conceived by educationalists differentially across time and space?

3. Memory, remembrance, longing, and hope
Hope, longing, and attendant emotions are not given. Their configuration derives from the ways experiences are ‘re-membered’, colouring interpretations of the present, and rendering some futures possible and desirable while foreclosing others. Both hope and longing refer to singular embodied experiences. They also emerge collectively through ‘multidirectional’ narratives helping to remember educational pasts. Given the general call’s emphasis on memory, Network 17 welcomes contributions employing oral history interviews and other approaches to help grasp memory and remembrance processes. Contributions may thus examine critically the ways memories are configured and reconfigured and intra-/interrelations of re-membered pasts, lived presents, and imagined futures.

4. Positionality
Network 17 welcomes contributions addressing the positionality of history of education scholars. Inspired by new cultural and materialist approaches to the history of education and their many twists and turns, history of education scholars have critiqued implicit assumptions informing educational projects. However, their scholarship too is shaped by norms and values engaging past(s), present(s) and future(s). We invite scholars to historically examine this and tease out historiographical potential this foments. Our hope is this will contribute to awareness and responsibility in the field and facilitate dialogue with other disciplines to improve educational research.

Contact Person(s)
Geert Thyssen (geert.thyssen(at)hvl.no), Pieter Verstraete (pieter.verstraete(at)kuleuven.be) and Tamar Groves (tamargroves(at)unex.es)

Aladejebi, F. & Fraser, C. G. (2023). Lessons in Relationality: Reconsidering the History of Education in North America. History of Education, 52(2-3), 154-181.

Barad, K. (2017). Troubling Time/s and Ecologies of Nothingness: Re-turning, Re-Membering, and Facing the Incalculable. New Formations, 92(5), 56-86.

Barad, K. (2010). Quantum Entanglements and Hauntological Relations of Inheritance: Dis/Continuities, SpaceTime Enfoldings, and Justice to-Come. Derrida Today3(2), 240–268.

Chen, J. N., & Cárdenas, M. (2019). Times to Come: Materializing Trans Times. Transgender Studies Quarterly, 6(4), 472-480.

Duncheon, J.C. & Tierney, W.G. (2013). Changing Conceptions of Time: Implications for Educational Research and Practice, Review of Educational Research83(2), 236-272.

Frevert, U., Eitler, P., Olsen, S., Jensen, U., Pernau, M., Brückenhaus, D., Beljan, M., Gammerl, B., Laukötter, A., Hitzer, B., Plamper, J., Brauer, J., & Häberlen, J.C. (2014). Learning How to Feel: Children's Literature and Emotional Socialization, 1870-1970. OUP Oxford.

Gardner, P. (2011). Hermeneutics, History and Memory. Discourse Studies 13(5), 575–581.

Halbwachs, M. (1992). On Collective Memory, ed./trans./intr. L.A. Coser (Heritage of Sociology Series). The University of Chicago Press.

Harraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective, Feminist Studies 14(3), 575-599.

Goodman, J., & Anderson-Faithful, S. (2019). Turning and Twisting Histories of Women’s Education: Matters of Strategy, Women’s History Review 29(3), 377-395.

Grosvenor, I.,  & Pataki, G. (2017). Learning through Culture: Seeking “Critical Case Studies of Possibilities” in the History of Education, Paedagogica Historica 53(3), 246-267.

Ingold, T. (1993). The Temporality of the Landscape, World Archaeology 25(2), 152-174.

Koselleck, R. (1979). Futures Past : On the Semantics of Historical Time, trans./intr., K. Tribe. Columbia Universty Press.

Llewellyn, K. R., & Ng-A-Fook, N. (Eds.)(2017). Oral History and Education: Theories, Dilemmas, and Practices. Springer.

Mayer, C. (2018). History of Education: Avant-Gardes and Educational Reforms in History: Futures Past Revisited, themed issue History of Education 47(4).

McLeod, J. (2017). Marking Time, Making Methods: Temporality and Untimely Dilemmas in the Sociology of Youth and Educational Change British Journal of Sociology of Education 38(1), 13-25.

McLeod, J., Sobe, N.W., & Seddon, T. (Eds.)(2017). World Yearbook of Education 2018: Uneven Space-Times of Education: Historical Sociologies of Concepts, Methods and Practices. Routledge.

Ricoeur, P. (2004). Memory, History, Forgetting, transl. K. Blamey & D. Pellauer. The University of Chicago Press.

Seixas, P. (2012). Progress, Presence and Historical Consciousness: Confronting Past, Present and Future in Postmodern Time, Paedagogica Historica48(6): 859-871.

Serres, M., & Latour. B. (1995). Conversations on Science, Culture, and Time, trans. R. Lapidus. Michigan University Press.

Sobe, N.W. (2012). Researching Emotion and Affect in the History of Education. History of Education, 41(5), 689-695.

Stephenson, M. (2008). Timeless Projects: Remembering and Voice in the History of Education. History of Education Review, 37(2), 3-13.

Thyssen, G., & Pruneri, f. (Eds.)(2018). Looking Back Going Forward: School_Time in Flux and Flow in Europe and beyond. EERA, Network 17.

Van der Vlies, T. (2016). Multidirectional War Narratives in History Textbooks. Paedagogica Historica 52(3), 300-314.

Van Ruyskensvelde, S., Thyssen, G., Herman, F., Van Gorp, A., & Verstraete, P. (Eds.)(2021). Folds of Past, Present and Future: Reconfiguring Contemporary Histories of Education. De Gruyter.

Westberg, J. (2021). What We Can Learn from Studying the Past: The Wonderful Usefulness of History in Educational Research. Encounters in Theory and History of Education, 22, 227-248.

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Interview with Link Convenor 2019