Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research
DOI:
https://doi.org/10.14516/ete.335Keywords:
educational historiography, history of primary education, feminization, social history of teachers, conceptual toolsAbstract
I will successively discuss: (1) continuity and change in education; (2) the demythologisation of the idols and ideals of New Education (in German Reformpädagogik); (3) the discourse of the colonial educational initiative and (4) the sublime relevance of the irrelevant. Each of these four specifically chosen themes is consistent with one of the research lines to which I have adhered during my career, i.e. (1) the history of education (including Belgian education) in the strict sense (and with a focus on the internal organisation of primary education, the subject of my licentiate thesis, submitted in 1977); (2) the history of educational sciences (the subject of my second, special PhD, completed in 1989); (3) colonial and post-colonial educational history in the former Belgian Congo (the theme of one of our first books, published in 1995) and lastly (4) the theory, methodology and history of educational historiography (the subject of my first PhD, which I defended in 1982).
References
Blom, Ph. (2008). The Vertigo Years. Change and Culture in the West 1900-1914. London: Weidenfeld & Nicolson.
De Coster, T., Depaepe, M., & Simon, F. (2009). «Alternative» Education in Flanders, 1960-2000: Transformation of Knowledge in a Neo-Liberal Context. Paedagogica Historica, 45(4-5), 645-71.
De Coster, T., Depaepe, M., Simon, F., & Van Gorp, A. (2005). Dewey in Belgium: A Libation for Modernity? Coping with His Presence and Possible Influence. In Popkewitz, T.S. (Ed.), Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education (pp. 85-109). New York: Palgrave/Macmillan.
Depaepe, M. (1982). De marxistisch-leninistische opvatting over historische pedagogiek in de D.D.R. (1965-1980). Pedagogische Studiën, 59(12), 507-18.
Depaepe, M. (1983). The Development of Classes in the Belgian Primary School in the Nineteenth Century. Rozprawy z Dziejów Oświaty, 25(2), 167-78.
Depaepe, M. (1990). Soziale Abnormität und moralische Debilität bei Kindern. Ein Diskussionsthema auf internationalen wissenschaftlichen Zusammenkünften am Anfang dieses Jahrhundert. Paedagogica Historica, 26(2), 185-209.
Depaepe, M. (1993a). Zum Wohl des Kindes? Pädologie, pädagogische Psycholo¬gie und experimentelle Pädagogik in Europa und den USA, 1890-1940. Leuven: Leuven University Press/ Weinheim: Deutscher Studien Verlag.
Depaepe, M. (1993b). History of education anno 1992: ‘a tale told by an idiot, full of sound and fury, signifying nothing’? Presidential Address ISCHE XIV. History of Education, 22(1), 1-10.
Depaepe, M. (1998). «Rien ne va plus...» The Collapse of the Colonial Educational Structures in Zaïre (1960-1995). Education and Society, 16(1), 37-53.
Depaepe, M. (2004). It’s a long way to… an international social history of education. In search of Brian Simon’s legacy in today’s educational historiography. History of Education, 33(5), 531-44.
Depaepe, M. (2007a). Die Reckahner Pastorale als postmoderne Fabel – Betrachtungen zur Rolle «grosser Denker» in der pädagogischen Historiografie. In Tröhler, D., Horlacher, R., & Schmitt, H. (Eds.), Pädagogische Volksaufklärung im 18. Jahrhundert im europäischen Kontext: Rochow und Pestalozzi im Vergleich (pp. 218-31). Bern: Haupt Verlag.
Depaepe, M. (2007b). Philosophy and History of Education: Time to bridge the gap?. Educational Philosophy and Theory, 39(1), 28-43.
Depaepe, M. (2008). Dealing with Paradoxes of Educationalization. Beyond the Limits of «New» Cultural History of Education. Revista Educação & Cidadania, 7(2), 11-31.
Depaepe, M. (2010). The Ten Commandments of Good Practices in History of Education Research, Zeitschrift für Pädagogische Historiographie, 16(1), 31-4.
Depaepe, M. (2017). Colonial Education in the Congo – a question of «uncritical» pedagogy until the bitter end?. Encounters in Theory and History of Education, 18(1), 2-26.
Depaepe, M. et al. [= in collaboration with Dams, K., De Vroede, M., Eggermont, B, Lauwers, H., Simon, F., Vandenberghe, R., & Verhoeven, J.] (2000). Order in Progress. Everyday Educational Practice in Primary Schools: Belgium, 1880-1970. Leuven: Leuven University Press.
Depaepe, M., De Vroede, M., & Simon, F. (1991). The 1936 Curriculum Reform in Belgian Primary Education. Journal of Educational Policy, 6(4), 371-83.
Depaepe, M., De Vroede, M., & Simon, F. (Eds.) (1993). Geen trede meer om op te staan. De maatschappelijke positie van onderwijzers en onderwijzeressen tijdens de voorbije eeuw. Kapellen: Pelckmans.
Depaepe, M., & D’hoker, M. (1987). Het wetenschappelijk werk van Maurits De Vroede. In Depaepe, M., & D’hoker, M. (Eds.), Onderwijs, opvoeding en maatschappij in de 19de en 20ste eeuw (pp. 13-39). Leuven/Amersfoort: Acco
Depaepe, M., & D’hulst, L. (2011). Un pèlerinage psycho-pédagogique aux Etats-Unis. Carnet de voyage de Raymond Buyse, 1922. Introduction et édition annotée/ An Educational Pilgrimage to the United States. Travel Diary of Raymond Buyse, 1922. Introduction, edition, and comments. Leuven: Leuven University Press.
Depaepe, M., D’hulst, L., & Simon, F. (2013). Crossing the Atlantic to Gain Knowledge in the Field of Psycho-Pedagogy: The 1922 Mission of Ovide Decroly and Raymond Buyse and the Travel Diary of the Latter. In Smeyers, P., Depaepe, M., & Keiner, E. (Eds.), Educational Research: The Importance and Effects of Institutional Spaces (pp. 47-60). Dordrecht: Springer.
Depaepe, M., Herman, F., Surmont, M., Van Gorp, A., & Simon, F. (2008). About Pedagogization: From the Perspective of the History of Education. In Smeyers, P., & Depaepe, M. (Eds.), Educational Research: The Educationalization of Social Problems (pp. 13-30). Dordrecht: Springer.
Depaepe, M., & Hulstaert, K. (2013). Creating Cultural Hybridity by Exporting Metropolitan Structures and Cultures of Schooling and Educationalization? The Emergence of a Congolese ‘Elite’ in the 1950s as a Starting Point for Further Research. European Educational Research Journal, 11(2), 202-14.
Depaepe, M., & Laevers, F. (1992). Preschool Education in Belgium. In Woodill, G., Bernhard, J., & Prochner, L. (Eds.), International Handbook of Early Childhood Education (pp. 93-103). New York/London: Garland.
Depaepe, M., Lauwers, H., & Simon, F. (2006). The Feminization of the Teaching Profession in Belgium in the Nineteenth and Twentieth Centuries. In Cortina, R., & San Roman, S. (Eds.), Women and Teaching. Global Perspectives on the Feminization of the Profession (pp. 155-83). New York: Palgrave.
Depaepe, M., & Lembagusala Kikumbi, A. (2018). Educating girls in Congo – an unsolved pedagogical paradox since colonial times?. Policy Futures in Education, 16(8), 936-52.
Depaepe, M., & Simon, F. (1997). Social Characteristics of Belgian Primary Teachers in the Twentieth Century. Cambridge Journal of Education, 27(3), 391-404.
Depaepe, M., & Simon, F. (1999). «Mon ami, Monsieur Decroly». Die Rolle der Biographie in der Geschichte der pädagogischen Wissenschaft. In Golz, R., Keck, R.W., & Mayrhofer, W. (Eds.), Humanisierung der Bildung. Jahrbuch 1999 der Internationalen Akademie zur Humanisierung der Bildung (IAHB) (pp. 111-19). Frankfurt a.M.: Lang.
Depaepe, M., & Simon, F. (2003). Les écoles de plein air en Belgique. Un phénomène historico-pédagogique mineur, reflètant des processus socio-historiques majeurs? / Open-Air Schools in Belgium. A Marginal Phenomenon in Educational History Reflecting Larger Social and Historical Processes. In Châtelet, A.M., Lerch, D., & Luc, J.N. (Eds.), L’ école de plein air. Une expérience pédagogique et architecturale dans l’Europe du XXe siècle / Open-Air Schools. An Educational and Architectural Venture in Twentieth-CenturyEurope (pp. 80-95). Paris: Editions Recherches.
Depaepe, M., & Simon, F. (2016). It’s All About Interpretation: Discourses at Work in Education Museums. The Case of Ypres. In Smeyers, P. & Depaepe, M. (Eds.), Educational Research: Discourses of Change and Change of Discourse (pp. 207-22). Cham: Springer.
Depaepe, M., & Simon, F. (2018). At the intersection of anecdotal stories and great narratives: reflections on the cooperation between educational historians and educational philosophers. In Hodgson, N. & Ramaekers, S. (Eds.), Past, Present, and Future Possibilities for Philosophy and History of Education. Finding Space and Time for Research (pp. 15-31). Cham: Springer.
Depaepe, M., Simon, F., Herman, F., & Van Gorp, A. (2012). Brodskys hygienische Klappschulbank: zu leicht für die schulische Mentalität?. Zeitschrift für Pädagogik, 58. Beiheft, 50-65.
Depaepe, M., Simon, F., & Van Gorp, A. (2003). The Canonization of Ovide Decroly as a «saint» of the New Education. History of Education Quarterly, 53(2), 224-49.
Depaepe, M., Simon, F., & Van Gorp, A. (2011). L’expertise médicale et psycho-pédagogique d’Ovide Decroly en action. Utiliser le «fardeau» qu’engendre inadaptation sociale au profit de la société. In François, A., Massin, V., & Niget, D. (Eds.), Violences juvéniles sous expertise(s) XIXe-XXIe siècles. Expertise and Juvenile Violence 19th-21st Century (pp. 39-54). Louvain-la-neuve: UCL Presses Universitaires de Louvain.
Depaepe, M., Simon, F., & Van Gorp, A. (2018a). Ovide Decroly (1871-1932): the Prototype of a Modern Scientist, Also in the Context of Funding? In Smeyers, P. & Depaepe, M. (Eds.), Educational Research: Ethics, Social Justice, and Funding Dynamics (pp. 223-59). Cham: Springer.
Depaepe, M., Simon, F., & Van Gorp, A. (2018b). Lusten en lasten van een Decroly-biografie. In Amsing, H., Bakker, N., Van Essen, M., & Parlevliet, S. (Eds.), Images of education. Cultuuroverdracht in historisch perspectief (pp. 169-81). Groningen: Uitgeverij Passage.
Depaepe, M., Vinck, H., & Simon, F. (2019). «Vom Schwarzen aus»…? Vater Hulstaerts indigenistischer Ansatz im Kongo und sein Zusammenhang mit der Reformpädagogik in Belgien. Hisotoria Scholastica, 6(1), 22-38.
De Vroede, M. (1979). Das Fach «pädagogische Historiographie» in Belgien. In Heinemann, M. (Ed.), Die historische Pädagogik in Europa und den USA. Berichte über die historische Bildungsforschung. Teil 1 (pp. 11-42). Stuttgart: Klett-Cotta.
Herman, F., Depaepe, M., Simon, F., & Van Gorp, A. (2007). Punishment as an Educational Technology – a Form of Pedagogical Inertia in Schools? In Smeyers, P. & Depaepe, M. (Eds.), Educational Research: Networks and Technologies (pp. 203-19). Dordrecht: Springer.
Labaree, D.F. (2008). The Winning Ways of a Losing Strategy: Educationalizing Social Problems in the U.S., Educational Theory, 58(4), 447-60.
Lembagusala Kikumbi, A., & Depaepe, M. (2018). L’éducation des filles congolaises au maquis de Mulele: Arme de libération ou force d’(auto)destruction?, Historical Studies in Education/ Revue d’histoire de l’éducation, 30(1), 99-120.
Moreno Martinez, P.L. (Ed.) (2018). Educación, Historia y Sociedad. El legad historiográfico de Antonio Viñao. Valencia: Triant.
Müller, T., & Schneider, R. (Eds.) (1998). Das Klaszimmer. Schulmöbel im 20. Jahrhundert. München/ New York: Prestel.
Nauwelaerts, M.A. (1953-1954). Het «waarom» van de historische pedagogiek, Vlaams Opvoedkundig Tijdschrift, 34, 96-107.
Popkewitz, T.S. (1984). Paradigm and Ideology in Educational Research. The Social Functions of the Intellectual. London: Routledge.
Smeyers, P., & Depaepe, M. (2015). Die Forschungsgemeinschaft «Philosophy and History of the Discipline of Education» – Ein Rückblick. Einleitende Beiträge. Zeitschrift für Pädagogik, 41(5), 623-42.
Thyssen, G., & Depaepe, M. (2010). The Sacralization of Childhood in a Secularized World: Another Paradox in the History of Education? An Exploration of the Problem on the Basis of the Open-Air school Diesterweg in Heide-Kalmthout. In Dillen, A. & Pollefeyt, D. (Eds.), Children’s Voices. Children’s Perspectives in Ethics, Theology and Religious Education (pp. 187-215). Leuven: Peeters.
Van Gorp, A., Simon, F., & Depaepe, M. (2004). Backing the Actor as Agent in Discipline Formation: An Example of the «Secondary Disciplinarisation» of the Educational Sciences, Based on the Networks of Ovide Decroly (1901-1931). Paedagogica Historica, 41(5-6), 591-616.
Vinck, H., Simon, F., & Depaepe, M. (2016). Gustaaf Hulstaert, autor de manuales escolares en el Congo: pionero paradójico y controversial (1900-1990). In Galván Lafarga, L.E., Martínez Moctezuma, L., & López Pérez, O. (Eds.), Más allá del texto. Autores, redes del saber y formación de lectores (pp. 433-65). México: Centro de Investigaciones Estudios Superiores en Antropología Social.
Wagnon, S. (2018). De Condorcet à Decroly. La franc-maçonnerie belge, l’éducation et l’enseignement (XIXe –XXe siècles). Bruxelles: Peter Lang.
Blom, Ph. (2008). The Vertigo Years. Change and Culture in the West 1900-1914. London: Weidenfeld & Nicolson.
De Coster, T., Depaepe, M., & Simon, F. (2009). «Alternative» Education in Flanders, 1960-2000: Transformation of Knowledge in a Neo-Liberal Context. Paedagogica Historica, 45(4-5), 645-71.
De Coster, T., Depaepe, M., Simon, F., & Van Gorp, A. (2005). Dewey in Belgium: A Libation for Modernity? Coping with His Presence and Possible Influence. In Popkewitz, T.S. (Ed.), Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education (pp. 85-109). New York: Palgrave/Macmillan.
Depaepe, M. (1982). De marxistisch-leninistische opvatting over historische pedagogiek in de D.D.R. (1965-1980). Pedagogische Studiën, 59(12), 507-18.
Depaepe, M. (1983). The Development of Classes in the Belgian Primary School in the Nineteenth Century. Rozprawy z Dziejów Oświaty, 25(2), 167-78.
Depaepe, M. (1990). Soziale Abnormität und moralische Debilität bei Kindern. Ein Diskussionsthema auf internationalen wissenschaftlichen Zusammenkünften am Anfang dieses Jahrhundert. Paedagogica Historica, 26(2), 185-209.
Depaepe, M. (1993a). Zum Wohl des Kindes? Pädologie, pädagogische Psycholo¬gie und experimentelle Pädagogik in Europa und den USA, 1890-1940. Leuven: Leuven University Press/ Weinheim: Deutscher Studien Verlag.
Depaepe, M. (1993b). History of education anno 1992: ‘a tale told by an idiot, full of sound and fury, signifying nothing’? Presidential Address ISCHE XIV. History of Education, 22(1), 1-10.
Depaepe, M. (1998). «Rien ne va plus...» The Collapse of the Colonial Educational Structures in Zaïre (1960-1995). Education and Society, 16(1), 37-53.
Depaepe, M. (2004). It’s a long way to… an international social history of education. In search of Brian Simon’s legacy in today’s educational historiography. History of Education, 33(5), 531-44.
Depaepe, M. (2007a). Die Reckahner Pastorale als postmoderne Fabel – Betrachtungen zur Rolle «grosser Denker» in der pädagogischen Historiografie. In Tröhler, D., Horlacher, R., & Schmitt, H. (Eds.), Pädagogische Volksaufklärung im 18. Jahrhundert im europäischen Kontext: Rochow und Pestalozzi im Vergleich (pp. 218-31). Bern: Haupt Verlag.
Depaepe, M. (2007b). Philosophy and History of Education: Time to bridge the gap?. Educational Philosophy and Theory, 39(1), 28-43.
Depaepe, M. (2008). Dealing with Paradoxes of Educationalization. Beyond the Limits of «New» Cultural History of Education. Revista Educação & Cidadania, 7(2), 11-31.
Depaepe, M. (2010). The Ten Commandments of Good Practices in History of Education Research, Zeitschrift für Pädagogische Historiographie, 16(1), 31-4.
Depaepe, M. (2017). Colonial Education in the Congo – a question of «uncritical» pedagogy until the bitter end?. Encounters in Theory and History of Education, 18(1), 2-26.
Depaepe, M. et al. [= in collaboration with Dams, K., De Vroede, M., Eggermont, B, Lauwers, H., Simon, F., Vandenberghe, R., & Verhoeven, J.] (2000). Order in Progress. Everyday Educational Practice in Primary Schools: Belgium, 1880-1970. Leuven: Leuven University Press.
Depaepe, M., De Vroede, M., & Simon, F. (1991). The 1936 Curriculum Reform in Belgian Primary Education. Journal of Educational Policy, 6(4), 371-83.
Depaepe, M., De Vroede, M., & Simon, F. (Eds.) (1993). Geen trede meer om op te staan. De maatschappelijke positie van onderwijzers en onderwijzeressen tijdens de voorbije eeuw. Kapellen: Pelckmans.
Depaepe, M., & D’hoker, M. (1987). Het wetenschappelijk werk van Maurits De Vroede. In Depaepe, M., & D’hoker, M. (Eds.), Onderwijs, opvoeding en maatschappij in de 19de en 20ste eeuw (pp. 13-39). Leuven/Amersfoort: Acco
Depaepe, M., & D’hulst, L. (2011). Un pèlerinage psycho-pédagogique aux Etats-Unis. Carnet de voyage de Raymond Buyse, 1922. Introduction et édition annotée/ An Educational Pilgrimage to the United States. Travel Diary of Raymond Buyse, 1922. Introduction, edition, and comments. Leuven: Leuven University Press.
Depaepe, M., D’hulst, L., & Simon, F. (2013). Crossing the Atlantic to Gain Knowledge in the Field of Psycho-Pedagogy: The 1922 Mission of Ovide Decroly and Raymond Buyse and the Travel Diary of the Latter. In Smeyers, P., Depaepe, M., & Keiner, E. (Eds.), Educational Research: The Importance and Effects of Institutional Spaces (pp. 47-60). Dordrecht: Springer.
Depaepe, M., Herman, F., Surmont, M., Van Gorp, A., & Simon, F. (2008). About Pedagogization: From the Perspective of the History of Education. In Smeyers, P., & Depaepe, M. (Eds.), Educational Research: The Educationalization of Social Problems (pp. 13-30). Dordrecht: Springer.
Depaepe, M., & Hulstaert, K. (2013). Creating Cultural Hybridity by Exporting Metropolitan Structures and Cultures of Schooling and Educationalization? The Emergence of a Congolese ‘Elite’ in the 1950s as a Starting Point for Further Research. European Educational Research Journal, 11(2), 202-14.
Depaepe, M., & Laevers, F. (1992). Preschool Education in Belgium. In Woodill, G., Bernhard, J., & Prochner, L. (Eds.), International Handbook of Early Childhood Education (pp. 93-103). New York/London: Garland.
Depaepe, M., Lauwers, H., & Simon, F. (2006). The Feminization of the Teaching Profession in Belgium in the Nineteenth and Twentieth Centuries. In Cortina, R., & San Roman, S. (Eds.), Women and Teaching. Global Perspectives on the Feminization of the Profession (pp. 155-83). New York: Palgrave.
Depaepe, M., & Lembagusala Kikumbi, A. (2018). Educating girls in Congo – an unsolved pedagogical paradox since colonial times?. Policy Futures in Education, 16(8), 936-52.
Depaepe, M., & Simon, F. (1997). Social Characteristics of Belgian Primary Teachers in the Twentieth Century. Cambridge Journal of Education, 27(3), 391-404.
Depaepe, M., & Simon, F. (1999). «Mon ami, Monsieur Decroly». Die Rolle der Biographie in der Geschichte der pädagogischen Wissenschaft. In Golz, R., Keck, R.W., & Mayrhofer, W. (Eds.), Humanisierung der Bildung. Jahrbuch 1999 der Internationalen Akademie zur Humanisierung der Bildung (IAHB) (pp. 111-19). Frankfurt a.M.: Lang.
Depaepe, M., & Simon, F. (2003). Les écoles de plein air en Belgique. Un phénomène historico-pédagogique mineur, reflètant des processus socio-historiques majeurs? / Open-Air Schools in Belgium. A Marginal Phenomenon in Educational History Reflecting Larger Social and Historical Processes. In Châtelet, A.M., Lerch, D., & Luc, J.N. (Eds.), L’ école de plein air. Une expérience pédagogique et architecturale dans l’Europe du XXe siècle / Open-Air Schools. An Educational and Architectural Venture in Twentieth-CenturyEurope (pp. 80-95). Paris: Editions Recherches.
Depaepe, M., & Simon, F. (2016). It’s All About Interpretation: Discourses at Work in Education Museums. The Case of Ypres. In Smeyers, P. & Depaepe, M. (Eds.), Educational Research: Discourses of Change and Change of Discourse (pp. 207-22). Cham: Springer.
Depaepe, M., & Simon, F. (2018). At the intersection of anecdotal stories and great narratives: reflections on the cooperation between educational historians and educational philosophers. In Hodgson, N. & Ramaekers, S. (Eds.), Past, Present, and Future Possibilities for Philosophy and History of Education. Finding Space and Time for Research (pp. 15-31). Cham: Springer.
Depaepe, M., Simon, F., Herman, F., & Van Gorp, A. (2012). Brodskys hygienische Klappschulbank: zu leicht für die schulische Mentalität?. Zeitschrift für Pädagogik, 58. Beiheft, 50-65.
Depaepe, M., Simon, F., & Van Gorp, A. (2003). The Canonization of Ovide Decroly as a «saint» of the New Education. History of Education Quarterly, 53(2), 224-49.
Depaepe, M., Simon, F., & Van Gorp, A. (2011). L’expertise médicale et psycho-pédagogique d’Ovide Decroly en action. Utiliser le «fardeau» qu’engendre inadaptation sociale au profit de la société. In François, A., Massin, V., & Niget, D. (Eds.), Violences juvéniles sous expertise(s) XIXe-XXIe siècles. Expertise and Juvenile Violence 19th-21st Century (pp. 39-54). Louvain-la-neuve: UCL Presses Universitaires de Louvain.
Depaepe, M., Simon, F., & Van Gorp, A. (2018a). Ovide Decroly (1871-1932): the Prototype of a Modern Scientist, Also in the Context of Funding? In Smeyers, P. & Depaepe, M. (Eds.), Educational Research: Ethics, Social Justice, and Funding Dynamics (pp. 223-59). Cham: Springer.
Depaepe, M., Simon, F., & Van Gorp, A. (2018b). Lusten en lasten van een Decroly-biografie. In Amsing, H., Bakker, N., Van Essen, M., & Parlevliet, S. (Eds.), Images of education. Cultuuroverdracht in historisch perspectief (pp. 169-81). Groningen: Uitgeverij Passage.
Depaepe, M., Vinck, H., & Simon, F. (2019). «Vom Schwarzen aus»…? Vater Hulstaerts indigenistischer Ansatz im Kongo und sein Zusammenhang mit der Reformpädagogik in Belgien. Hisotoria Scholastica, 6(1), 22-38.
De Vroede, M. (1979). Das Fach «pädagogische Historiographie» in Belgien. In Heinemann, M. (Ed.), Die historische Pädagogik in Europa und den USA. Berichte über die historische Bildungsforschung. Teil 1 (pp. 11-42). Stuttgart: Klett-Cotta.
Herman, F., Depaepe, M., Simon, F., & Van Gorp, A. (2007). Punishment as an Educational Technology – a Form of Pedagogical Inertia in Schools? In Smeyers, P. & Depaepe, M. (Eds.), Educational Research: Networks and Technologies (pp. 203-19). Dordrecht: Springer.
Labaree, D.F. (2008). The Winning Ways of a Losing Strategy: Educationalizing Social Problems in the U.S., Educational Theory, 58(4), 447-60.
Lembagusala Kikumbi, A., & Depaepe, M. (2018). L’éducation des filles congolaises au maquis de Mulele: Arme de libération ou force d’(auto)destruction?, Historical Studies in Education/ Revue d’histoire de l’éducation, 30(1), 99-120.
Moreno Martinez, P.L. (Ed.) (2018). Educación, Historia y Sociedad. El legad historiográfico de Antonio Viñao. Valencia: Triant.
Müller, T., & Schneider, R. (Eds.) (1998). Das Klaszimmer. Schulmöbel im 20. Jahrhundert. München/ New York: Prestel.
Nauwelaerts, M.A. (1953-1954). Het «waarom» van de historische pedagogiek, Vlaams Opvoedkundig Tijdschrift, 34, 96-107.
Popkewitz, T.S. (1984). Paradigm and Ideology in Educational Research. The Social Functions of the Intellectual. London: Routledge.
Smeyers, P., & Depaepe, M. (2015). Die Forschungsgemeinschaft «Philosophy and History of the Discipline of Education» – Ein Rückblick. Einleitende Beiträge. Zeitschrift für Pädagogik, 41(5), 623-42.
Thyssen, G., & Depaepe, M. (2010). The Sacralization of Childhood in a Secularized World: Another Paradox in the History of Education? An Exploration of the Problem on the Basis of the Open-Air school Diesterweg in Heide-Kalmthout. In Dillen, A. & Pollefeyt, D. (Eds.), Children’s Voices. Children’s Perspectives in Ethics, Theology and Religious Education (pp. 187-215). Leuven: Peeters.
Van Gorp, A., Simon, F., & Depaepe, M. (2004). Backing the Actor as Agent in Discipline Formation: An Example of the «Secondary Disciplinarisation» of the Educational Sciences, Based on the Networks of Ovide Decroly (1901-1931). Paedagogica Historica, 41(5-6), 591-616.
Vinck, H., Simon, F., & Depaepe, M. (2016). Gustaaf Hulstaert, autor de manuales escolares en el Congo: pionero paradójico y controversial (1900-1990). In Galván Lafarga, L.E., Martínez Moctezuma, L., & López Pérez, O. (Eds.), Más allá del texto. Autores, redes del saber y formación de lectores (pp. 433-65). México: Centro de Investigaciones Estudios Superiores en Antropología Social.
Wagnon, S. (2018). De Condorcet à Decroly. La franc-maçonnerie belge, l’éducation et l’enseignement (XIXe –XXe siècles). Bruxelles: Peter Lang.
