Pupils as stakeholders on the margins of the history of education in the German-speaking world (notice n° 172428)
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| fixed length control field | 02318cam a2200289 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112035431.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Ruoss, Thomas |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Pupils as stakeholders on the margins of the history of education in the German-speaking world |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2019.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 74 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The history of education in the German speaking world is characterised by a vibrant, interdisciplinary culture and a distinct preference for theoretical debates. However, as yet, school pupils have not been defined as a specific field of research. Nevertheless, research in the history of education looks at pupils through broad and heterogeneous approaches. Firstly, pupils are primarily seen as objects to be educated. They have been considered an indicator for describing the progress of (public) schooling, as well as a knowledge holder. Up to now, historical research has looked at how pupils have shaped the status of schooling or – conversely – how schooling has affected pupils’ everyday life. Secondly, we can see that pupils emerge as secondary objects indifferent social history studies. While scholars explore, for instance, the history of institutional violence or the progress of specific educational institutions, pupils are not their first concern, although they certainly do appear. Finally, current research increasingly considers pupils as stakeholders in their own right, with their own demands, their own practices and their own history. This recent development provides new opportunities for research, particularly if we move beyond institutions which fall within the general framework of compulsory education to include vocational education and training, higher education, continuing education and special needs education. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | pupils |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | everyday life |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | childhood studies |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | XXth century |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Austria |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | history of education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | XIXth century |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Germany |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | schooling |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Switzerland |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Eigenmann, Philipp |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Histoire de l’éducation | o 150 | 2 | 2019-09-16 | p. 151-170 | 0221-6280 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-histoire-de-l-education-2018-2-page-151?lang=en">https://shs.cairn.info/journal-histoire-de-l-education-2018-2-page-151?lang=en</a> |
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