Espacio, Tiempo y Educación
Espacio, Tiempo y Educación
简 介：Space and Time are two variables which, to a large extent, determine reality, make a mark on all its aspects, condition the opportunities and paths of people and societies, as well as those of thought, science, technology and many other manifestations of Reason, Freedom and Utopia. Education, a genuinely human phenomenon, is no stranger to such influences: it is both a past and a present factor which is both conditioning and conditioned over the course of history and the present. Espacio, Tiempo y Educación was conceived as a forum in which Education, in all its forms and modes, in any and all points in Space and Time, could be examined. Espacio, Tiempo y Educación is an open-access journal on the History of Education, subject to blind peer review, open and independent, which accepts original work in a variety of languages: Spanish, English, Italian, Portuguese and French. Espacio, Tiempo y Educación has been an annual volume and consists of two (2) issues. Each volume is generally divided into four sections: monograph, studies and interview.
- 主管单位：
- 主办单位：FahrenHouse
- 创刊时间：2014
- 出版周期：2
- 地址：西班牙
- 国际标准刊号：ISSN
- 国内统一刊号：CN
- 邮发代号：
- 单价：
- 总价：
2021年
Quietly Contesting the Hegemony of the Catholic Clergy in Secondary Schooling in Ireland: The Case of the Catholic Lay Secondary Schools from Independence in 1922 to the early 1970s
Tom O'Donoghue;Teresa O'Doherty
(297-308)
Education from the Cradle: Psychology and Social Order in Argentine Childcare (1934-1955)
Ana Soledad Briolotti
(31-52)
Children’s Books: from ABCs to Pop-ups
Maria Cristina Morandini
(99-119)
New Russian Academic Journals and Yearbooks about the History of Pedagogy and Education in Russia (2003-2019)
Dorena Caroli;Grigorij Kornetov;Svetlana Ivanova;Anatolii Utkin
(192-217)
From the Field to the Classroom. Representations of Countryside, Family and Childhood in School Manuals (Argentina, 1940–1960)
Celeste De Marco
(73-98)
«Educational research must penetrate the cultural construction of the nation … and leave the comfort zone of moralizing about the world». Interview with Daniel Tröhler
Michaela Vogt;Annemarie Matthäus Augschöll B
(309-314)
Historia de la educación y las infancias: problematizando temas y fuentes
Moysés Kuhlmann Jr.;Beatriz Alcubierre
(1-8)
The Daily Life of Italian and Italian-Descendant Children in Tenements, Work and School (Sao Paulo, Late 19th And Early 20th Century)
Claudia Panizzolo
(53-71)
Lyceum Education and the New Socioeconomic Realities Emerging from the Post-War (1945-1968)
António Gomes Ferreira;Luís Mota
(275-295)
Educating for Democracy: Teacher Training as a Political Project for Cultural Transformation (Córdoba-Argentina, 1941-1943)
Rebeca Camaño Semprini
(171-191)
Educating Italian Elites: The Role of the National Institute for the Increase of Physical Education (1906-1923)
Domenico Francesco Antonio Eli
(247-273)
The Transnational Beginnings of Children’s Rights (First Third of the 20th Century)
Joana Miguelena Torrado;Pauli Dávila Balsera;Luis M. Naya Garmendia
(121-145)
Research on the History of Education Inspection in Spain. Balance and Perspectives
José Luis Castán Esteban
(219-245)
Notes for the Historical Configuration of Childhood Pedagogy in Colombia: Contributions from Martín Restrepo Mejía, 1888-1930
Miguel Ángel Martínez Velasco
(9-30)
Childhood Representations in Dictatorial Chile (1973-1980). Neoliberal Articulation and Commodification Policies in Child Protection Systems in Chile
Patricia Castillo;Alejandra Gonzalez;Roberto Cortes
(147-169)