Espacio, Tiempo y Educación
https://www.espaciotiempoyeducacion.com/ojs/index.php/ete
<p>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 a past and a present factor which is both conditioning and conditioned over the course of history and the present.</p><p><em>Espacio, Tiempo y Educación </em>is an open access, free and independent scientific journal, with a six-monthly periodicity (two issues every year) published by FahrenHouse (Salamanca, Spain). The main object of the journal consists in publishing researches, studies and critical essays about the History of Education, in any space and time, adopting theoretical, philosophical and methodological perspectives. Generally the structure of each number is composed by editorial, monographic, studies and interview. All items received by <em>Espacio, Tiempo y Educación </em>for the sections “Monographic” and “Studies” are submitted to the double blind peer review external evaluation process. <em>Espacio, Tiempo y Educación </em>accepts articles in different languages as Spanish, English, Italian and Portuguese (more information in “Guidelines for the Authors”).</p><p><em>Espacio, Tiempo y Educación </em>addresses mainly researchers, scholars and academics in the field of the History of Education, as well as other free and independent people who care about issues of thought, culture, society and education in a historical perspective and who are willing to debate their policies and researches with others.</p>FahrenHouseen-USEspacio, Tiempo y Educación2340-7263<p><img src="/ojs/public/site/images/jlhhuerta/copy.jpg" alt="" /></p><p><a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank"><strong>Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)</strong></a></p>Old and new social movements in the educational field. An analysis of the trajectory of collective action frames in Chile (1990 – 2014)
https://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/471
<p>As a consequence of the neoliberal reforms initiated in the 1980s by the Pinochet dictatorship, education in Chile has become a highly controversial issue. Despite the extensive literature on social movements and education in Chile, there is still little evidence on the role of classic social movements and new social movements (NMS) in the educational field, and there is even less evidence on the evolution of the collective action frames of these actors over time. To contribute to this discussion, this article seeks to examine the trajectory of the discursive frameworks of collective action (diagnosis and prognosis) developed by different educational actors (teachers, university students and high school students) between 1990 and 2014. Methodologically, the article is based on a descriptive quantitative analysis of a database that follows the Protest Event Analysis (AEP) method, including 1,468 protest events. The results show the hybridization of the discursive tactics deployed in the protests by the classic social movements (teachers) and NMS (student movement) and the differences that exist concerning the protests’ discursive frames over time of these groups. In this way, the article identifies convergences and divergences between actors and certain transversal changes over time, which allows discussing the potentialities and limitations of the theory of old and new social movements.</p><div> </div>Cristóbal VillalobosLluís Parcerisa
Copyright (c) 2023 Espacio, Tiempo y Educación
2023-12-312023-12-311029512010.14516/ete.471Confessional Identities and the Challenges of Modernisation: Jesuit Convicti and Reformed Colleges in the Kingdom of Hungary in the Age of Enlightenment
https://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/597
<p><span>The Jesuit and Reformed school networks and the various boarding institutions behind them, and the changes they underwent, tell us much about 18<sup>th</sup>-19<sup>th</sup> century society of orders of the Kingdom of Hungary. </span>In order to discuss the Enlightenment in Hungary – which was a part of the Habsburg Monarchy – it is necessary to describe the modernising measures of Habsburg Enlightened Absolutism, on the one hand, and the partly independent Hungarian cultural efforts of the Hungarian estates and nobility on the other. <em>Both government and religious policies and interests shaped not only education, but also the various types of </em><span><em>boarding institutions</em></span><em> that operated alongside the educational centres.</em> <span>The paper aims to present a comparative analysis of two co-existing dimensions of the Hungarian educational system: the Catholic and Reformed institutional networks. </span>First, the study presents the cultural context of Catholic and Reformed schooling and discusses the new challenges posed by the modernisation experiments of the mid-18<sup>th</sup> century. It then analyses the world of Catholic convicti and academies, as well as of Reformed colleges, adopting a comparative approach and placing the Hungarian characteristics in the context of European educational history.</p><div> </div>János UgraiZsolt Kökényesi
Copyright (c) 2023 Espacio, Tiempo y Educación
2023-12-312023-12-31102779310.14516/ete.597Establishment of Education Sciences as a Discipline in Iran: Social Demands and Western Influences
https://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/480
<p>«Education Sciences» was established as an academic field of study in Iran in September 1932 by the Iranian graduates who came back to the country from Europe. Here, the main question is whether they merely reproduced what they had learned in the West or they established the discipline taking into consideration the historical factors and according to domestic necessities.<strong> </strong>To answer this question, this study used a historical method. The results revealed that education sciences was established in Iran based on the historical and socio-cultural developments, which were categorized into three main factors: a) The establishment of Dār ul-Funun (The first modern institution of higher education in Iran) and its major role in prompting the statesmen to establish a modern Western-style educational system, b) Socio-cultural developments occurring between the establishment of Dār ul-Funun and the establishment of constitutionalism in Iran (e.g. widespread perceptions about inefficiency of the traditional system of education and the need to establish a new Western-style educational system), and c) Constitutionalism, which promoted the idea that education paves the way for establishment of new civic institutions and thus it must be reconsidered. It is discussed that all these factors prompted some Iranian graduates of Western universities to establish education science as a discipline in Iran through using the Western-style contents and curriculum for training teachers and providing the manpower needed for new schools.</p><div> </div>Rouhollah Shahabi
Copyright (c) 2023 Espacio, Tiempo y Educación
2023-12-312023-12-311026176.10.14516/ete.480