Three Nominations for Executive Committee (2013)
1. Adelina Arredondo, Ph.D (Instituto de Ciencias de la Educación,
Universidad Autónoma del Estado de Morelos, Mexico)
CV
Professor in the Instituto de Ciencias de la Educación, Universidad Autónoma del Estado de
Morelos (México), coordinating the doctoral degree in Education. Lecture, direction of thesis
and research on topics of History of Education, Education Policy and Sociology of Education.
Bachelor in Sociology, Master in Economics and Doctor in Social Sciences, focussed on
Policies and History of Education. Member of the National System of Researchers, the
Laboratory RECIFES of the Université d’Artois, the Mexican Society of History of Education,
the National Council of Educative Research and of the International Standing Conference of
History of Education since 1999. Joining the SWG “Gender and Education” in 2000, and
coordinating the group with Christine Mayer since 2011. Invited as professor, researcher by
the University of Istambul (Turkey), the Université d’Artois and the Institut National de
Recherche Pédagogique (France), the Universidad de Valencia and the Universidad de la
Laguna (Spain) and visiting scholar at the University of Toronto and the University of Windsor
(Canada). Participating in various editorial committes, like the French Collection “Education
et Formation”, Historia Caribe, Revista Intercontinental de Psicología y Educación, among
others.
PUBLICATIONS: 85 papers in national and international conferences, 67 book chapters and
refereed articles, and eight monographic and edited books. Some of them:
 Sociedad y Educación en Chihuahua en la época de la Independencia, Biblioteca
Chihuahuense, Chihuahua, 2012.
 En la senda de la modernidad, Chihuahua 1767-1867, El Colegio de Michoacán,
Zamora, 2011 (2 volumes).
 Historias de normales, memorias de maestros (coord.), Ed. Juan Pablos y UAEM,
México, 2009.
 Historias de instituciones y de profesiones de maestros (coord.), Ed. Juan Pablos y
UAEM, México, 2009.
 De la primaria a la Universidad. La educación de la juventud en la historia de
México, (From Primary School to University. Education of Youth in the History of
Mexico), México, Santillana y UPN, 2008.
 Educación, ética y cultura política de los docentes (Education, Ethics and Political
Culture of Teachers), México, IFE-UAEM-UPN, 2008.
 “Las maestras militantes. La formación de la identidad política y magisterial de las
normalistas rurales en México” (Militant Teachers: The Formation of Political
Identity of Rural Normal Students in Mexico), en El Pajar. Cuaderno de Etnografìa
Canaria, España, II Epoca, num. 25, agosto de 2008.
 “De amiga a preceptora: las maestras del México independiente” (The Women
Teachers in Independent Mexico), en Luz Elena Galván y Oresta López (coord.),
Entre imaginarios y utopías: historias de maestras, Publicaciones de la Casa Chata,
2008.
 Formación de formadores, Revista Mexicana de Investigación Educativa, México,
COMIE, Vol. XII, 33, abril-junio de 2007. (Ed.).
 “Políticas públicas y educación secundaria en la primera mitad del siglo XIX en
México” (Public Politics and Secondary Education during the First Half of XIX Century
in Mexico), Revista Mexicana de Investigación Educativa, México, Comie, vol. XII, 32,
enero-marzo de 2007.
 “Ilustrados and Barbaros: Diversity, Intolerance and Educational Values in Northern
Mexico (1831-1854), Paedagogica Historica. International Journal of the History of
Education. Vol. XLIII, Number I, February 2007.
Statement
You called to fulfil two positions in ISCHE's Executive Committee, which you lead worthily. In
response I may communicate you some of the reasons that motivate me to answer,
supported by the Sociedad Mexicana de Historia de la Educación.
I am a full time professor at the Institute of Sciences of Education of the Universidad
Autónoma del Estado de Morelos (central Mexico), where I lecture, direct thesis and
research on topics of History of Education, Education Policy and Sociology of Education. I
was one of the advocates of the field of history of education in my country, having been one
of the original promoters of the National Society. I have published and edited several books,
books chapters and arbitrated articles, I have taken part in scientific, organizational and
editorial committees, I had been an invited professor in several national and foreign
universities.
I started to participate in ISCHE in 1999, joined the SWG “Gender and Education” in 2000,
and coordinated the group with Christine Mayer since 2011. I strongly share the objectives
of ISCHE and the goals of the present committee. I have been an attentive and very
respectful interlocutor with my colleagues in ISCHE and I am constantly wondering where
are the others colleagues interested in history of education that are not here and in which
way we could made them to join us, or in which way we could join them.
I am a hard believer in that the critical knowledge of the history of the education is
fundamental to understand the present society and to imagine and to build different future
stages in education. I consider myself a truly representative of the Latin world, of the
Hispanic language, culture and history, and of the developing countries, a supporter of the
permanent introduction of new perspectives in the historiography. I will join my efforts to
increase the opportunities for students and younger generations, and at the same time, to
consolidate the recognition of senior researchers and their contributions as an ISCHE
heritage, in short, to keep in ISCHE a culture of respectful, critic and fruitful exchange.
We are eager of working together in the team headed by Eckhardt Fuchs in the search of
new and more effective ways of organization for ISCHE, a wider communication with
colleagues of the more marginal geographic regions and sectors, the incorporation of new
thematic areas and theoretical approaches and the dissemination of the historiography of
education. Precisely, I would like we promote a collective volume that gathers reflections on
the importance of the history of the education for education policy and on the importance of
consolidating the subject of history of education in the curriculum for teacher training.
Sincerely yours
Adelina Arredondo
2. Nelleke Bakker (University of Groningen, the Netherlands)
CV
Trained as a historian at the University of Amsterdam I came to work in the Department of
Education of the University of Nijmegen shortly after I finished my studies. From the
moment I started to work in the field of history of education, as a university teacher and a
researcher, I felt at home. In Nijmegen I shifted my research theme from women and
teaching to ideals of child rearing since the 1840s, which became the theme of my PhD.
From 1990 I started to work at the University of Groningen, which soon turned out to be
(and still is) a stronghold of history of education in the Low Countries thanks to a small group
of wonderful colleagues. In 2002, when I became an associate professor of history of
education, I started a research project on children and health and normality, in which I
explore the processes of medicalization, educationalization and psychologization of
childhood and their mutual relationships, particularly in the 20th century. More recently I
have also returned to the theme of child rearing ideals, linked up now more explicitly with
their shifting intellectual foundations and the development of education as a field of
academic study. Stumbling forward through articles on parts of these two larger themes and
profiting from the richness of the international journal reviewers’ wisdom, I hope to be able
to publish a book on each of these larger themes within a few years. Next to two books (one
a handbook for students on five centuries of education in the Netherlands), I authored 24
articles in international journals and volumes and 58 articles in Dutch academic journals and
volumes, and edited 13 volumes on the history of education, among which a number of
annuals of the Belgian-Dutch Society for the History of Education. My ISCHE-papers have
been selected five times for publication in a conference issue of Paedagogica Historica.
Statement
Since 1994 (when ISCHE came together in Amsterdam) I have participated in most ISCHE
conferences and I have been one of the organizers of the ISCHE 31 Conference (2009) in
Utrecht (the Netherlands). The Belgian-Dutch Society for the History of Education
(BNVGOO), which I chair since 2004, has proposed me as a candidate for the ISCHE Executive
Committee, because the Society is very committed to ISCHE and wants to be represented in
the Committee. Our Society has provided members and presidents (four) from the very start
of ISCHE 35 years ago, of whom Frank Simon was the last one. Like our sister societies in
other countries, this Society brings together young and more experienced researchers in our
field, stimulates research and publications, as well as participation of our members in the
international community of ISCHE. At the same time, more than ever before in its 38-years
history, it has to fight against marginalization of historical research in the academic world of
Education, in the curriculum and in our faculties in the universities of Belgium and the
Netherland. A tightening up of the bond between our Belgian-Dutch Society (which has
hosted ISCHE five times altogether) and ISCHE, the Society believes, will support our
positions and claims as to the importance of our teaching and research inside and outside
the Departments of Education of our universities. Personally, I want to contribute to ISCHE
as an organization from which I have profited so much, as a researcher and as a member of a
stimulating international community of people who treasure cooperation, solidarity,
creativity, and openness to new and critical perspectives. I particularly want to contribute to
the stimulation of young researchers as builders of the future of the history of education.
3. Joaquim Pintassilgo (Institute of Education, University of Lisbon, Portugal)
CV
I have a Ph.D. in History by the University of Salamanca (1996), a Master’s degree in Cultural
History by the New University of Lisbon (1987) and a graduation in History by the University
of Lisbon (1982). Between 1980 and 1998 I have had teaching positions at several secondary
schools (1980-1987) and at the Education Schools of Castelo Branco (1987-1989) and
Portalegre (1989-1998). Between 1998 and 2009 I was a Professor at the Department of
Education of the Faculty of Sciences of the University of Lisbon. During that time I was
Deputy Director of the Revista de Educação [Journal of Education] (2000-2004). In 2010 I
made the transition to the newly-created Institute of Education of the University of Lisbon,
having integrated its Establishing Committee (2009) and, since then, besides being the
President of the Pedagogical Committee, I have been one of its Sub-directors. Between 2003
and 2006, I was the Coordinator of the History of Education Section of the Portuguese
Society of Educational Sciences. I was also the coordinator of the Portuguese team of the
international cooperation project História da escola em Portugal e no Brasil: circulação e
apropriação de modelos culturais [School history in Portugal and in Brazil: circulation and
appropriation of cultural models] (2003-2007), housed in the Universities of Lisbon and São
Paulo, and I have recently coordinated the project Teacher Education Schools in Portugal:
History, Archive, Memory (2010-2013). Since 1999, I have been participating in activities of
the Grupo Interuniversitário de Investigação em História Comparada da Escola na Europa do
Sul (SPICAE) [Interuniversity Research Group on School Comparative History in Southern
Europe]. I have been as Visiting Scholar at the Faculty of Education of the University of São
Paulo (February and March of 2005), at the University of Wisconsin – Madison (May and
June of 2005), at the Teachers College of Columbia University (September to December of
2011) and at the Faculty of Education of the University of the State of Rio de Janeiro (March
and April of 2012). I have been participating in the organization of congresses and other
international scientific events, namely several Congressos Luso-brasileiros de História da
Educação [Luso-Brazilian History of Education Congresses], two colloquia of the SPICAE
network or the III Summer School of 2012. I am a member of advisory boards and I have
acted as referee in several international journals of the area.
I am author, co-author or organizer of several books, especially in the field of History of
Education, of which I would like to emphasize the following: República e formação de
cidadãos. A educação cívica nas escolas primárias da 1ª República portuguesa [Republic and
citizen training. Civics in primary schools of the first Portuguese Republic] (Lisbon: Colibri,
1998); A modernização pedagógica e a Escola para Todos na Europa do Sul no século XX
[Pedagogical modernization and School For All in Southern Europe of the twentieth century]
(Lisbon: SPICAE, 2003); Democratização escolar: intenções e apropriações [School
democratization: intentions and appropriations] (Lisbon: CIE-FCUL, 2003); História da escola
em Portugal e no Brasil: circulação e apropriação de modelos culturais [School History in
Portugal and Brazil: circulation and appropriation of cultural models] (Lisbon: Colibri, 2006);
A História da Educação em Portugal: balanço e perspectivas [History of Education in
Portugal: assessment and prospects] (Porto: ASA, 2007); Cidadania e liderança escolar
[Citizenship and school leadership] (Porto: Porto Editora, 2007); Percursos e desafios da
pesquisa e do ensino de História da Educação [Pathways and challenges of History of
Education research and teaching] (Uberlândia: Brazil: Edufu, 2007); A Escola Normal de
Lisboa e a formação de professores: arquivo, história e memória [The Normal School of
Lisbon and Teacher Training: archive, history and memory] (Lisbon: Colibri, 2009); A História
das disciplinas escolares de Matemática e de Ciências [History of school subjects of
Mathematics and Sciences] (Lisbon: Escolar Editora, 2010); A Formação de Professores em
Portugal [Teacher Training in Portugal] (Lisbon: Colibri, 2010); Modelos culturais, saberes
pedagógicos, instituições educacionais [Cultural models, pedagogical knowledge,
educational institutions] (São Paulo, Brazil: Edusp, 2011); Escolas de Formação de
Professores em Portugal: História, Arquivo, Memória [Teacher Training Schools in Portugal:
History, Archive, Memory] (Lisbon: Colibri, 2012); O homem vale sobretudo pela educação
que possui [The man is especially worthy due to the education he has] (Lisbon: IEUL, 2012);
Laicidade, religiões e educação na Europa do sul no século XX [Secularism, religions and
education in Southern Europe of the twentieth century] (Lisbon: IEUL, 2013). I am also
author of numerous articles published in international journals and author of chapters of
collective books.
Statement
The first ISCHE conference that I attended was in 1997 (Mainooth, Ireland). Since then, I
have been almost always present and ISCHE’s annual participation has become one of the
most important rituals of my academic life. Besides contacting with research results that are
produced in several domains of our field, participating on ISCHE has allowed the
construction of networks that have enabled the concretization of projects of various kinds.
Internationalization is, I should say, something that has been largely present in my work as
teacher and researcher in the last decade and a half. Since the beginning, I have been
involved in the organization of Luso-Brazilian History of Education congresses, a grand
academic event that every two years links two communities connected by the same
language. Moreover, there is, between these two communities, a high intensity exchange on
which I have actively participated, either by courses, conferences, Ph.D. and Masters Tests,
projects, joint publications or tutoring Brazilian students or teachers in Portugal. I am also
responsible for several protocols with Brazilian universities, having been there twice as
visiting professor. The same thing happens with Spain. Not only I did my Ph.D. in this
country, but I also have been able to maintain strong relationships at several levels with
many members of the Spanish community. The History of Education Iberian colloquia and
the activities of the SPICAE network are good examples of those partnerships; the latter also
connects us with the Italian and French groups. I have been able to maintain contact with
colleagues at the Iberian-American world of Spanish language, particularly athwart the
presence in History of Education Iberian-American congresses that are held every two years.
Several other activities or projects have allowed the development of academic relations with
colleagues of many other countries, specifically European, many of which regularly attend
ISCHE. That is why, for instance, it was possible to organize, at the University of Lisbon, in
June of 2012, the III Summer School promoted by ISCHE in partnership with other entities. In
the last few years, partnerships with some African universities of Portuguese language have
been regularly established by means of protocols made by the University of Lisbon and its
Institute of Education. At the moment I am devoted to projects with institutions of Angola
and Cabo Verde, both at the teaching and research levels. At the board of the Institute of
Education I am also the person responsible for international relations. In this journey, I
cannot fail to also mention the United States, where I have been twice as Visiting Scholar, at
the University of Wisconsin – Madison and at the Teachers College – Columbia University. I
believe that my relatively long and multifaceted experience gives me, at this stage,
conditions and motivation to fill one of the executive committee positions at ISCHE and then
carry out the tasks assigned to me, because I recognize myself some organizational
competences, appreciation for the establishment of academic networks and enhancement
of collective work, in addition to feeling a complete identification with the spirit of ISCHE.
Lisbon, June 26th of 2013
Joaquim Pintassilgo