Call for Papers – ISCHE Pre-Conference Workshop on “The Concept of the Transnational” 23 June 2015

ISCHE is pleased to announce that prior to the June conference in Istanbul we will hold a pre-conference workshop (23 June 2015) titled: The Concept of the “Transnational”: Approaches – Research Areas – Challenges.  The ever increasing volume, channels and speed of transnational motion of ideas, goods, and people has driven scholars to find new ways to conceptualize historical actors’ movements and global networks. However, transnational approaches vary, there is no consensus yet about their theoretical contexts and appropriate methods and there has not been yet a thoroughly and systematic reflection on the challenges of transnational history to historical investigation in general.  Interested participants are invited to propose presentations on either “Case Studies” or “Challenges”.  The deadline for proposals is 31 January 2015 – please address them to the pre-converence co-convenors: Eugenia Roldán Vera (eroldan@cinvestav.mx) and/or Eckhardt Fuchs (fuchs@gei.de).   Additional information available here.

Previous History of Education Summer School 2015
Next Richard Aldrich Memorial 6 February 2015 (London, UK)

About author

You might also like

ISCHEAnnouncement

CFP Pre-Conference Workshop ISCHE London (22 July 2014) “History of Education: Mapping the Discipline”

The pre-Workshop for ISCHE London, which will take place on the 22nd of July 2014, aims at discussing and enlarging the research project “History of Education: Mapping the Discipline” that

ISCHEAnnouncement

Request for Nominations for ISCHE Executive Committee

At the ISCHE General Assembly meeting at the end of July we will be electing two new members to the ISCHE Executive Committee.  Nominations for these positions must be submitted

ISCHEAnnouncement

Proud to Announce: Three Volumes Launched in the ISCHE “Global Histories of Education” book series

Thanks to our collaboration with Palgrave Macmillan ISCHE offers an edited book series for the publication of innovative scholarship in the history of education. The series seeks to engage with