Cultural History and Education brings together an outstanding group of the leading scholars in the study of the cultural history of education. These scholars, whose work represents a variety of national contexts from throughout Europe, Latin America, and North America, contribute to a growing body of work that seeks to re-think historical studies i

Listen to the podcast! Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world. Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.

Pensar la docencia desde la complejidad educativa. Esta obra reúne una serie de capítulos en los que se abordan temáticas relacionadas con la educación superior desde una mirada académica, destacándose como premisas el pensamiento complejo, las TIC, así como el trabajo estratégico que desempeña el docente como facilitador de procesos de enseñanza y aprendizaje a nivel universitario. Para ello, se toma como contexto la llamada «sociedad de la información y el conocimiento», en donde se ha definido una nueva ordenanza global que deviene en marco de referencia para entender los procesos de transformación que se les requieren a las universidades, en términos de políticas educativas, para la innovación de su currículo, los modelos educativos, como la transformación de las prácticas pedagógicas de sus académicos. Lo obra integra una serie de textos en donde se analiza el fenómeno educativo, con énfasis en el papel que jueganlos docentes en la configuración de ambientes educativos que contribuyan al aprendizaje de sus estudiantes, para lo cual se proponen tres capítulos: «Perspectivas en la educación y el pensamiento complejo», «Comunicación, diversidad y mediación educativa» y «Sujetos de la educación y ámbitos emergentes para la enseñanza». Cada uno de los cuales se compone de textos que, en lo particular, abordan temáticas que permiten ampliar el horizonte desde el cual pueden se comprendidas problemáticas que caracterizan a la educación contemporánea en el nivel superior.

In the 1920s, Mexico established rural normales—boarding schools that trained teachers in a new nation-building project. Drawn from campesino ranks and meant to cultivate state allegiance, their graduates would facilitate land distribution, organize civic festivals, and promote hygiene campaigns. In Unintended Lessons of Revolution, Tanalís Padilla traces the history of the rural normales, showing how they became sites of radical politics. As Padilla demonstrates, the popular longings that drove the Mexican Revolution permeated these schools. By the 1930s, ideas about land reform, education for the poor, community leadership, and socialism shaped their institutional logic. Over the coming decades, the tensions between state consolidation and revolutionary justice produced a telling contradiction: the very schools meant to constitute a loyal citizenry became hubs of radicalization against a government that increasingly abandoned its commitment to social justice. Crafting a story of struggle and state repression, Padilla illuminates education's radical possibilities and the nature of political consciousness for youths whose changing identity—from campesinos, to students, to teachers—speaks to Mexico’s twentieth-century transformations.