This volume discusses a broad range of themes and methodological issues around images, photography and film. It is about sharing a fascination about the visual history of education and how images became the most influential (circulating) media within the field of education on local, regional, national and international levels. Within this volume images are primarily analyzed as presenters, mediators, and means of observation. Images are seen as mobile reproducible media which play an active role within the public and educational sphere. They are means of observation and storytelling, they shape identities by presenting models of how we should act in and perceive the world, they circulate though different contexts and media, all of which impacts their meanings.

The analysis of UNESCO's audio-visual archives for their digitization has brought to light a forgotten album of 38 contact sheets and accompanying texts by Magnum photographer, David "Chim" Seymour - a reportage made in 1950 for UNESCO on the fi ght against illiteracy in Italy's southern region of Calabria. A number of his photographs appeared in the March 1952 issue of UNESCO Courier in an article written by Carlo Levi, who had gained worldwide fame with his novel Christ Stopped at Eboli (1945). L'analyse des archives audio-visuelles de l'UNESCO en vue de leur numerisation a permis de decouvrir un album oublie comprenant 38 planches-contact et des textes d'accompagnement du photographe de Magnum David " Chim " Seymour - un reportage realise en 1950 pour l'UNESCO sur la bataille contre l'analphabetisme en Calabre, une region du sud de l'Italie. Un certain nombre de ses photographies ont ete publiees dans le numero de mars 1952 du Courrier de l'UNESCO avec un article de Carlo Levi, dont le roman Le Christ s'est arrete a Eboli (1945) lui avait valu une renommee internationale

The visual turn recovers new pasts. With education as its theme, this book seeks to present a body of reflections that questions a certain historicism and renovates historiographical debate about how to conceptualize and use images and artifacts in educational history, in the process presenting new themes and methods for researchers. Images are interrogated as part of regimes of the visible, of a history of visual technologies and visual practices. Considering the socio-material quality of the image, the analysis moves away from the use of images as mere illustrations of written arguments, and takes seriously the question of the life and death of artifacts - that is, their particular historicity. Questioning the visual and material evidence in this way means considering how, when, and in which regime of the visible it has come to be considered as a source, and what this means for the questions contemporary researchers might ask.

The euro crisis, several sovereign debt crises, the Great Recession, the refugee crisis, and Brexit have all challenged Europeans' willingness to show solidarity with other European citizens and member states of the European Union. European Solidarity in Times of Crisis provides a clear theoretical framework to understand European solidarity for the first time. It offers a systematic empirical approach to determine the strength and causes of European solidarity. The authors distinguish between four domains of solidarity and test a set of theoretically derived criteria with a unique dataset to investigate European solidarity. Based on a survey conducted in thirteen EU member states in 2016, the empirical analysis leads to some unanticipated results. Europeans display a notably higher degree of solidarity than many politicians and social scientists have presumed so far. This especially applies to the support of people in need (welfare solidarity) and the reduction of territorial disparities between rich and poor EU countries (territorial solidarity), but also to the domain of fiscal solidarity (financial support of indebted EU countries). This optimistic view is less true for the domain of refugee solidarity. While citizens of western and southern EU countries accept the accommodation of refugees and their allocation between European countries, the majority of people in eastern European countries do not share this point of view. The book will appeal to students and scholars in fields such as comparative sociology, political science, social policy and migration research, and European studies. It is also relevant to a non-academic audience interested in the development of the European project.

Gender inequalities in education - in terms of systematic variations in access to educational institutions, in competencies, school marks, and educational certificates along the axis of gender - have tremendously changed over the course of the 20th century. Although this does not apply to all stages and areas of the educational career, it is particularly obvious looking at upper secondary education. Before the major boost of educational expansion in the 1960s, women's participation in upper secondary general education, and their chances to successfully finish this educational pathway, have been lower than men's. However, towards the end of the 20th century, women were outperforming men in many European countries and beyond. The international contributions to this book attempt to shed light on the mechanisms behind gender inequalities and the changes made to reduce this inequality. Topics explored by the contributors include gender in science education in the UK; women's education in Luxembourg in the 19th and 20th century; the 'gender gap' debates and their rhetoric in the UK and Finland; sociological perspectives on the gender-equality discourse in Finland; changing gender differences in West Germany in the 20th century; the interplay of subjective well-being and educational attainment in Switzerland; and a psychological perspective on gender identities, gender-related perceptions, students' motivation, intelligence, personality, and the interaction between student and teacher gender. This book was originally published as a special issue of Educational Research.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

The euro crisis, several sovereign debt crises, the Great Recession, the refugee crisis, and Brexit have all challenged Europeans' willingness to show solidarity with other European citizens and member states of the European Union. European Solidarity in Times of Crisis provides a clear theoretical framework to understand European solidarity for the first time. It offers a systematic empirical approach to determine the strength and causes of European solidarity. The authors distinguish between four domains of solidarity and test a set of theoretically derived criteria with a unique dataset to investigate European solidarity. Based on a survey conducted in thirteen EU member states in 2016, the empirical analysis leads to some unanticipated results. Europeans display a notably higher degree of solidarity than many politicians and social scientists have presumed so far. This especially applies to the support of people in need (welfare solidarity) and the reduction of territorial disparities between rich and poor EU countries (territorial solidarity), but also to the domain of fiscal solidarity (financial support of indebted EU countries). This optimistic view is less true for the domain of refugee solidarity. While citizens of western and southern EU countries accept the accommodation of refugees and their allocation between European countries, the majority of people in eastern European countries do not share this point of view. The book will appeal to students and scholars in fields such as comparative sociology, political science, social policy and migration research, and European studies. It is also relevant to a non-academic audience interested in the development of the European project.

Gender inequalities in education - in terms of systematic variations in access to educational institutions, in competencies, school marks, and educational certificates along the axis of gender - have tremendously changed over the course of the 20th century. Although this does not apply to all stages and areas of the educational career, it is particularly obvious looking at upper secondary education. Before the major boost of educational expansion in the 1960s, women's participation in upper secondary general education, and their chances to successfully finish this educational pathway, have been lower than men's. However, towards the end of the 20th century, women were outperforming men in many European countries and beyond. The international contributions to this book attempt to shed light on the mechanisms behind gender inequalities and the changes made to reduce this inequality. Topics explored by the contributors include gender in science education in the UK; women's education in Luxembourg in the 19th and 20th century; the 'gender gap' debates and their rhetoric in the UK and Finland; sociological perspectives on the gender-equality discourse in Finland; changing gender differences in West Germany in the 20th century; the interplay of subjective well-being and educational attainment in Switzerland; and a psychological perspective on gender identities, gender-related perceptions, students' motivation, intelligence, personality, and the interaction between student and teacher gender. This book was originally published as a special issue of Educational Research.

In the past few decades there has been a growing interest and debate amongst historians of education surrounding issues of visuality, materiality, spatiality, transfer, and circulation. This collection of essays - with its focus on the interaction between ideas, images, objects, and/or spaces that contain an educational dimension - is a contribution to this ongoing debate. The contributors address how meaning is created, conveyed, and transformed through multiple modes of communication, representation, and interaction; through movement across spaces; through media and technologies; and through collective memory- and identity-making. The collection demonstrates that meaning is mobilized through 'multimodality', 'translocation', 'technology', and 'heritage', and that it assumes different qualities which need to be reflected upon in the history of education in particular and in education research in general. This book was originally published as a special issue of Paedagogica Historica.