Social and Education History <p>The journal <strong><em>Social and Education History</em></strong>, aims to closely connect these two fields of study, by publishing relevant articles focused on both the analysis of societies and, the socialization processes and cultural and educational transmission. It focuses on the study of social change and transformation periods. It includes the analysis of social and pedagogical thought, as well as the teaching of history. It is open to all historical periods.</p> <p>The journal comprises the analysis of all learning, cultural transmission and socialization processes, together with social analysis. It brings together education and society, and enhances the role of education in the learning processes and development of societies. Furthermore, it includes the study of social and pedagogical thought and the teaching of history, and as there is no limitation of time period, this journal achieves an integrating dimension regarding the study of history that a vast majority of publications do not have.</p> <p><em>Social and Education History</em> is a digital and open access publication, which aims at disseminating scientific knowledge and generating debate in order to promote an active history addressed to reflect on the past, the present and the future, and at the same time to be useful in deepening in the values of democracy and social justice. The journal publishes original articles about social and educational history. It is a four-monthly publication and multilingual. HSE publishes articles in English and Spanish.</p> <p>This journal includes articles about ended or in progress scientific inquiries. The journal publishes reviews of books that have been recently published in the field of education or other disciplines and of international interest.</p> <p><strong>Peer Review Policy:</strong></p> <p>All research articles published in this journal have undergone a blind peer review process (double external evaluation).</p> <p><strong>Licence: </strong>Until October 5th 2013, Hipatia Press scientific journals were published under Creative Commons Attribution NonCommercial-NoDerivative License (CC BY NC ND). Hipatia Press journals decided to change the license and use the Creative Commons Attribution (CC BY) as recommended by the Budapest Open Access Initiative taking into account its commitment with Open Access.</p> Hipatia Press en-US Social and Education History 2014-3567 <div id="privacyStatement"> <p>All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.</p> <p>.</p> <p> </p> <p> </p> </div> Historical-Organizational Study of the Establishment of the Dominican University in Chile during the Colony <p class="Abstract"><span lang="EN-US">A methodological framework is presented to approach organizational studies from a transdisciplinary sociohistorical perspective. This framework is used to account for the process of the establishment of the Dominican College-University in Chile during the colonial period. This analysis begins by exploring the social meaning of the university from the perspective of a systemic-interpretative approach. From the understanding of the university as an organization with a social meaning rooted in the Chilean colonial society, two possible meanings are deployed from the review of the historical process of credential evaluation and spatial location of the universities. The findings allow us to conclude on the role of the university as a mechanism of cultural reproduction of the metropolis and the instrumentalization of the territory and its inhabitants to consolidate the hegemonic dominion of the crown.</span></p> Jesús Lara-Coronado Alejandro Ochoa-Arias Copyright (c) 2024 Jesús Lara-Coronado, Alejandro Ochoa-Arias 2024-02-23 2024-02-23 13 1 1 19 10.17583/hse.12364 Early Childhood Education during Conflict and Change: Learning from the World War 2 experience of Breslau, Germany/Wroclaw, Poland <p>This research explores Early Childhood Education (ECE) during an intensely chaotic historical period in one city in Eastern/Central Europe. Breslau, initially a German city, was transferred to Poland and renamed Wroclaw in 1945 after World War 2. Breslau/Wroclaw experienced intense upheaval before, during, and after the war including the almost complete physical devastation of the city and the ensuing massive migration from the expulsion of ethnic Germans and the resettlement of Poles from eastern regions. The impact of war and government policies on the development and continuance of Early Childhood Education as Hitler and National Socialism rose to power, during the months of uncertainty around the end of the war, and on the establishment of a new system of Early Childhood Education in Wroclaw under Soviet domination receive focus in this paper. The results and discussion are applied to contemporary circumstances such as the current crisis in Ukraine, as well as social and political upheaval arising from other emergencies.</p> Andrea Noel Marta Kondracka-Szala Copyright (c) 2024 Andrea Noel , Marta Kondracka-Szala 2024-02-23 2024-02-23 13 1 20 37 10.17583/hse.12464 “We will fight for Peace All Over the World until the Last Grenade”. Initial Military Training in Schools of the Lithuanian SSR in the Late Soviet Era <p>In the late Soviet period (1960s-1980s), the public policy of the Soviet Union was mainly based on two ideologemes - internationalism and military patriotism. They were also applied in the education system in the formation of the citizen, the so-called New Soviet Man. It was declared that one of the duties of this New Soviet Man was to ensure world peace, which required not only an internationalist mindset but also good military preparation. In 1968 the Council of Ministers of the USSR adopted a resolution on the introduction of compulsory initial military training in all schools in the USSR. Based on published historical sources (official resolutions, methodological guidelines, articles in the pedagogical press) and 34 qualitative interviews with former Soviet school pupils, the present article not only analyses the aims and principles, content, and methods of patriotic military upbringing and initial military training (IMT), but also presents the authentic experiences of how IMT was implemented in schools of the Lithuanian SSR. As our research shows, IMT in Soviet Lithuania did not run very efficiently. The biggest problem was the lack of qualified military instructors capable of working with children.</p> Irena Stonkuviene Copyright (c) 2024 Irena Stonkuviene 2024-02-23 2024-02-23 13 1 38 57 10.17583/hse.12131 Rural Childhoods and Urban Childhoods. An approach from the textbooks 'Mi Tesoro' and 'Mi Tierra' (Chile, 1942-1950) <p>In Chile, during the radical governments (1938-1946), the Ministry of Public Education implemented several initiatives to expand and transform the school system, modernize pedagogical practices, and strengthen rural education. One of these actions was the creation of two syllabaries for urban and rural elementary school students. This article aims to analyze the representation of childhood in the syllabaries <em>Mi tesoro</em> (for urban schools) and <em>Mi tierra</em> (for rural schools), distributed between 1942 and 1950. The texts and illustrations were analyzed using the Content Analysis method. We concluded that these texts configured and disseminated, on the one hand, a vision of rural childhood linked to productivity and agricultural work; and, on the other hand, an ideology of urban childhood that not only had the possibility of appropriating literate culture, but also enjoyed recreational activities in the urban space.</p> Camila Pérez-Navarro Ibaceta Ibaceta Copyright (c) 2024 Camila Pérez-Navarro, Isabel Ibaceta 2024-02-23 2024-02-23 13 1 58 79 10.17583/hse.12259