Social and Education History https://hipatiapress.com/hpjournals/index.php/hse <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> History of Youth Houses in Spain: The Case of Ourense as a Social Education Germ https://hipatiapress.com/hpjournals/index.php/hse/article/view/14729 <p>The Youth Houses were born in the second half of the 20th century as places for freedom and socialization among young Spaniards. In these new environments, activities were programmed with a democratic, avant-garde sense, and with an educational and social vocation. In this sense, the objective of this article is to define the internal dynamics that Youth Houses have followed in Spain, seeking links with the basic principles of social intervention, without losing sight of their contextualization. For this we have used a qualitative methodology, based on the historical documentary review, and an interview method. Thus, the most representative houses at the state level have been studied. For the analysis of results, several categories have been defined based on the proposals and initiatives, the existing resources, the intervention techniques, and the role of their professionals, and, finally, the management exercised by their managers. Finally, and among the main conclusions, we highlight that the factors that have had the greatest impact on the success, and decline, of this model are political and managerial in nature.</p> Millán Brea-Castro Alexandre Sotelino-Losada David Álvarez-Caneda Copyright (c) 2024 Millán Brea-Castro, Alexandre Sotelino-Losada, David Álvarez-Caneda http://creativecommons.org/licenses/by/4.0 2024-10-23 2024-10-23 13 3 152 169 10.17583/hse.14729 Tamil Schools in the Federated Malay States under British Colonial Rule 1895-1941 https://hipatiapress.com/hpjournals/index.php/hse/article/view/14966 <p>In the time of British rule of the Federated Malay States (FMS) from 1895 to 1941, many Indians, especially the Tamils from South India, were brought in as labourers. Long-term Tamil primary schools were established to cater to their children's educational needs. This article presents a historical investigation of the development, challenges, and disparity faced by Tamil primary schools in the FMS between 1895-1941. The study employs thematic content analysis to study the primary and secondary historical sources. The findings report that four themes surrounding challenges and disparity emerged among Tamil schools in the FMS, namely building and equipment; subjects and syllabi; schoolteachers; and teacher training. The study underscores the development of Tamil schools in the FMS, the significant issues faced by the schools under British colonial rule, and the implications for children of Tamil migrants. Significantly, this study contributes new knowledge towards the history of education during British colonialism, emphasising the crucial role of Tamil schools in preserving language and culture and potentially shaping future research in this area.</p> Vegneskumar Maniam Rachel Bleeze Ingrid Harrington Copyright (c) 2024 Vegneskumar Maniam, Rachel Bleeze, Ingrid Harrington http://creativecommons.org/licenses/by/4.0 2024-10-23 2024-10-23 13 3 170 187 10.17583/hse.14966 Dialogic Pedagogical Gatherings: Evolution of Teacher Training for Social Impact https://hipatiapress.com/hpjournals/index.php/hse/article/view/15141 <p>Continuous teacher training is essential for improving the quality of the educational system and the outcomes of learning, coexistence, and inclusion. Throughout the history of education, various training models have emerged, one of the most recent being Dialogic Teacher Training. Dialogic Pedagogical Gatherings, as an implementation of this modality, stand out for their innovation, scientific, and theoretical foundation, providing participants with evidence and bases endorsed by the international scientific community. This article analyzes their distinctive characteristics compared to other forms of teacher training, from the perspective of 27 participants. The presented results address the uniqueness of this space for dialogue and shared knowledge construction, which favors both professional and personal impacts. The contribution of this research to the study of teacher training over the years is discussed, highlighting the relevance of this training modality in the evolution of pedagogical practices oriented toward social impact.</p> Susana León-Jiménez Blas Segovia-Aguilar Mª del Mar García-Cabrera Copyright (c) 2024 Susana León-Jiménez http://creativecommons.org/licenses/by/4.0 2024-10-23 2024-10-23 13 3 188 206 10.17583/hse.15141 The Role of Jepuro Inter-Ethnic Cemeteries in Religious Moderation: Global Sociological and Anthropological Perspectives https://hipatiapress.com/hpjournals/index.php/hse/article/view/15015 <p class="Abstract"><a name="_Hlk167084885"></a><span lang="EN-US">Interethnic cemeteries, often overlooked by historians, possess great cultural and sociological value. This study analyses the Jepuro cemeteries in Juwana, Pati, highlighting their importance in the religious moderation of the region. These cemeteries reflect the community’s ability to manage ethnic and religious diversity with little conflict. The study addresses three key questions: the influence of interethnic funerals on the community’s philosophy and notion of religious moderation, and the impact of remains in the graves. Through a qualitative approach, observations, and interviews with residents, it is concluded that the cultural diversity brought by immigrants through the port of Tanjungpuro fostered religious moderation in the region. The variety of gravestones reflects a historical understanding of moderation being restored, and the interethnic burials show that religious moderation has been transmitted over generations. Preserving these cemeteries is not just important, it is essential, as they represent the community's multicultural legacy and its commitment to religious peace. It is suggested that local authorities protect these monuments and integrate their history into educational programs.</span></p> Fathimatuz Zahra Moch Nasrul Hakim A.M. Wibowo Dwi Istiyani Copyright (c) 2024 Fathimah; Moch Nasrul Hakim; A.M. Wibowo; Dwi Istiyani http://creativecommons.org/licenses/by/4.0 2024-10-23 2024-10-23 13 3 207 228 10.17583/hse.15015