Capacity Building and "Communitas" in the History of Education

Autor/inn/en	Spieker, Susanne; Van Gorp, Angelo
Titel	Capacity Building and "Communitas" in the History of Education
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 52 (2016) 6, S.768-783 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Gorp, Angelo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2016.1240211
Schlagwörter	Educational History; Capacity Building; Summer Schools; Graduate Students; Networks; Transformative Learning; Professional Isolation; Doctoral Degrees; Scientific Research; Conferences (Gatherings); Foreign Countries; College Faculty; Interviews; Qualitative Research; Online Surveys; Belgium; Germany; Luxembourg; Portugal (Lisbon); Sweden + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Summer school; Sommerkurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Pädagogische Transformation; Doctoral degree; Doktorgrad; Ausland; Fakultät; Interviewing; Interviewtechnik; Qualitative Forschung; Belgien; Deutschland; Schweden
Abstract	This article explores the Histories of Education Summer School Conference for Postgraduate Students, 2010-2015, with regard to its impact on networking and identification with the field of the history of education. It is concluded that the impact of the Summer School is transformative on the social level. The structure in which the Summer School is organised and the positive atmosphere resulting from it support capacity building in the field. PhDs, who in some parts of the world increasingly work in isolation, meet international representatives of the scientific community. Often for the first time, they have a feeling of community. This small-scale two-day venture personally addresses the PhDs and engages them in an intergenerational dialogue in a non-hierarchical space. It is also concluded that the Summer School offers participants an experience of "communitas" (Turner) on their threshold. This article consists of six parts: after (1) an introduction, subsequently (2) a brief history of the Summer School is outlined and an explanation is given as to how the Summer School was established in relation to perceptions on the field, (3) goals and visions are explained, as is (4) the structure of the Summer School, (5) the concepts of community and liminality are applied to the experiences participants shared, and, finally, (6) the future of this Summer School moving forward is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01