https://orcid.org/0000-0002-4717-6295
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ABSTRACT
Research in the field of History of Education has experienced a remarkable increase in recent decades. Resulting publications are referenced in generalist databases that do not catalogue academic works according to the specific characteristics of History of Education. Seeking to give response to this bibliographic gap, we are developing a database catered for historians of education that aims to map out present, past, and future research. Conceived within the framework of Digital Humanities/Digital History, Hecumen is being designed, with the aid of Artificial Intelligence, as an open access finding aid that permits (1) conducting specific and multilevel complex engine searches, (2) having a panoramic view of publications; (3) mapping out relevant/missing areas of research, and, ultimately, (4) keeping up to date with the research produced by historians of education. This paper presents, contextualises, and problematises Hecumen – a digital tool that will facilitate and boost History of Education research.
Disclosure Statement
No potential conflict of interest was reported by the authors.
Notes
1. Armitage and Guldi, History Manifesto.
2. Cohen et al., “Interchange.”
3. Cohen and Mandler, “History Manifesto.”
4. Ibid.
5. Armitage and Guldi, “History Manifesto.” The authors back their argument by referring to Rothschild, “Future of History” and Edelstein, “Intellectual History and Digital Humanities.”
6. Roda-Segarra, “La investigación bibliométrica”; Roda-Segarra et al., “History of Education.”
7. Payà Rico, “La historia de la educación”; Van Ruyskensvelde, “Towards a History of e-ducation?”
8. Hernández Huerta et al., “Connecting History of Education.”
9. Lundberg, “Special Issue”; Somogyvári et al., “Observatory.”
10. This article is a revised version of the paper we presented there.
11. Hernández Huerta et al., “History of Education”; Hernández Huerta and Payà Rico, “International Standing Conference”; Hernández Huerta et al., “El mapa internacional”; Hernández Huerta et al., “Global Territory”; Hofstetter et al., “Mapping the Discipline”; Hofstetter and Huitric, “La Carte et le Miroir”; Payà Rico et al., “Histoedu”; Payà Rico and Motilla Salas, “Web 2.0”; Sanchidrián et al., “Twenty-Five Years”; Sanchidrián et al., “Tendencias de investigación”; Sani, “Special Issue.”
12. I+D+i stands for Investigación (research), Desarrollo (development) and Innovación (innovation). It is the research funding programme of the Spanish Ministry of Science and Innovation.
14. Guichot Reina, “Historia de la educación.”
15. Garfield, “Citation Indexing.”
16. De Solla Price, “Science of Science.”
17. Garfield, “Editorial Statements.”
18. Grondin, ¿Qué es la hermenéutica?
19. Orera Orera, “Evolución histórica.”
20. As we have explained elsewhere, we suggest that this increase in publications might be explained by the exponential incrementation of new scientific journals on the history of education around that period. We have also highlighted the impact of publication rates experienced by (non-)tenured researchers who, for reasons of career development and promotion, are assessed by accreditation agencies on their capacity to publish large quantities of articles in indexed journals. The increase in the foundation and expansion of scientific societies is also a factor to be considered; Hernández Huerta et al., “El mapa internacional.”
21. Donthu et al., “How to Conduct.”
22. These topics correspond to the emerging themes that the “Connecting History of Education” principal investigators recognised as being of particular interest to academics in the social sciences in general and in education studies in particular. The topics are in turn in line with the United Nations 2030 Sustainable Development Goals (e.g. gender, inclusion, diversity, internationalisation).
23. McCulloch, Struggle for the History of Education.
24. See, for example, Zaagsma, “On Digital History”; Piersma and Ribbens, “Digital Historical Research Context”; Romein et al., “State of the Field.”
25. Hiltmann et al., “Digital Methods in Practice.”
26. See, for example, Fickers and Tatarinov, Digital History and Hermeneutics; Romele, Digital Hermeneutics; Romele et al., “Digital Hermeneutics”; Gibbs and Owens, “Hermeneutics of Data.”
27. Chen et al., “Western Educational Historiography.” See also, for example, Staring, “Caroline Pratt’s”; May, “Revisiting the Life.”
28. Hiltmann et al., “Digital Methods in Practice,” 133, quoting Schwandt, “Digitale Methoden.”
29. Blanco and Pirela, “La complementariedad metodológica.”
30. Roda-Segarra, “Digital Hermeneutics Analysis”; Roda-Segarra and Mengual-Andrés, “Desarrollo de la base de datos.”
31. Bruno et al., “Characteristics of Web Applications.”
32. Laaziri et al., “Comparative Study.”
33. Roda-Segarra, “Digital Hermeneutics Analysis”; Roda-Segarra and Mengual-Andrés, “Desarrollo de la base de datos.”
34. Ibid.
35. Ibid.
36. Ibid.
37. Simón-Martín and Grau, “History of Women’s Education”; Simón-Martín and Grau, “Gender, History and Education.”
38. For further details on our sample criteria and their impact on our project see Hernández Huerta et al., “El mapa internacional.”
39. In this sense, for example, a potential expanded list of journals would have included non-indexed journals such as Historical Studies in Education/Revue d’histoire de l’éducation.
40. Hiltmann et al., “Digital Methods in Practice,” 123.
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Notes on contributors
Jacobo Roda-Segarra
Jacobo Roda-Segarra obtained a PhD in education at the University of Valencia. His lines of research focus on the confluence between educational technology and education, as well as its application to research in the history of education. He has been a primary education teacher for seven years, as well as information and communications technology (ICT) coordinator of the school, which has allowed him to launch several pioneering experiences related to blended learning, computational thinking and educational robotics.
Meritxell Simón-Martín
Meritxell Simón-Martín received a PhD in history of education from the University of Winchester. Former Marie Curie fellow in the Department of Humanities, Roehampton University, she is currently Ramón y Cajal fellow at the Faculty of Education, Psychology and Social Work, University of Lleida (Spain). Her research interests lie at the crossroads of history of education, women’s and gender history, narrative analysis, and epistolary studies. She is the author of numerous articles on Barbara Bodichon and epistolarity and has recently published a monograph: Barbara Bodichon’s Epistolary Education: Unfolding Feminism (Palgrave Macmillan, 2020).
Andrés Payà Rico
Andrés Payà Rico is professor of theory and history of education at the University of Valencia (Spain); consultant professor of history of social education at the Universitat Oberta de Catalunya (UOC); and lecturer in the PhD programme “pedagogical sciences” at the Università di Bologna (Italy). He is also editor of the journal Espacio, Tiempo y Educación; member of the editorial board of the journals Educació i Història and História da Educaçao and a member of the board of directors of the Spanish Society for the History of Education (SEDHE). He has been academic secretary (2012–15) and director of the Department of Comparative Education and History of Education (2015–19), and since 2019 he has been director of the master’s degree in psychopedagogy at the University of Valencia. He has held visiting research posts at universities in Spain, Belgium, Italy, Peru, Mexico and Ecuador. Principal investigator (PI) of competitive regional, national and European projects, he is currently co-directing the R+D+i project “Connecting History of Education: International Networks, Scientific Production and Global Dissemination” of the Spanish Ministry of Science and Innovation (2020–24).
José Luis Hernández Huerta
José Luis Hernández Huerta is professor of theory and history of education at the University of Valladolid (Spain); editor of the journals Espacio, Tiempo y Educación and Foro de Educación; director of the publishing house FahrenHouse; a member of the scientific societies International Standing Conference on the History of Education (ISCHE), Sociedad Española de Historia de la Educación (SEDHE) and Sociedade Brasileira de História da Educação (SBHE); and director of the Ágora de Educación Research Group (University of Valladolid, Spain). His special research interests are focused on history of education, highlighting the influence of Celestin Freinet in Spain and representations of education in the collective imaginary of Argentina, Brazil, Italy and Spain. He has held visiting research posts at universities in Brazil, Italy and Argentina. He is currently co-directing the R+D+i project “Connecting History of Education: International Networks, Scientific Production and Global Dissemination” of the Spanish Ministry of Science and Innovation (2020–24).