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Capacity building and communitas in the history of education

(2016) PAEDAGOGICA HISTORICA. 52(6). p.768-783
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Abstract
This article explores the Histories of Education Summer School Conference for Postgraduate Students, 2010–2015, in regard to its impact on networking and identification with the field of the history of education. We conclude that the impact of the Summer School is transformative on the social level. The structure the Summer School is organised in and the positive atmosphere resulting from it support the 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. We conclude that the Summer School offers participants an experience of communitas (Turner) on their threshold. This article consists of six parts: after (1) an introduction, we subsequently (2) outline a brief history of the Summer School and explain how the Summer School was established in relation to perceptions on the field, (3) explain goals and visions, and (4) the structure of the Summer School, (5) apply the concepts of community and liminality to the experiences participants shared, and, finally, (6) discuss the future of this Summer School moving forward.
Keywords
networking, communitas, capacity building, summer school, community

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Chicago
Spieker, Susanne, and Angelo Van Gorp. 2016. “Capacity Building and Communitas in the History of Education.” Paedagogica Historica 52 (6): 768–783.
APA
Spieker, S., & Van Gorp, A. (2016). Capacity building and communitas in the history of education. PAEDAGOGICA HISTORICA, 52(6), 768–783.
Vancouver
1.
Spieker S, Van Gorp A. Capacity building and communitas in the history of education. PAEDAGOGICA HISTORICA. 2016;52(6):768–83.
MLA
Spieker, Susanne, and Angelo Van Gorp. “Capacity Building and Communitas in the History of Education.” PAEDAGOGICA HISTORICA 52.6 (2016): 768–783. Print.
@article{8082313,
  abstract     = {This article explores the Histories of Education Summer School Conference for Postgraduate Students, 2010--2015, in regard to its impact on networking and identification with the field of the history of education. We conclude that the impact of the Summer School is transformative on the social level. The structure the Summer School is organised in and the positive atmosphere resulting from it support the 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. We conclude that the Summer School offers participants an experience of communitas (Turner) on their threshold. This article consists of six parts: after (1) an introduction, we subsequently (2) outline a brief history of the Summer School and explain how the Summer School was established in relation to perceptions on the field, (3) explain goals and visions, and (4) the structure of the Summer School, (5) apply the concepts of community and liminality to the experiences participants shared, and, finally, (6) discuss the future of this Summer School moving forward.},
  author       = {Spieker, Susanne and Van Gorp, Angelo},
  issn         = {0030-9230},
  journal      = {PAEDAGOGICA HISTORICA},
  keyword      = {networking,communitas,capacity building,summer school,community},
  language     = {eng},
  number       = {6},
  pages        = {768--783},
  title        = {Capacity building and communitas in the history of education},
  url          = {http://dx.doi.org/10.1080/00309230.2016.1240211},
  volume       = {52},
  year         = {2016},
}

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