This workshop is intended to offer a forum for critical-constructive discussions and presentations of current research projects in which digital techniques and methods are explored or innovatively applied. This also raises the question of the challenges, risks, and opportunities emerging from the growing use of digital techniques and methods in history of education research.
THE DIGITAL TURN AND HISTORY OF EDUCATION RESEARCH: STATE OF THE FIELD AND PERSPECTIVES
In the last decades, the history of education has become a diverse and interdisciplinary research field in terms of topics, methods, and theoretical approaches. Scholars in this field, however, have so far paid little or no attention to techniques and methods of “Digital Humanities” that have already demonstrated a sustainable effect on the humanities and cultural studies. Despite the promising innovation potential, digital research projects in the field of history of education usually do not go beyond exploratory approaches. Though a number of libraries, archives, and research institutions already provide digital infrastructure allowing scholars to gain easier access to collections of digitalized sources, the effect of the digital turn is still somewhat limited, particularly as computer-based methods and new technologies are applied only rarely for analysis and interpretation in history of education research. The term “Digital Humanities” does not refer to a specific set of methods, but rather to new techniques, skills, and tools that help scholars to make their research more effective, complex structures more visible, and results easier to document. If new or better results are obtained that otherwise could not have been achieved, “Digital Humanities” are also important in terms of methodology.
Against this backdrop, this planned workshop is intended to offer a forum for critical-constructive discussions and presentations of current research projects in which digital techniques and methods are explored or innovatively applied: digital editions, wikis, digital tools for analyzing pictures and texts, GIS applications, and further visualization concepts, etc.
This also raises the question of the challenges, risks, and opportunities emerging from the growing use of digital techniques and methods in history of education research (Van Ruyskensvelde 2014). What is their genuine added value? Which changes can be observed? The crucial question here is whether digital methods will eventually meet the expectations to conduct research more analytically than descriptively, just as approaches from statistics seem to indicate (Tenorth 2016). Certainly, digital techniques “imply more than numerical operations” or sociometric data, but a diversity of complex information that challenges our knowledge and makes it necessary to work “creatively [...] with the contradictions and inconsistencies that have been produced and have accumulated previous configurations of our field” (Priem/Fendler 2019: 620).
The deadline for submitting abstracts (max. 500 words) for a 20-minute presentation and full author details is 1 March 2021. Please send your paper proposals to Andreas Oberdorf (andreas.oberdorf@uni-muenster.de). Presenters will be notified whether they have been accepted by 31 March 2021. Submissions from emerging researchers are welcome, as well as trans- and interdisciplinary approaches. The conference languages will be German and English. The publication of the contributions is planned as an edited volume by the publishing house Julius Klinkhardt, Bad Heilbrunn. The full paper is due on 15 October 2021.
Selected bibliography:
Bachmann-Medick, Doris: “Cultural Turns, Version: 2.0.” Docupedia-Zeitgeschichte [17.06.2019]. DOI: 10.14765/zzf.dok-1389.
Jannidis, Fotis/Kohle, Hubertus/Rehbein, Malte (eds.): Digital Humanities. Eine Einführung, Stuttgart 2017 (2. Aufl. 2021). DOI: 10.1007/978-3-476-05446-3.
König, Mareike: “Die digitale Transformation als reflexiver ‚turn‘: Einführende Literatur zur digitalen Geschichte im Überblick.” Neue Polit. Lit. [24.11.2020]. DOI: 10.1007/s42520-020-00322-2.
Nieländer, Maret/De Luca, Ernesto William (eds.): Digital Humanities in der internationalen Schulbuchforschung. Forschungsinfrastrukturen und Projekte, Göttingen 2018.
Priem, Karin/Fendler, Lynn: “Shifting Epistemologies for Discipline and Rigor in Educational Research: Challenges and Opportunities from Digital Humanities.” EERJ, 18 (2019), 5, 499–512. DOI: 10.1177/1474904118820433.
Schuch, Jane/Tenorth, Heinz-Elmar/Welter, Nicole: “Historische Bildungsforschung – Innovation und Selbstreflexion.” ZfPäd, 56 (2010), 643–647.
Schwandt, Silke (ed.): Digital Methods in the Humanities. Challenges, Ideas, Perspectives, Bielefeld 2020.
Tenorth, Heinz-Elmar: “Historische Bildungsforschung.” Handbuch Bildungsforschung, eds. Rudolf Tippelt/Bernhard Schmidt-Hertha, Wiesbaden 2016. DOI: 10.1007/978-3-531-20002-6_5-1.
Van Ruyskensvelde, Sarah: “Towards a History of e-Ducation? Exploring the Possibilities of Digital Humanities for the History of Education.” PH, 50 (2014), 6, 861–870. DOI: 10.1080/00309230.2014.955511.
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