https://www.hipatiapress.com/hpjournals/index.php/hse/issue/feed Social and Education History 2024-06-21T09:17:54+02:00 Carme Garcia Yeste & Sandra Girbés Peco hse@hipatiapress.com Open Journal Systems <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> https://www.hipatiapress.com/hpjournals/index.php/hse/article/view/14505 The Characteristics versus the “Myths” of Romantic Love 2024-03-27T13:06:11+01:00 Paula Cañaveras paula.canaveras@ub.edu Garazi Lopez de Aguileta lopezdeaguil@wisc.edu Mengna Guo mguoguog14@alumnes.ub.edu Elisabeth Torras-Gómez etorras@ub.edu Alba Crespo-López albacrespo@ub.edu Benjamín Menéndez-Martínez benjaminmm@educastur.org Maria del Pilar Fernández-González fernandezgonpilar@uniovi.es Lidia Puigvert-Mallart lidia.puigvert@ub.edu Ramon Flecha ramon.flecha@ub.edu <p class="Abstract"><span lang="EN-US">The scientific literature has already demonstrated the benefits of romantic love as a key protective factor in the prevention of violence. Some recent publications affirm that romantic love is a powerful cause of gender violence following two steps. First, they attribute a list of causes of violence to romantic love calling them “the myths of romantic love”, including lack of freedom and the normalization of coercion. Nonetheless, research has not explored in depth yet whether what they call “romantic love myths” are consubstantial characteristics of romantic love or not. To that end, this study conducts a historical literature review of scientific articles, books, literary and musical works from diverse cultures and periods. Findings show those myths are not characteristics of romantic love; on the contrary, the literature reviewed shows six main characteristics of romantic love that demonstrate it is the opposite of those myths, as it has freed women from feudal and other subjugations throughout history.</span></p> 2024-06-21T00:00:00+02:00 Copyright (c) 2024 Paula Cañaveras, Garazi Lopez de Aguileta; Mengna Guo; Elisabeth Torras-Gómez; Alba Crespo-López; Benjamín Menéndez-Martínez, Maria del Pilar Fernández-González; Lidia Puigvert-Mallart, Ramon Flecha https://www.hipatiapress.com/hpjournals/index.php/hse/article/view/14175 Between Theory and Practice: A Multifaceted Analysis of Educational Management and Hygienism during the First Third of the 20th Century 2024-03-15T11:13:40+01:00 Seila Soler seilaaixa@gmail.com Pablo Rosser pablo.rosser@unir.net <p>The present study delves into local educational management during the first third of the 20th century, exploring the intersection between education and hygienist policies through a meticulous analysis of local administrative documentation. Employing a mixed methodology that integrates qualitative analysis using WebQDA software and quantitative analysis using SPSS, the study examines the conditions of school infrastructures, hygienic-pedagogical initiatives, and dynamics of interaction among various educational agents. Collaboration between teachers and architects in identifying and conceptualizing necessary improvements is highlighted, contrasting with the management and execution of solutions by local entities and municipal officials. The study reveals a marked discrepancy between the theorization of problems and the effectiveness of implemented solutions, emphasizing the importance of more effective integration between technical planning and political execution. Ultimately, it is concluded that administrative documentation offers a valuable perspective for understanding the challenges and strategies adopted in the local educational sphere, underscoring the need for holistic approaches to address hygiene and education issues in municipal schools</p> 2024-06-21T00:00:00+02:00 Copyright (c) 2024 Seila Soler, Pablo Rosser https://www.hipatiapress.com/hpjournals/index.php/hse/article/view/14993 New Perceptions and Representation in the Museum. The case of the Museu particular from the Perspective of Professionals in the Cultural Sector 2024-06-08T22:52:50+02:00 Alexandre Rebollo-Sánchez alexrebollo@ub.edu Maria Feliu-Torruella mfeliu@ub.edu Rafael Sospedra-Roca rsospedra@ub.edu <p>The study analyzes and examines the <em>Museu particular, </em>project of 2021 that set out to turn everyday objects into museum pieces, thus making us appreciate more the heritage around us while acknowledging the role it plays in our lives. The analysis used a methodological model of evaluation with participative strategies. Semi-structured interviews with a range of professionals from the cultural heritage and museum sector provided opinions and feedback on the project. Consequently, it has been possible to establish the characteristics of the project, highlight its successes and identify areas for improvement in its aim to fully reach its target audience. Furthermore, at a time when the role of museums is in transition, this project has studied the notion of self-representation in exhibitions as well as how the digital environment can act as a space for creation, didactics, education and exhibition for cultural institutions.</p> 2024-06-21T00:00:00+02:00 Copyright (c) 2024 Alexandre Rebollo-Sánchez, Maria Feliu-Torruella, Rafael Sospedra-Roca https://www.hipatiapress.com/hpjournals/index.php/hse/article/view/14622 Beyond the Temporary Imaginary of Cultural History: The Educational Past in the Anthropocene 2024-06-12T12:13:55+02:00 Jon Igelmo-Zaldívar jigelmoz@ucm.es <p>The Anthropocene hypothesis is reorienting the theoretical frameworks that structure the epistemological debate in disciplines of the humanities and social sciences. This article focuses on the impact on the modes of historical temporalization that this hypothesis entails. More specifically, the paper inquires on the potentiality that this notion has for the field of the history of education. To this end, a first approach is made to the temporal imaginary of the cultural history of education whose main contribution has been to generate non-homogeneous forms of periodization. Later, the paper analyses the central postulates regarding the conception of time of the current of critical posthumanism. Finally, the notion of stratified time that has been recently developed is presented. This study confirmed the possibility for educational historians of a renewed temporalization within the framework of the geological era of the Anthropocene.</p> 2024-06-21T00:00:00+02:00 Copyright (c) 2024 Jon Igelmo-Zaldívar