Social and Education History <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 free 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 research articles, reviews, monographs, and articles on doctoral dissertations, about social and educational history. It is a four-monthly publication and multilingual.</p> <p>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 in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by two anonymous referees.</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> en-US <div id="privacyStatement"> <p>All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.</p> <p>.</p> <p> </p> <p> </p> </div> (Carme Garcia Yeste & Sandra Girbés Peco) (Hipatia Press) Thu, 23 Feb 2023 16:53:39 +0100 OJS 60 List of Reviewers HSE Editors Copyright (c) 2023 Sandra Girbes Thu, 23 Feb 2023 00:00:00 +0100 School segregation and its impact on the academic performance of primary school students in Spain. <p>This article studies the effects of social inequality on the schooling of pupils in primary education students by schools and its impact on unequal educational achievement in external assessment tests. The current reality, and the past, show adverse effects on the academic performance of students from socio-economically and culturally disadvantaged backgrounds, who are more likely to be enrolled in schools segregated by social composition. The democratization of education with full primary schooling in Spain for decades has not resolved the randomness of students’ outcomes that would be expected in schooling processes guided by the principle of equal opportunities. The school social composition variable, created with a socio-economic and cultural status index, shows significant effects on the mathematics outcomes of primary school students, although schools with the same social class composition show significant variability between them, ensuring that schools can change academic outcomes, regardless of their characterization by the socioeconomic backgrounds of their student body. Data comes from the TIMSS 2019 Report, published by the IEA in December 2020.</p> Leopoldo Cabrera, Daniel Bianchi Copyright (c) 2023 Leopoldo Cabrera, Daniel Bianchi Thu, 23 Feb 2023 00:00:00 +0100 School textbooks on history: a case of representing the Great Patriotic War in the Soviet era and the period of independence of Kazakhstan <p>The article analyzes Soviet and modern Kazakhstani school textbooks to cover the Great Patriotic War's history using the "Opening Up the Textbook" method. The purpose of this article is a comparative analysis of the textbooks of the Soviet era and the current textbooks to cover the events of military history in them. Particular attention is paid to the presentation of the history of the Great Patriotic War. Not only were different textbooks compared, but also the description of the history of the war in them. The study identifies standard and distinctive features and analyzes the specifics of the presentation of the main points of the war in the textbooks.</p> Arstan Satanov, Ayagan Burkitbay G. Copyright (c) 2023 Arstan Satanov, Ayagan Burkitbay G. Thu, 23 Feb 2023 00:00:00 +0100 Rural teachers against school concentrations: the origin of the Rural School Zones <p>Nowadays, the idea that Rural School benefits students and the community is commonly shared. However, historically it has not always been like that. During the Francoism, its extinction came to seek, especially with the General Education Law. In this context, several rural teachers, who opposed school concentrations and sought alternatives, were organized at the end of the 70s and early 80s through their participation in the Rural School Workshops. This article, through interviews with rural teachers who played a primordial role in these days, seeks to know the role of rural educators in the processes of change during the democratic transition. The results show that these teachers were those who questioned the educational policies of the time and those who posed the rural school model that is still existing today.</p> Juan Agustín González Rodríguez, Núria Llevot-Calvet, Mari Paz López-Teulón, Olga Bernad Copyright (c) 2023 Juan Agustín González Rodríguez, Núria Llevot-Calvet, Mari Paz López-Teulón, Olga Bernad Thu, 23 Feb 2023 00:00:00 +0100 The history of education through specialised journals: themes, scientific production and bibliometrics (1967-2022) <p>Over the last three decades there has been a significant increase in the number of research studies in the field of History of Education. This, while favouring internationalisation and the creation of transnational research networks, also increases the complexity of the overall understanding of the discipline. Due to these circumstances, together with the small number of studies on the subject, the present research carries out a bibliometric analysis of 11 internationally relevant journals from 1967 to the present day. We have analysed the evolution of production over the years, citations, authors and collaborations, countries of affiliation, institutions and collaborations, and languages. The gender representation of the most productive authors has also been studied. In addition, an analysis of the most frequent keyword combinations has been carried out, together with the evolution of the most researched topics over the last decade. The results show a turning point in production from 2006 onwards, with significant growth, as well as low rates of collaboration between authors and countries. They also show the relevance in the last decade of historical-educational research by country and period, with particular emphasis on the history of contemporary education.</p> Jacobo Roda-Segarra, Andrés Payà Rico, José Luis Hernández Huerta Copyright (c) 2023 Jacobo Roda-Segarra, Andrés Payà Rico, José Luis Hernández Huerta Thu, 23 Feb 2023 00:00:00 +0100