Title Promoter Affiliations Abstract "The sound of educational reform: Disability, special education and the history of reform pedagogy from 1880 till 1940" "Pieter Verstraete" "History of Education" "Around 1900, the educational landscape in the West was partly characterized by various international movements that advocated a radical reform of contemporary schools and teaching practices. The existing research into the history of these reform pedagogical movements has not yet paid any attention to the impact of these ideas on special education. In this project we will investigate the way in which the international reform pedagogical movement has left its mark on special education. The focus of the research is on the work of two international reform educators, namely Maria Montessori and Ovide Decroly. The research will seek to disentangle how these influential progressive educational ideas have impacted upon the soundscape of Belgian special education. In order to avoid epistemological violence and able-bodies biases the research proposal also includes bi-annual focus groups with persons with a sensorial disability." "Sounds, senses and the materiality of schooling: An acoustic history of special education in Belgium, 1824-1940" "Pieter Verstraete" "History of Education" "In this project the history of Belgian special education will be acoustically examined. This is an important but overlooked perspective because sounds do play an important role in the construction of difference. The project in particular will examine how the interactions between sounds, senses and the materialities of schooling contributed to the emergence and development of educational initiatives for persons with visual, auditory and intellectual disabilities. A distinction will be made between literal and metaphorical sounds. The first aim of the project is to reconstruct how the literal sounds produced by the persons with disabilities have been identified as ‘abnormal’ and to reveal how the acoustic qualities of materialities of schooling – like e.g. the radio, the headphone and the school building – were used in order to educate persons with disabilities. Besides focusing on literal sounds the project also will listen to the different voices involved in the political discussions that eventually would make education compulsory for Belgian persons with disabilities." "Sabbatical Pieter Verstraete: Doing history at the crossroad of disability, traffic & education" "Pieter Verstraete" "History of Education" "During my sabbatical period I want to research the history of traffic education in Belgium/Flanders. The history of traffic education is currently on the rise. For example, at the last ISCHE conference, one entire panel was devoted to this theme. My specific contribution would be: focus on the role of disability in this story. In concrete terms, on the one hand, I want to investigate since when traffic education was discussed in the education of deaf and blind children/adults, and how this traffic education evolved during the 19th and 20th centuries. On the other hand, I also want to investigate which initiatives were taken in the ordinary education, how these evolved, and how in the discourse about these initiatives disability played a role. Exploratory research has shown that certainly in the early stages disability initiatives were often used as a deterrent to children (and adults) to point out the consequences of reckless behavior in traffic. To conduct this research I will use archival documents related to the history of certain schools for special education (e.g. archives of the Brothers of Love, the Charles-Louis-Carton archive), archive material that is kept in certain individual schools (in consultation with KADOC), the archives of the Ministry of Education (Ministère de l'instruction publique). Where possible and interesting I will also focus on it use international archives, but I do not yet have sufficient insight into this.The research is certainly not separate from my current research interests. On the contrary. Where I until now, when researching our pedagogical past, have mainly focused on silence/s, I want to, via the theme of traffic eduction, focus more on sound. And just like in my previous research, I will focus my research on the crossover between regular and special education." "Historical thinking about migration history in secondary education: examination of its disciplinary and civic potential and of Flemish teachers’ opinions" "Karel Van Nieuwenhuyse" "History Research Unit, Leuven" "As history education always is ascribed civic goals, several scholars have put historical thinking (HT) to the fore as the main aim for history education, since the 1980s. They believe that HT can at the same time contribute to a better understanding of history and to young people’s civic attitude development. Several questions arise around this claim, for it is not clear (1) how history teachers perceive the concept and implementation of HT; (2) what teaching strategies are effective and efficient in fostering students’ HT ability; (3) what the place of emotions and affective caring can be in HT, and (4) if HT can indeed influence students’ civic attitudes. Robust evidence is absent. This novel and innovative proposal addresses these challenges via an in-depth analysis of teachers’ opinions and via a pre- and double post-test two-stage intervention research design with effect measurement, its ultimate aim being to contribute to a qualitative, successful history education and a better scientific understanding of HT." "The (un)told Mission History of the Sisters of the Society of Jesus Mary Joseph (jmj) in India: A History of Identity Formation of Missionary Generations Shifting between Dutch Legacy and Indian Inculturation (1904 – 1969)" "Dries Bosschaert" "Research Unit of History of Church and Theology" "Since their arrival in India in 1904 the JMJ missionary sisters have continuously advocated for the advancement of young girls and women through education, health care and self-sustainable programs, assisting them in constructing their identities in Andhra Pradesh, India. As with other women in the history of church and theology, their role is, however, often overlooked. This research focusing on the historical identity formation of the JMJ sisters and the centrality of the empowering of women and girls herein will trace (i) the lived experiences of the sisters of Jesus Mary Joseph (JMJ) from Netherlands and Australia who travelled to India in 1904 and 1920, (ii) the native women who joined them as Handmaids of Mary and (iii) the administration shift from Dutch heritage to Indian Inculturation up to the 1960s. The voices and stories of these religious women are generally unknown, and their experiences and identities have not been properly documented. Through textual analysis, archival research, and oral history, this project will evaluate, hear from, and report on these missionary women and thus contribute to the ongoing work of the empowerment of women in India; thus aligning itself with SDG5." "Citizenship education in times of changing and innovation in Flemish education and global uncertainty: theory and practice – Historical Empathy as pedagogical-didactical tool for controversial and historical sensitive topics" "Christophe Verbruggen, Bruno De Wever" "Department of History" "The Flemish super divers society, as a diaspora mosaic and the successive migration flows are   mirrored in the class rooms. Diversity in education, more specifically in history classes, challenges the ‘Eurocentric’ historiographical approach of the Grand Narratives. This educational research within the EduMa in History aims to provide an answer to the challenges existing in the Flemish history education on the one hand, and to gather insights in the professionalisation trajectory of the EduMa History students and to develop a didactical tool (based on educational/didactical research)." "Thinking about Religious Education as 'Pag-alalay': A postcolonial, empirical and theological study into the theory and practice of Catholic religious education in the Philippines" "Annemie Dillen" "Research Unit of Pastoral and Empirical Theology" "For contexts like the Philippines, where the majority of the people are religious and where the Catholic religion has been entangled with a history of oppression of peoples, the challenge for religious education is to reimagine both the content and methodology of religious education. Thereby it is important that it promotes inclusive care and just relations inside and outside the classroom. In dialogue with postcolonial theory, practical theology, and the hermeneutical-communicative model of religious education (RE), this research project will utilize theological action research to collaborate with RE teachers in developing a contextual approach to RE in the Philippines. The project will put forth guiding principles that will serve as a basis for thinking about RE as “pag-alalay"" (supporting with care). Thereby teachers are supported as they support children not only in making sense of their religious identity but also in bringing this identity into dialogue with the larger society." "An integrative framework for history teachers' adoption of inquirybased learning: Explaining current adoption and mapping short- and long-term effects of training offering extended support during implementation" "Bram De Wever" "Department of Educational Studies" "Inquiry-based learning is an instructional approach that provides students with authentic problems, and the materials necessary for drawing their own conclusions. According to educational research, inquiry-based learning is one of the most promising approaches to teaching history, as it contributes to an understanding of the content, as well as the ability to reason with historical information. Unfortunately, history lessons are often characterized by teacher storytelling, rather than student inquiry. The central question of this research proposal is therefore how history teachers can be stimulated to organize inquiry-based learning in class. To this end, a new theoretical framework is introduced, which considers teacher beliefs, or ideas and values, as well as motivation, or the actual intention to do something. Through a study of personal beliefs and motivation of a large number of teachers, the first aim of this research is to explain why some history teachers use inquiry-based learning, whereas others do not. The second aim is to develop a training program that offers extended support for using inquiry-based learning in practice, and examine how this support influences teacher beliefs and motivation, in addition to their organization of inquiries in practice. The third aim involves a follow-up study on teachers who have participated in such a training program, to see how its effects on beliefs and motivation hold up a substantial amount of time after the program’s end." "A relationship of reciprocity? The changing position of teaching and research wiithin the nineteenth-century history professorship." "Kaat Wils" "Cultural History since 1750, Leuven, Cultural History since 1750, Kulak Kortrijk Campus" "Studies in the research activities of nineteenth-century history professors have greatly multiplied in recent years. There has been shown that those activities were stimulated by the creation of a solid job market for historians, the formation of academic communities, the rise of archives, and the many professional and friendly relations between historians world-wide. However, there has been relatively little analysis of the part history professors played as teachers. The literature almost ignores one of the most substantial aspects of the nineteenth-century history professorship. Besides conducting research in an increasingly specialized way, nineteenth-century history professors devoted a lot of their time to education activities. They did not only teach their own students. By publishing textbooks and writing more popular works, they did also instruct the pupils from secondary schools and even the whole nation. My project explores how history professors in Belgium combined their research and teaching activities between 1820 and 1914. By means of this investigation, I want to gain insight into how historical knowledge was produced and spread on different levels during the nineteenth century. Moreover, by focusing on the practices of teaching, I want to sketch a much more correct picture of the nineteenth-century history professorship than hitherto has been drawn in the literature." "Strategic Research Programme: Cultures of Mathematics: Logic, Philosophy and History of Mathematical Practices." "Bart Van Kerkhove, Jean Paul Van Bendegem" "Interdisciplinary Research group - Freemasonry, Law Science Technology and Society, History, Archeology, Arts, Philosophy and Ethics, Centre for Logic and Philosophy of Science, Communication Sciences, Philosophy - Moral Sciences" "Cultures of Mathematics: Logic, Philosophy and History of Mathematical Practices"