ISCHE 46 – Keynote Speakers Ian Grosvenor
Ian Grosvenor is Emeritus professor of Urban Educational History at the University of Birmingham, England. Current research focuses on education, activism and art; education and the ecological turn; and cultural learning and community engagement. Books include Assimilating Identities. Racism and Education in Post 1945 Britain (1997), Silences and Images. The Social History of the Classroom (1999) with Martin Lawn and Kate Rousmaniere, The School I’d Like (2003), School (2008) and The School I’d Like Revisited (2015) all with Catherine Burke, Materialities of Schooling (2005) with Martin Lawn, Children and Youth at Risk (2009) with Christine Mayer and Ingrid Lohmann, the Black Box of Schooling (2011) with Sjaak Braster and Maria Mar del Pozo Andrés and Making Education: Governance by Design (2018) with Lisa Rasmussen. With Tim Allender, Inés Dussel and Karin Priem he is editor of the De Gruyter book series Appearances – Studies in Visual Research. Between 2014 and 2021 he was Director of the Voices of War and Peace First World War Engagement Centre. Previous roles include Deputy Pro-Vice Chancellor for Cultural Engagement and Head of the School of Education, University of Birmingham, Secretary General of the European Educational Research Association [EERA], founding convenor of EERA’s Network 17 History of Education, and Managing Editor of Paedagogica Historica, 2008-2020. He is a Fellow of the Royal Historical Society.
“‘The best of times’ and ‘the worst of times’: ‘Adventures in Education revisited.’”
‘There is just one place where yesterday and today meet, recognise each other and embrace, and that place is tomorrow, ’ so wrote the Uruguayan author Eduardo Galeano in his The Book of Embraces (1991) in which, using anecdotes and fragments of autobiography, he offered a record of the past and encouraged his contemporaries to continue the fight against political, social and economic inequalities. Galeano came to mind when I found myself reflecting on the interwoven nature of the social, the historical and the spatial in shaping histories of education written, the concepts used and the dialogues in the present with the past which have made research knowable and actionable. The present paper ‘The best of times’ and ‘the worst of times’: ‘Adventures in Education revisited’ includes fragments of autobiography, is both future and past focused and takes the form of a journey from the past into the present and possible futures. A journey in the present that is being shaped by growing instability and insecurity in the world, of fears about climate change and pathogen mutations, of the fraying of democracy, the growth of populism and identity politics and of the shift to authoritarianism. Elements which are all bearing down on democratic education and its futures. Yet, it is also a journey of active conversations with the past, of adventures in education that have produced reconstructive histories and forcefully made the case for the role of education in civil society, of historians of education bearing witness and of standing firmly in the present as mediators between past and future.
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