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³ See Roberto Sani, “History of Education & Children's Literature (HECL),” History of Education & Children's Literature 1, no. 1 (June 2006): 3–7 and Bernat Sureda, “History of Education & Children's Literature (HECL), un ambiciós projecte de divulgadó científica,” Educació i Història. Revista d'Història de l'Educació 15, no. 13 (2009): 173–76.Google Scholar

⁴ With special regard to the European context: Centro Internacional de la Cultura Escolar (CEINCE) de Berlanga de Duero (Soria, Spain), the Societat d'Història de l'Educaciaò dels Paisos de Llengua Catalana (Barcelona, Spain), the Institut National de Recherche Pédagogique (INRP, France), the Centre for Interdisciplinary Research in Histories of Education and Childhood (DOMUS) in Birmingham, the Georg Eckert Institute for International Textbook Research (Braunschweig, Germany), the Slovenian School Museum (Slovenski Solski Muzej) in Ljubljana, the Institute of Theory and History of Education of Moscow (Russia), the Archival Museum of Estonian Educational Culture (EPAM) in Tallinn, the Baltic Association of Historians of Pedagogy. See M. Brunelli, “The ‘Centre for Documentation and Research in History of Textbook & Children's Literature’ in University of Macerata (Italy),” History of Education & Children's Literature 4, no. 2 (December 2009): 441–52.Google Scholar

⁵ See Roberto Sani, “History of Education & Children's Literature (HECL), Five Years on. An Ongoing Assessment,” History of Education & Children's Literature 6, no. 1 (June 2011): 19–36.Google Scholar

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⁹ See Alain Choppin, “L'histoire des manuels scolaires: une approche globale,” Histoire de l’Éducation 3, no. 9 (1980): 1–25; Alain Choppin, Les manuels scolaires: histoire et actualité (Paris: Hachette, 1992); Alain Choppin, dir. Manuels scolaires, États et sociétés XIXe-XXe siècle, monographic issue of Histoire de l’Éducation 16, no. 58 (1993); Agustín Escolano Benito, dir. Historia ilustrada del libro escolar en España (Madrid: Fundación Germán Sánchez Ruipérez, 1997–1998), 2 vols.; Federico Gomez Rodriguez De Castro, “Les manuels scolaires dans l'Espagne contemporaine (1808–1890),” Histoire de l’Éducation 21, no. 78 (1998): 258–63; Giorgio Chiosso, ed. Il libro per la scuola tra Sette e Ottocento (Brescia: La Scuola, 2000); Manuel de Puelles Benitez, coord. “Los manuales escolares en la historia,” Historia de la Educatión. Revista Interuniversitaria 19 (2000): 5–203; Giorgio Chiosso, dir. TESEO. Tipografi e editori scolastico-educativi dell'Ottocento (Milano: Editrice Bibliografica, 2003); Anna Ascenzi and Roberto Sani, eds. Il libro per la scuola tra idealismo e fascismo. L'opera della Commissione centrale per l'esame dei libri di testo da Giuseppe Lombardo Radice ad Alessandro Melchiori (1923–1928) (Milano: Vita e Pensiero, 2005); Giorgio Chiosso, dir. TESEO ’900. Editori scolastico-educativi del primo Novecento (Milano: Editrice Bibliografica, 2008); Alberto Barausse, ed. Il libro per la scuola dall'Unità al fascismo. La normativa sui libri di testo dalla legge Casati alla riforma Gentile (1861–1922) (Macerata: Alfabetica Edizioni, 2008), 2 vols.; Anna Ascenzi and Roberto Sani, eds. Il libro per la scuola nel ventennio fascista. La normativa sui libri di testo dalla riforma Gentile alla fine della seconda guerra mondiale (1923–1945) (Macerata: Alfabetica Edizioni, 2009). About the recent developments and perspectives of this field of study in Italy, see now Anna Ascenzi, “The History of School Manuals and Textbooks in Italy. An Evaluation and New Research Prospective,” History of Education & Children's Literature 6, no. 2 (December 2011): 405–24.Google Scholar

¹⁰ See Ian Grosvenor and Martin Lawn, “This Is What We Are and This Is What We Do’: Teacher Identity and Teacher Work in Mid-Twentieth Century English Education Discourse,” Pedagogy, Culture & Society 9, no. 3 (2001): 355–70; Les enseignantes. Formations, identities, representations (XIXe-XXe siècles), special issue of Histoire de l’Éducation 26, no. 98 (2003); Jean-François Condette, Histoire de la formation des enseignantes en France (XIXe-XXe siècles) (Paris: L'Harmattan, 2007); Roberto Sani, “Schools policy and teacher training in Italy in the Giolitti age,” History of Education & Children's Literature 5, no. 1 (June 2010): 239–58; Pablo Celada Perandones, ed. Arte y oficio de enseñar. Dos siglos de perspectiva histórica, XVI Coloquio Nacional de Historia de la Educatión, El Burgo de Osma, Soria, 11–13 de julio de 2011 (El Burgo de Osma: Sociedad Española de Historia de la Educación, 2011), 2 vols.Google Scholar

¹¹ Juri Meda, “‘Mezzi di educazione di massa’. Nuove fonti e nuove prospettive di ricerca per una ‘storia materiale della scuola’ tra XIX e XX secolo,” History of Education & Children's Literature 6, no. 1 (2011): 253–80.Google Scholar

¹² See Juri Meda, Davide Montino and Roberto Sani, eds., School Exercise Books. A Complex Source for a History of the Approach to Schooling and Education in the 19th and 20th Centuries, 2 vols. (Firenze: Polistampa, 2010).Google Scholar

¹³ See Marc Depaepe and Frank Simon, “Is There Any Place for the History of ‘Education’ in the ‘History of Education?’ A Plea for the History of Everyday Educational Reality in-and outside Schools,” Paedagogica Historica 31, no. 1 (1995): 9–16; Ian Grosvenor, Martin Lawn, and Kate Rousmaniere, eds., Silences and Images: The Social History of the Classroom (New York: Peter Lang, 1999); Martin Lawn and Ian Grosvenor, eds., Materialities of Schooling: Design, Technology, Objects, Routines (Oxford: Symposium Books, 2005); and Agustín Escolano Benito, ed., La cultura material de la escuela (Berlanga de Duero: Ceince, 2007).Google Scholar

¹⁴ See Pierre Caspard (dir.), La Presse d’éducation et d'enseignement: XVIIIe siècle-1940 (Paris: I.N.R.P.–Editions du C.N.R.S., 1981–1991), 4 vols.; Giorgio Chiosso, ed., La stampa pedagogica e scolastica in Italia (1820–1943) (Brescia: La Scuola, 1998).Google Scholar

¹⁵ See Alain Choppin, Le Thesaurus Emmanuelle sur les manuels scolaires (Paris: I.N.R.P., 1991); Gabriela Ossenbach, ed., Manuales escolares en España, Portugal y América Latina (siglos XIX y XX) (Madrid: UNED-Serie ≪Proyecto MANES≫, 2005); Miguel Somoza Rodríguez, “El ‘Proyecto MANES’ y la investigación sobre manuales escolares: un balance crítico de resultados y nuevos desafíos,” History of Education & Children's Literature 1 no. 1 (January 2006): 431–52; Fabio Targhetta, “Verso una banca dati on line in Italia: Edisco,” in Fare storia in rete. Fonti e modelli di scrittura digitale per la storia dell'educazione, la storia moderna e la storia contemporanea, ed. by Gianfranco Bandini and Paolo Bianchini (Roma: Carocci, 2007), 79–90.Google Scholar

¹⁶ See Allegonda Jacoba Maria Alkemande, Vrouwen XIX, Geschiedenis van negentien religieuze congregaties, 1800–1850 (‘s-Hertogenbosch: L.C.G. Malmberg, 1966); Pierre Zind, Les nouvelles congrégations de Frères einseignantes en France de 1800 à 1830 (Saint-Genis-Laval: Presse Universitaires, 1969), 3 volS.; José Manuel Cuenca Toribio, Estudios sobre la Iglesia espanôla del siglo XIX (Cordoba: Servicio de publicaciones, Universidad de Cordoba, 1973); André Tihon, “Les religieus en Belgique du XVIIIe au XXe siède,” Revue Belge d'Histoire Contemporaine 7 (1976): 1–54; Jean-Alain Lesourd, Les catholiques dans la société anglaise 1765–1865 (Lille: Atelier de reproduction des thèses, Université de Lille III; Paris: H. Champion, 1978), 2 vols.; Paul Wynants, Religieuses 1801–1975. I: Belgique-Luxembourg-Maastricht/Vaals (Namur, Centre d’étude et de recherche universitaire de Namur, 1981); Paul Wynants, “Histoire locale et communautés religieuses enseignants, XIXe-XXe siede. Orientations de recherché,” Cahiers d'Histoire 5 (1981): 247–70; Claude Langlois, Le Catholicisme au féminin. Les congrégations françaises à supérieure générale au XIXe siècle (Paris: Les Éditions du Cerf, 1984); Giancarlo Rocca, “Le nuove fondazioni religiose femminili in Italia dal 1800 al 1860,” in Problemi di storia della Chiesa dalla Restaurazione all'Unita d'Italia (Napoli: Dehoniane, 1985), 107–192; Yvonne Turin, Femmes et religieuses au XIXe siècles. Le féminisme en religion (Paris: Nouvelle Cite, 1989); Christian Sorrel, La République contre les congrégations. Histoire d'une passion française (1899–1914) (Paris: Les Éditions du Cerf, 2003); Roberto Sani, “Ad Maiorem Dei Gloriam.” Istituti religiosi, educazione e scuola nell'Italia moderna e contemporanea (Macerata: Eum, 2009).Google Scholar

¹⁷ See Odile Arnold, Le corps et l’âme. La vie des religieuses au XIXe siècle (Paris: Seuil, 1984); Paola Arosio and Roberto Sani, Sulle orme di Vincenzo de’ Paoli. Jeanne-Antide Thouret e le Suore della Carità dalla Francia rivoluzionaria alla Napoli della Restaurazione (Milano: Vita e Pensiero, 2001); Jan de Meyer, Sofie Leplae and Joachim Schmiedl, eds., Religious Institutes in Western Europe in the 19^th and 20^th Century. Historiography, Research and Legal Position (Leuven: Leuven University Press, 2004); Gwénaël Murphy, Les religieuses dans la Révolution française (Paris: Bayard, 2005); Patrick Cabanel and Jean-Dominique Durand, dirs. Le grand exil des congrégations religieuses françaises, 1901–1914 (Paris: Le Cerf, 2005).Google Scholar

¹⁸ See Jesús Álvarez Gómez, “Congregaciones femininas en España en el siglo XIX,” Vida religiosa 29 (1970): 72–88; Pierre Zind, Les religieuses enseignantes, XVIe-XXe siècle (Angers: Presse Universitaires, 1981); Roberto Sani, ed., Chiesa, educazione e società nella Lombardia del primo Ottocento. Gli Istituti religiosi tra impegno educativo e nuove forme di apostolato (Milano: Centro Ambrosiano, 1996).Google Scholar

¹⁹ See F. Gouit, Les Soeurs de St. Joseph du Puy-en Velay. Une Congrégation salésienne (Le Puy: Impr. Catholique, 1930); Maurice Crubellier, L'enfance et la jeunesse dans la société française 1800–1850 (Paris: Colin, 1979); Françoise Mayeur, L’éducation des filles en France au XLXe siècle (Paris: Hachette, 1979); Jeanne De Charry, Histoire des constitutions de la Société du Sacré-Coeur. Primiere Partie: La formation de l'Institut (Romae: Typ. Pontificae Universitatis Gregorianae, 1981); Aportaciones de la Compañia de María Nuestra Señora a la historia de la educación, 1607–1921. Figuras de su historia. Actas del Simposio Internacional de Historia de la Compañía de María Nuestra Señora, Barcelona, 17–21 de julio 1995 (San Sebastian: Ediciones Lestonnac, 1996); Roberto Sani, “Nuovi Istituti religiosi femminili ed educazione delle fanciulle nobili nella Roma dell'Ottocento: i collegi della Società del Sacro Cuore di Madeleine-Sophie Barat,” in Educare la nobiltà, ed. Gianfranco Tortorelli (Bologna: Pendragon, 2005), 165–86.Google Scholar

²⁰ Francesco Motto, ed., L'Opera Salesiana dal 1880 al 1922. Significatività e portata sociale. Atti del 3° Convegno internazionale di Storia dell'Opera Salesiana, Roma, 31 ottobre-5 novembre 2000 (Roma: LAS, 2001); Grazia Loparco and Maria Teresa Spiga, eds. Le Figlie di Maria Ausiliatrice in Italia. Donne nell'educazione (Roma: LAS, 2011).Google Scholar

²¹ See John Lawson and Harold Silver, A Social History of Education in England (London: Methuen, 1973); Françoise Mayeur, Histoire générale de l'enseignement et de l’éducation en France, III: De la Révolution à l'école républicaine (1789–1930) (Paris: Nouvelle Librairie de France, 1981); Historia de la Educación en España (Madrid: Ministerio de Educación y Ciencia, 1985–1991), 4 vols., I-II; John Roach, A history of secondary education in England, 1800–1870 (London: Longman, 1986); Jean-René Aymes, Eve-Marie Fell and Jean-Louis Guereña, eds., École et Église en Espagne et en Amérique Latine. Aspects idéologiques et institutionnels (Tours: Publications de l'Université de Tours, 1988); André Lanfrey, Les Catholiques français et l'école (1902–1914) (Paris: Les Éditions du Cerf, 1990); Agustín Escolano Benito, dir. Leer y escribir en España. Doscientos años de alfabetización (Madrid: Fundación Germán Sánchez Ruipérez, 1992); Pierre Pierrard, Un siècle de l’Église de France (Paris: Descée de Brouwer, 2000); Michel Lagrée, Religion et modernité. France XIXe et Xxe siècles (Rennes: Presses Universitaires de Rennes, 2003); André Lanfrey, Sécularisation, séparation et guerre scolaire. Les catholiques français et l’école (1901–1914) (Paris: Le Cerf, 2003); Les congrégations religieuses et la société française d'un siècle à l'autre. Actes du Colloque des 17–18 octobre 2003, Maison de la chimie (Paris: Éditions Don Bosco, 2004); Roberto Sani, “‘Honest Citizens and Good Christians’. Don Bosco and Salesian Education in the 150-year History of United Italy,” History of Education & Children's Literature 6, no. 1 (2011): 477–89.Google Scholar

²² See George L. Mosse, The Nationalization of the Masses. Political Symbolism and Mass Movements in Germany from Napoleonic Wars Through the Third Reich (New York: H. Gerting, 1975); Ernest Gellner, Nations and Nationalism (Oxford: Blackwell, 1983); Eric J. Hobsbawm, Nations and Nationalism since 1780: Programme, Myth, Reality (Cambridge: Cambridge University Press, Cambridge 1990); Amedeo Quondam and Gino Rizzo, eds., L'identità nazionale. Miti e paradigmi storiografici ottocenteschi (Roma: Bulzoni, 2005); Emilio Gentile, La Grande Italia. Il mito della nazione nel XX secolo (Roma-Bari: Laterza, 2006).Google Scholar

²³ See Joaquim Pintassilgo, República e formação de cidadãos: a educação civica nas escolas primárias da primeira república portuguesa (Lisboa: Edições Colibri, 1998); Ralph Albanese, Corneille à l’école républicaine: du mythe héroique à l'imaginaire politique en France, 1800–1950 (Paris: L'Harmattan, 2008); Anna Ascenzi, Education and the metamorphoses of citizenship in contemporary Italy (Macerata: Eum, 2008); Anna Ascenzi and Laura Melosi, eds., L'identità italiana ed europea tra Sette e Ottocento (Firenze: Olschki, 2008); Patrick Cabanel, “École et Nation: l'exemple des livres de lecture scolaire (XIXème et première du XXème siècles),” Histoire de l'Education 33, no. 126 (2010): 33–54.Google Scholar

²⁴ See Louis Trenard, “L'enseignement de l'histoire en France de 1770 à 1885,” Clio 20–21 (1970): 125–160; Henri Moniot, ed., Enseigner l'histoire. Des manuels à la mémoire (Berne: Peter Lang, 1984); Jean Peyrot, ed., L'enseignement de l'histoire en Europe (Paris: Hachette, 1989); Sérgio Campos Matos, História, mitologia e imaginário nacional. A história no curso dos Liceus (1895–1939) (Lisboa: Livros Horizonte, 1990); José Amado Mendes, “Identidade nacional e ideologia através dos manuais de História,” in Manuais Escolares. Estatuto, funções, história, ed. by Rui Vieira de Castro et al. (Braga: U. Minho, 1999), 343–354; “Histoire et Nation en Europe centrale et orientale (XIXe-XXe siècles),” special issue of Histoire de l’Éducation 23, no. 86 (2000); Patrick Garcia, Jean Leduc, L'enseignement de l'histoire en France de l'Ancien Régime à nos jours (Paris: Colin, 2003); Anna Ascenzi, Tra educazione etico-civile e costruzione dell'identità nazionale. L'insegnamento della storia nelle scuole italiane dell'Ottocento (Milano: Vita e Pensiero, 2004); Annie Tchernychev, L'enseignement de l'histoire en Russie de la Révolution à nos jours (Paris: l'Harmattan, 2005).Google Scholar

²⁵ See Simonetta Soldani, ed., L'educazione delle donne. Scuole e modelli di vita femminile nell'Italia dell'Ottocento (Milano: Franco Angeli, 1989); Silvia Franchini, Élites ed educazione femminile nell'Italia dell'Ottocento. L'Istituto della SS. Annunziata di Firenze (Firenze: Olschki, 1993); Rebecca Rogers, “L’éducation des filles: un siede et demi d'historiographie,” Histoire de l’Éducation 25 (115–16): 37–79 (2007); Carmela Covato, Memorie discordanti. Identità e differenze nella storia dell'educazione (Milano, Unicopli, 2007); Christina De Bellaigue, Educating Women. Schooling and Identity in England and France, 1800–1867 (Oxford: Oxford University Press, 2007); Ilaria Porciani, “Il posto delle donne nella storiografia della nazione,” in Scuola e nazione in Italia e in Francia nell'Ottocento, ed. by Pier Luigi Ballini and Gilles Pécout (Venezia: Istituto Veneto di Scienze, Lettere ed Arti, 2007), 101–20; Carla Ghizzoni and Simonetta Polenghi, eds., Per una storia dell'educazione femminile in Italia tra Otto e Novecento (Torino: SEI, 2008).Google Scholar

²⁶ See Simonetta Ulivieri, “Donne e scuola. Per una storia dell'istruzione femminile in Italia,” in Educazione e ruolo femminile: dalle pari opportunità alla differenza, ed. by Emy Beseghi and Vittorio Telmon (Firenze: La Nuova Italia, 1992), 31–56; Carmela Covato, Un'identità divisa. Diventare maestra in Italia fra Otto e Novecento (Roma: Archivio Guido Izzi, 1996); François Jacquet-Francillon, dir., La féminisation de l'enseignement. Une histoire de femmes? (Lille: Maison Saint-Exupéry, 2000); Jean-François Chanet, “Des instituteurs pour les garcon: la feminization de l'enseignement primaire en France des années 1880 aux années 1920,” Histoire de l’Éducation 25 (115–116): 171–193 (2007).Google Scholar

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²⁸ Anna Ascenzi, Il Plutarco delle donne. Repertorio della pubblicistica educativa e scolastica e della letteratura amena destinate al mondo femminile nell'Italia dell'Ottocento (Macerata: Eum, 2009), 12–14.Google Scholar

²⁹ References to this educational publishing production, and its diffusion in several European countries, can be found in John C. Fout, ed., German Women in the Nineteenth Century: A Social History (New York-London: Holmes & Meier, 1984); Elisa Garrido Gonzáles, ed., Historia de las mujeres en España (Madrid: Sintesis, 1997); Michelle Perrot, Les femmes, ou les silences de l'histoire (Paris: Flammarion, 1998); Consuelo Flecha García, Marina Núñez Gil and María José Rebollo Espinosa, eds., Mujeres y educacíon. Saberes, practicas y discursos en la histoira (Sevilla: Diputación Provincial, 2005); Rosemary Cullen Owens, A social history of women in modern Ireland, 1870–1970 (Dublin: Gill & Macmillan, 2005); Michelle Zancarini-Fournel, Histoire des femmes en France: XIXe-XXe siècles (Rennes: Presses Universitaires de Rennes, 2005).Google Scholar

³⁰ Ascenzi, Il Plutarco delle donne, 16–17.Google Scholar