The article examines the educational and social needs of children in the devastated and impoverished People’s Republic of Macedonia (Narodna Republika Makedonija – NRM) as one of the constituent units of the yugoslav Federation (Federativna Narodna Republika yugoslavia – FNRJ) in the first years after the end of World War II. The focus is primarily given on the measures and activities that the Macedonian policy makers undertook in the areas of education and social protection of children and the changes their implementation brought in children’s life. Based on the study of a large number of legal acts and other primary sources, the various aspects of the democratization of education and social care in the new postwar political context are examined: expansion of the school network, access to educational and social institutions and services for all children, recognition of the right to education in the mother tongue, establishment of pre-school education, special education and the protection of vulnerable children. The research interest is also focused on the needs of a large number of children refugees, mostly Macedonians, who were evacuated during the civil war in Greece from its northern parts and sent to the socialist states in the Balkans and in Eastern Europe. Most of them were housed in yugoslavia and especially in Macedonia, which in 1948 became the largest transit center and shelter for thousands of children in need. Based largely on archival material and testimonies of child refugees, the article sheds light on the process of evacuation of children, their life in children’s homes throughout Macedonia and the endeavors of the state to meet their needs for shelter, food, education and normal life.

Prisons are total institutions. One of their characteristics is that all areas of their inmates’ lives, without exception, are subjected to the comprehensive control of an authority. The rules and regulations serve to achieve the institutional goal: in relation to prisons, these are to ensure atonement for crimes committed, to protect society from criminals and to reform prisoners. Nevertheless, a total institution does not only involve coercion. Within certain limits, there can certainly be scope for action. Teaching in prisons is one of these areas of life. This can be described as a peripheral area of research in the 19th century. It is often addressed in overarching issues relating to the penal system and its reform. From the perspective of the total control of all actions in prisons by its inmates, the lessons taught in schools in the 19th century will be examined using the example of the Nuremberg cell prison. At the time, this prison was considered one of the most modern of its kind and has an extensive history. The focus is on the following questions: What were the general conditions for teaching at the Nuremberg cell prison? What was the lesson like as a result? Was there scope for action and could this be used for teaching?

The study focuses on researching the possibilities of education for women and girls at technical schools in Slovakia from 1918 to 1945. With the aim of equal representation of eastern, central and western Slovakia, materials from three technical schools (Košice, Banská Štiavnica and Bratislava) were used in the research, because the technical schools in question existed throughout the period under review. The article was prepared based on school annual reports, statistical yearbooks, archival materials, contemporary literature, as well as professional literature related to the subject under investigation. The conclusions of the study provide summary findings on the number of girls in schools in the individual historical periods as well as an explanation of the socio-political conditions influencing the girls’ education.

This contribution explores how practices, concepts, and ideas about including and excluding pupils in schools are connected to different arenas of knowledge and how their inter-connectedness produced specific subject positions for pupils. By applying Niklas Luhmann’s concept of structural coupling as an analytical approach this article discusses the problem of non-promotion and the emergence of the “deficient child” to grasp the connections between the different social systems involved in these processes. Based on two case studies that deal with specific iterations of efforts to alleviate non-promotion, the contribution exemplifies how structural coupling can help to identify connections between and resulting activities in different social systems.

By remarkably dissenting from the contemporary mainstream educational thinking, reform pedagogy played a pivotal role in shaping the educational landscape of Europe and North America. This influence was also reflected in the professional periodicals of these geographical areas. Focusing on the Central European macroregion, my paper aims at examining the references to the different representatives of three (at least partly German-speaking) countries’ reform pedagogy within the pages of the prominent Hungarian educational journal, Magyar Pedagógia (Hungarian Pedagogy). The study applied computer-assisted deductive content analysis in order to identify the key figures of reform pedagogy in the text of the journal. The results indicate a notable increase in the number of the mentions subsequent to the Trianon Treaty. These reform pedagogy representatives frequently co-occurred in the same writings, with the work school (Arbeitsschule) being highlighted as a key nexus where their ideas converged.

The aim of this thesis is to show how identity and professional-pedagogical identification in pedagogy were transformed in the second half of the 20th century under the totalitarian communist dictatorship in Hungary. He gives examples and wants to demonstrate that memory (remembering) not only makes the present but also reveals the experience of the past and transfers it in its personal character into the present. Memory (the practical past) makes possible what is lost through the repeated experience of life. Furthermore, she uses the personal life histories of secondary school teachers to demonstrate that remembering has a significant impact on the production of (new) historical knowledge at both individual and group levels (Gyáni, 2020, p. 354).

At the beginning of the 1920s there were groundbreaking developments in Thuringia‘s penal system and adult education. The execution of retribution gave way to an education which pursued the goal of treating each prisoner individually. Educational measures were given special priority. In particular, the offer included adult education formats in the understanding of the „Neue Richtung“ of Weimar adult education. The participants should be enabled to plan and shape their need for education independently. „Arbeitsgemeinschaft“ (working group) was used as method. Against the background of different framework conditions in the penal system and „free“ adult education, the question of the challenges that had to be overcome for the (successful) implementation of working groups is investigated using the example of the Thuringian state penal institution Untermaßfeld.

The aim of the article is to show the changes in the perception of Germans and Polish-German relations in the education of the People’s Republic of Poland. This problem is related to the changes in the domestic politics of post-war Poland and both German states. The paper is devoted to the evolution of the perception of Poland’s western neighbor from the post-war period to the end of the Polish People’s Republic, i.e. until 1989. The study presents the beginnings of the anti-German narration, caused by war trauma, which has intensified since 1949 due to pressure which has been exerted by communist government. The next part shows in which places the end of Stalinism and the takeover of power by Władysław Gomułka softened the perception of Federal Republic of Germany. The next phase was opened by the recognition of the western border of Poland by the Federal Republic of Germany on December 7, 1970. This event entailed a gradual liberalization of the recognition of the German problem in the curricula. Undoubtedly, this tendency deepened in the decade of Edward Gierek’s rule due to the problems of the Polish People’s Republic with the repayment of foreign debt, partly also in West Germany. In the early 1980s, the establishment of The Independent and Self-Governing Trade Union Solidarność brought a new quality. Thanks to them the methods of showing Germans (and Polish education as a whole) started a slowly evolution to eliminate the communist propaganda. The school subjects which received the most attention were history, German language, Polish language and geography, because during these lessons the issues related to Germany were most often discussed. The work was created on the basis of selected textbooks and curricula.