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Dans le cadre du prochain congrès de l'ISCHE (37, Instanbul), le Standing Working Group "Mapping the discipline History of Education" tiendra une session le 25 juin 2015.Programme complet en PdfGeneral Introduction to the SWG sessions Eckhardt Fuchs, Rita Hofstetter, Emmanuelle PicardPANEL 1: Historiography in specific cultural, regional or national contexts (included breakChair and discussant: Joëlle Droux &#38; Alexandre Fontaine The contribution of Italian historiography to the history of education: characteristics, features and trends between the XX and XXI century, Gianfranco Bandini, University of Florence, Italy Mapping the History of Education as a Study Subject: Experience of Post-Socialist Countries in Europe, Iveta Kestere and Iveta Ozola, University of LatviaThe changing status of history of education in Hungary from 1990 to 2015, Attila Nóbik, University of Szeged, Hungary«O campo da História da Educação no Quebec e no Brasil: buscando similaridades», Thérèse Hamel, Université Laval (Quebec)/Marisa Bittar (Universidade Federal de São Carlos/Brazil)History of education in the Middle East, Chantal Verdeil (INALCO, Paris)ROUNDTABLE : Institutions of the Field: Discussing scientific journals on History of EducationChair and discussant: Antonella Cagnolati &#38; Eckhardt Fuchs History of Education (UK). M. Freeman (Institute of Education, London)The Nordic Journal of Educational History (Sweden). B. Norlin (University of Umeå)History of Education and Children’s Literature (Italy). R. Sani (University of Macerata)Espacio, Tiempo y Educación (Spain). J.L. Hernández Huerta (University of Valladolid); A. Cagnolati (University of Foggia); A. Diestro Fernández (UNED)Themata Istorias tis Ekpaidefsis. K. Dalakoura (University of Crete)História da Educação/ASPHE. M. H. Camara Bastos (PPGE-PUCRS Porto Alegre/RS – Brasil)PANEL 2 : Collecting and Harmonizing Data about the FieldChair and discussant: Emmanuelle Picard &#38; Solenn Huitric Mapping Ialian doctoral Theses in History of Education First Data and Results, Lucia Cappelli, University of Florence, Italia Portuguese Production Balance in History of education : the example of Doctoral Theses (2005-2014) Joaquim Pintassilgo &#38; Carlos Beato, University of LisbonMapping the discipline history of éducation without map ? Mathias Gardet, Paris 8, Vincennes-Saint-Denis, FranceConclusion and Perspectives- Reflection on the methodological framework for unified database Emmanuelle Picard (Lyon)- Synthesis and angenda for future collective work, networks, Ische 2016, 2017…----------------------------------------------------------------------------------------------------------------------------CONCEPT (see: http://kartografy.wordpress.com/about/).In the context of the growth, complexification and internationalization of higher education and research, it had seemed to be fruitful to map the history of education in Europe since the early nineties. Our goal is to create a current and retrospective assessment of the discipline’s institutional grounding and of the knowledge produced by its practitioners, stretching across national and cultural borders. Ultimately, the program will help to increase interactions among scholars and facilitate the creation of collaborative research agendas, thereby augmenting the standing and visibility of the discipline. It aims to describe the recent evolution of History of Education in order to make it more visible and, in knowing it and in reflecting on it, to reinforce its foundation and legitimacy. It may also serve as reference for prospective planning and for establishing a research agenda.This mapping will focus on the emblematic traits that characterize any discipline: its institutional foundation (Institutes, departments, posts), communication networks (associations, scientific events, means for publication), the structures of socialization and education of the new generation (curriculum, diploma, doctoral theses) and the ongoing renewing of knowledge produced by the discipline (research, epistemological foundation, research methods). Transcending internal debates and defying boundaries of all types, our research program seeks to further the self-reflexive study of the discipline through the creation of collectively built databases. Via a shared virtual platform, such databases will provide common access to a catalogue of researchers and institutions, media outlets and studies on the history of education, irrespective of their institutional and geographic moorings. Collective discussion of the data and analyses produced will contribute to create synergies between historians of education in order to elaborate a common research agenda and to reinforce the base of the discipline.