Angelo Van Gorp
Biographic Data
| ID | 170806 |
|---|---|
| NAME | Angelo Van Gorp |
| GIVEN NAMES | Angelo |
| FAMILY NAME | Van Gorp |
| SIGNATURE | VAN GORP A |
| AFFILIATIONS | Ghent University |
| ORCID | 0000-0002-2206-561X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
El arte de lo posible
Este ensayo pretende demostrar cómo el pensamiento ecológico, a través de una lectura parcial de la obra de Walter Benjamin, podría ofrecer una base sólida para integrar la historia pública, la investigación artística y el activismo en la historia de la educación. Como una historia indisciplinada y salvaje, el ensayo vincula a Alexander von Humboldt con Walter Benjamin y compara la labor del historiador de la educación con actividades como cavar,…
Theorizing notions of the participation of people in poverty in social policymaking
Since the 1990s, a paradigm of participation has gained prominence and become a dominant policy rhetoric in anti‐poverty policymaking in Europe, embracing the key idea that people in poverty should participate as equal citizens in political decision‐making processes. Based on a historical case study of the production process of a Belgian white paper, the General Report on Poverty (1994), we investigate who participated in the GRP production proce…
What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
The question “What does this have to do with everything else?” refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918–19, its trajectories and impacts on education. Our emphasis on children and their environment, as specific ecological arrangements, allows the mapping of associated social, institutional, cultural and material contexts …
Proud to be poor? Untangling identity politics with the families portrayed in the photobook Courage (1998)
In the early 1990s, several European welfare states embraced the idea that the voice and life knowledge of people in poverty should be recognised in policymaking. In that regard, many authors proclaimed a paradigm shift from advocacy to self-advocacy, emphasising the agency of people in poverty to speak for themselves. Emblematic in these developments in Belgium was the photobook Courage, published in 1998 by an NGO called Movement for People wit…
The Paradox of the Alien Citizen? Access, Control and Entitlements of Belgian Refugees in Birmingham during the First World War
Britain’s liberal policy towards refugees has been their proud boast. However, from the 1880s to the 1920s, this developed into a restrictive and selective migration policy. During the First World War, 250,000 Belgian refugees arrived in Britain. Inquiring into the archives of the War Refugees Committee Birmingham and District on traces of these developments, a tension linked to the discussion on the allocation of social benefits could be establi…
The Visual Rhetoric of Self-advocacy Organisations on Poverty
At the beginning of the 1990s, several European welfare states installed a policy on poverty that explicitly recognised the voice and life knowledge of people in poverty. The idea of talking ‘with’ the poor came to prominence instead of talking ‘about’ or ‘to’ people in poverty. Beresford and Croft (1995) proclaimed a possible paradigm shift from advocacy to self-advocacy. In Belgium, in the aftermath of the General Report on Poverty (1994), gras…
What kind of silence is being broken?”
A Visual-Rhetorical History of the Out-of-Home Placement of Children in Poverty in 1990s BelgiumIn this article it is assumed that the documentary impulse that gave the impetus to Courage, a photobook on people in poverty published in Belgium in 1998, is related to how the General Report on Poverty, published in 1994, accused the sector of child welfare and protection services of a far too authoritative and coercive approach.This article analyses…
Springing from a sense of wonder”
This article makes an “exercise in the archaeology of education” and focuses on the City of Birmingham (UK) in the year 1935 where the Education Committee allowed an experiment on the use of classroom film in senior elementary schools. Arrangements were made to provide projectors, films, operators, and screens for a series of exhibits at 80 schools. The aim of the experiment was to test the value of cinema for class teaching purposes. This articl…
Capacity building and communitas in the history of education
This article explores the Histories of Education Summer School Conference for Postgraduate Students, 2010–2015, with regard to its impact on networking and identification with the field of the history of education. It is concluded that the impact of the Summer School is transformative on the social level. The structure in which the Summer School is organised and the positive atmosphere resulting from it support capacity building in the field. PhD…
The myth of The Phoenix
Since the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been cha…
The Decroly School in documentaries (1930s–1950s)
Propaganda is conspicuous for what it conceals and always cautious about what it reveals. Starting from the assumption that all documentaries on the Decroly School in Uccle (Brussels), the school Ovide Decroly (1871–1932) founded in 1907, are propaganda, this article tackles the question as to how to “read” this particular set of Decrolyan propaganda documentaries. The author will do that on the basis of two documentaries – Pour la vie, par la vi…
Education in motion
This paper explores the challenges for social and cultural historians of education of using documentary films on schools and schooling as a research resource. It draws upon the outcomes of the British Academy-funded Documentary Film in Educational Research project, an international study that focused on developing methodological frameworks for researching school documentaries. The paper offers definitions of the notion of documentary and consider…
Backing the actor as agent in discipline formation
The works of the Belgian neurologist and educationist Ovide Decroly (1871–1932) extended over the medical and pedagogical fields as well as both the practical‐professional and the theoretical‐disciplinary fields. For this reason, Decroly seemed to be a suitable starting point for a contribution to the problem outlined by Hofstetter and Schneuwly of “the birth and development of a disciplinary field in education”, all the more so because they prop…
The Canonization of Ovide Decroly as a “Saint” of the New Education
If any Belgian educator belongs to the canon of the New Education, it is certainly Ovide Decroly (1871–1932). Particularly in southern Europe and in many Latin American countries, the ideas and the work of this French-speaking Brussels doctor have been inspirational for a movement that projected itself worldwide—albeit in different modes—as the “child-oriented,” “progressive” alternative to the rigid, traditional school. As recent research has sh…
Education in motion
This paper explores the challenges for social and cultural historians of education of using documentary films on schools and schooling as a research resource. It draws upon the outcomes of the British Academy-funded Documentary Film in Educational Research project, an international study that focused on developing methodological frameworks for researching school documentaries. The paper offers definitions of the notion of documentary and consider…
The Canonization of Ovide Decroly as a “Saint” of the New Education
If any Belgian educator belongs to the canon of the New Education, it is certainly Ovide Decroly (1871–1932). Particularly in southern Europe and in many Latin American countries, the ideas and the work of this French-speaking Brussels doctor have been inspirational for a movement that projected itself worldwide—albeit in different modes—as the “child-oriented,” “progressive” alternative to the rigid, traditional school. As recent research has sh…
The Decroly School in documentaries (1930s–1950s)
Propaganda is conspicuous for what it conceals and always cautious about what it reveals. Starting from the assumption that all documentaries on the Decroly School in Uccle (Brussels), the school Ovide Decroly (1871–1932) founded in 1907, are propaganda, this article tackles the question as to how to “read” this particular set of Decrolyan propaganda documentaries. The author will do that on the basis of two documentaries – Pour la vie, par la vi…
The Visual Rhetoric of Self-advocacy Organisations on Poverty
At the beginning of the 1990s, several European welfare states installed a policy on poverty that explicitly recognised the voice and life knowledge of people in poverty. The idea of talking ‘with’ the poor came to prominence instead of talking ‘about’ or ‘to’ people in poverty. Beresford and Croft (1995) proclaimed a possible paradigm shift from advocacy to self-advocacy. In Belgium, in the aftermath of the General Report on Poverty (1994), gras…
What kind of silence is being broken?”
A Visual-Rhetorical History of the Out-of-Home Placement of Children in Poverty in 1990s BelgiumIn this article it is assumed that the documentary impulse that gave the impetus to Courage, a photobook on people in poverty published in Belgium in 1998, is related to how the General Report on Poverty, published in 1994, accused the sector of child welfare and protection services of a far too authoritative and coercive approach.This article analyses…
Springing from a sense of wonder”
This article makes an “exercise in the archaeology of education” and focuses on the City of Birmingham (UK) in the year 1935 where the Education Committee allowed an experiment on the use of classroom film in senior elementary schools. Arrangements were made to provide projectors, films, operators, and screens for a series of exhibits at 80 schools. The aim of the experiment was to test the value of cinema for class teaching purposes. This articl…
Capacity building and communitas in the history of education
This article explores the Histories of Education Summer School Conference for Postgraduate Students, 2010–2015, with regard to its impact on networking and identification with the field of the history of education. It is concluded that the impact of the Summer School is transformative on the social level. The structure in which the Summer School is organised and the positive atmosphere resulting from it support capacity building in the field. PhD…
The myth of The Phoenix
Since the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been cha…
Backing the actor as agent in discipline formation
The works of the Belgian neurologist and educationist Ovide Decroly (1871–1932) extended over the medical and pedagogical fields as well as both the practical‐professional and the theoretical‐disciplinary fields. For this reason, Decroly seemed to be a suitable starting point for a contribution to the problem outlined by Hofstetter and Schneuwly of “the birth and development of a disciplinary field in education”, all the more so because they prop…
The Canonization of Ovide Decroly as a “Saint” of the New Education
If any Belgian educator belongs to the canon of the New Education, it is certainly Ovide Decroly (1871–1932). Particularly in southern Europe and in many Latin American countries, the ideas and the work of this French-speaking Brussels doctor have been inspirational for a movement that projected itself worldwide—albeit in different modes—as the “child-oriented,” “progressive” alternative to the rigid, traditional school. As recent research has sh…
Backing the actor as agent in discipline formation
The works of the Belgian neurologist and educationist Ovide Decroly (1871–1932) extended over the medical and pedagogical fields as well as both the practical‐professional and the theoretical‐disciplinary fields. For this reason, Decroly seemed to be a suitable starting point for a contribution to the problem outlined by Hofstetter and Schneuwly of “the birth and development of a disciplinary field in education”, all the more so because they prop…
The Decroly School in documentaries (1930s–1950s)
Propaganda is conspicuous for what it conceals and always cautious about what it reveals. Starting from the assumption that all documentaries on the Decroly School in Uccle (Brussels), the school Ovide Decroly (1871–1932) founded in 1907, are propaganda, this article tackles the question as to how to “read” this particular set of Decrolyan propaganda documentaries. The author will do that on the basis of two documentaries – Pour la vie, par la vi…
Education in motion
This paper explores the challenges for social and cultural historians of education of using documentary films on schools and schooling as a research resource. It draws upon the outcomes of the British Academy-funded Documentary Film in Educational Research project, an international study that focused on developing methodological frameworks for researching school documentaries. The paper offers definitions of the notion of documentary and consider…
Capacity building and communitas in the history of education
This article explores the Histories of Education Summer School Conference for Postgraduate Students, 2010–2015, with regard to its impact on networking and identification with the field of the history of education. It is concluded that the impact of the Summer School is transformative on the social level. The structure in which the Summer School is organised and the positive atmosphere resulting from it support capacity building in the field. PhD…
The myth of The Phoenix
Since the 1970s, many western welfare states have been subject both to increased migration and to a renewed interest in progressive education. The present article addresses the question of whether these two phenomena are related and how changing notions of the welfare state shape and are shaped by this relationship. To answer the question, we concentrate our attention on the case study of Ghent (Belgium), which from the 1970s onwards has been cha…
The Visual Rhetoric of Self-advocacy Organisations on Poverty
At the beginning of the 1990s, several European welfare states installed a policy on poverty that explicitly recognised the voice and life knowledge of people in poverty. The idea of talking ‘with’ the poor came to prominence instead of talking ‘about’ or ‘to’ people in poverty. Beresford and Croft (1995) proclaimed a possible paradigm shift from advocacy to self-advocacy. In Belgium, in the aftermath of the General Report on Poverty (1994), gras…
What kind of silence is being broken?”
A Visual-Rhetorical History of the Out-of-Home Placement of Children in Poverty in 1990s BelgiumIn this article it is assumed that the documentary impulse that gave the impetus to Courage, a photobook on people in poverty published in Belgium in 1998, is related to how the General Report on Poverty, published in 1994, accused the sector of child welfare and protection services of a far too authoritative and coercive approach.This article analyses…
Springing from a sense of wonder”
This article makes an “exercise in the archaeology of education” and focuses on the City of Birmingham (UK) in the year 1935 where the Education Committee allowed an experiment on the use of classroom film in senior elementary schools. Arrangements were made to provide projectors, films, operators, and screens for a series of exhibits at 80 schools. The aim of the experiment was to test the value of cinema for class teaching purposes. This articl…
The Paradox of the Alien Citizen? Access, Control and Entitlements of Belgian Refugees in Birmingham during the First World War
Britain’s liberal policy towards refugees has been their proud boast. However, from the 1880s to the 1920s, this developed into a restrictive and selective migration policy. During the First World War, 250,000 Belgian refugees arrived in Britain. Inquiring into the archives of the War Refugees Committee Birmingham and District on traces of these developments, a tension linked to the discussion on the allocation of social benefits could be establi…
Proud to be poor? Untangling identity politics with the families portrayed in the photobook Courage (1998)
In the early 1990s, several European welfare states embraced the idea that the voice and life knowledge of people in poverty should be recognised in policymaking. In that regard, many authors proclaimed a paradigm shift from advocacy to self-advocacy, emphasising the agency of people in poverty to speak for themselves. Emblematic in these developments in Belgium was the photobook Courage, published in 1998 by an NGO called Movement for People wit…
Theorizing notions of the participation of people in poverty in social policymaking
Since the 1990s, a paradigm of participation has gained prominence and become a dominant policy rhetoric in anti‐poverty policymaking in Europe, embracing the key idea that people in poverty should participate as equal citizens in political decision‐making processes. Based on a historical case study of the production process of a Belgian white paper, the General Report on Poverty (1994), we investigate who participated in the GRP production proce…
What does this have to do with everything else?” An ecological reading of the impact of the 1918–19 influenza pandemic on education
The question “What does this have to do with everything else?” refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918–19, its trajectories and impacts on education. Our emphasis on children and their environment, as specific ecological arrangements, allows the mapping of associated social, institutional, cultural and material contexts …
El arte de lo posible
Este ensayo pretende demostrar cómo el pensamiento ecológico, a través de una lectura parcial de la obra de Walter Benjamin, podría ofrecer una base sólida para integrar la historia pública, la investigación artística y el activismo en la historia de la educación. Como una historia indisciplinada y salvaje, el ensayo vincula a Alexander von Humboldt con Walter Benjamin y compara la labor del historiador de la educación con actividades como cavar,…
Sociology (13 works) · Political science (10 works) · Law (9 works) · Law (9 works) · Pedagogy (6 works) · Art (5 works) · History (5 works) · History (5 works) · Media studies (5 works) · Politics (5 works)