Unsichtbare(s) sichtbar machen

Abstract

Making the Invisible(s) Visible. Epistemological Significance of Women in Pedagogical Theorising In the tradition of pedagogical theory, women are rarely mentioned. Historical educational research should contribute to making the women pedagogues and their theories visible so that the merits and limitations of the different positions within historical pedagogy can be learned about and reflected upon. The article argues that only a synthesis of theories allows for expanded thinking. The aim is to recognise the achievements of women in historical education research on an equal footing.