Dr. Carmen Flury
Dr. Carmen Flury
Carmen Flury is a historian of education with a focus on digital education and educational technology. She is particularly interested in how educational media and technologies have evolved, and how the practices of their development and use in schools have changed over time. Her research situates the processes of digitalisation in education within a broader socio-cultural, political and economic context. She uses a historical perspective to trace the longer-term trajectories of digital media and technologies in schools, with the aim of shedding light on how they have influenced pedagogy and teaching methods.
Curriculum vitae
since 2024 Research assistant, University of Oldenburg
2019-2023 PhD in Educational Sciences, University of Zurich
2017-2018 Semester abroad in London (Sep. 17 - Mar. 18) MA Educational Studies, University College London
2017-2019 MA in Educational Sciences and History of Economics, University of Zurich
2013-2017 BA in Educational Sciences and German Linguistics and Literature, University of Zurich
Research Interests
Historical perspectives on digital education and educational technologies
History of educational software and Computer-Assisted Instruction (CAI)
Lectures
Winter term 2024 / 2025
Publications
*Flury, C. (2025). Counting on Computers: New Information Technologies and Curricular Change in East Germany, 1960s to 1990. Berlin, Boston: De Gruyter Oldenbourg. https://doi.org/10.1515/9783111448640
*Flury, C., & Geiss, M. (2024). Making a case for computer literacy: the German Informatics Society and the emerging field of computer education, late 1960s–early 1990s. Paedagogica Historica, 1–19. https://doi.org/10.1080/00309230.2024.2409429
Flury, C. (2024). «Außer großem Staunen keinerlei Lerneffekt». Didaktische Herausforderungen des schulischen Computerunterrichts in der DDR aus der Sicht der Lehrpersonen, 1985-1990. In J. Wähler, M. Lorenz, S. Reh & J. Scholz (Ed.), Fachunterrichtsgeschichten: Studien zur Geschichte der Praxis des Fachunterrichts (pp. 80-93). Bad Heilbrunn: Julius Klinkhardt. https://doi.org/10.25656/01:30107
*Guerrero-Cantarell, R. & Flury, C. (2023). Making the Computer Fit for School: Efforts to Develop a State-Mandated Educational Computer in Sweden and East Germany (1980s-1990s). Historical Studies in Education / Revue d'histoire de l’éducation 35(2). https://doi.org/10.32316/hse-rhe.2023.5141
Flury, C. & Geiss, M. (2023). Computers in Europe’s Classrooms: An Introduction. In C. Flury & M. Geiss (Ed.), How Computers Entered the Classroom, 1960–2000: Historical Perspectives (pp. 1-12). Berlin, Boston: De Gruyter Oldenbourg. https://doi.org/10.1515/9783110780147-001
Flury, C. (2023). Joining Forces: The Promotion of Public-Private Partnerships to Bring Computers into West German Schools in the 1980s. In C. Flury & M. Geiss (Ed.), How Computers Entered the Classroom, 1960–2000: Historical Perspectives (pp. 123-146). Berlin, Boston: De Gruyter Oldenbourg. https://doi.org/10.1515/9783110780147-006
Geiss, M., Flury, C. & Guerrero, R. (2023). Beyond the Classroom: Economic Policies and the Past Futures of Education and Training in the European Community, 1970–2000. In C. Flury & M. Geiss (Ed.), How Computers Entered the Classroom, 1960–2000: Historical Perspectives (pp. 191-216). Berlin, Boston: De Gruyter Oldenbourg. https://doi.org/10.1515/9783110780147-009
*Guerrero-Cantarell, R., Flury, C., & Geiss, M. (2023). From Victims to Economic Assets: Training Women in an Emerging Digital Society During the Late 1970s to the Mid-1990s. History of Media Studies 3/2023. https://doi.org/10.32376/d895a0ea.6e09b010
*Flury, C., Geiss, M. & Guerrero, R. (2020). “Building the Technological European Community through Education: European Mobility and Training Programmes in the 1980s”. European Educational Research Journal. https://doi.org/10.1177/1474904120980973
Flury, C. (2020). Überfüllt und Unterfinanziert? Die hochschulpolitische Debatte um einen Numerus clausus an den kantonalen Universitäten der Schweiz in den 1970er-Jahren. Zürich: Schriftenreihe Historische Bildungsforschung und Bildungspolitikanalyse, Institut für Erziehungswissenschaft.
*Ackerman, N., Ruoss, T. & Flury, C. (2018). Warum fördern sie ökonomische Bildung? Aktivitäten, Argumente und Handlungslegitimationen von Akteuren am Beispiel der Schweiz. bwp@ Berufs- und Wirtschaftspädagogik online, 35(2), 1-19.
*Flury, C., Ruoss T. & Rothen, C. (2018). “Studierendenmobilität aus einer Langzeitperspektive. Ausländische Studierende an Schweizer Universitäten im 20. Jahrhundert”. Traverse, 25(1), 57-71.
Flury, C. (2017). Von Zahlen erzählen: Prozesse der Wissenstransformation am Beispiel der Studierendenstatistik in den Jahresberichten der Universität Zürich 1833 – 1933. Zürich, Schriftenreihe Historische Bildungsforschung und Bildungspolitikanalyse: Institut für Erziehungswissenschaft.
(*peer-reviewed)