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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)
 

Publications

*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). DOI: 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.

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.

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.

*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. DOI: 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. DOI: 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)

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