معرفی
Inês Felix is a Postdoctoral Fellow at Umeå University's Department of Applied Educational Sciences, actively contributing to research on historical educational practices. Based at Naturvetarhuset (Johan Bures väg 14, Umeå), she maintains direct engagement through her research groups History and education and Perspectives on Education Policy and Politics, while her contact details (ines.felix@umu.se, +46 90 786 62 99) reflect ongoing institutional affiliation.
Her research centers on the historical analysis of school journeys and field trips within Portugal's educational landscape (1890-1960), examining their role in citizenship formation, modernity, and the material culture of schooling. Through ecological and narrative approaches, she investigates how international educational ideas were adapted nationally, the impact of historical crises like pandemics on schooling, and the paradoxes of progressive education. This work bridges historical scholarship with contemporary educational challenges in internationalization and policy development.
Analysis of her publication trajectory since 2016 reveals consistent focus on school excursions as sites of pedagogical innovation and socialization. Her research demonstrates increasing engagement with doctoral internationalization (2024) and pandemic impacts (2022), while maintaining core investigations into Portuguese educational history. The interdisciplinary nature of her work spans historical methodology, educational sociology, and policy studies, with strong emphasis on student perspectives and material artifacts.
Felix leads the long-term research project School Journeys in Progressive Education, Portugal (1890-1960) initiated September 1, 2014, and actively participates in international scholarly networks including the International Standing Conference for the History of Education (ISCHE) and Nordic Educational History Conferences. Her collaborative work with scholars like Björn Norlin and Angelo Van Gorp demonstrates transnational research partnerships focused on historical educational practices.
