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Rethinking the History of Education: Transnational Perspectives on Its Questions, Methods, and Knowledge

Overview

Drawing on a wide variety of traditions and methods in historical studies, from the humanities and social sciences both, this volume considers how historians from a wide variety of countries create the study of the history of education. It poses ways of thinking about the questions, methods, and knowledge of historical studies in the formation of schooling that go beyond those typically found in American studies of the history of education.

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Rethinking the History of Education: Transnational Perspectives on Its Questions, Methods, and Knowledge

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Overview

Drawing on a wide variety of traditions and methods in historical studies, from the humanities and social sciences both, this volume considers how historians from a wide variety of countries create the study of the history of education. It poses ways of thinking about the questions, methods, and knowledge of historical studies in the formation of schooling that go beyond those typically found in American studies of the history of education.

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Editorial Reviews

From the Publisher
"This volume brilliantly provides direction for the re-foundation of history of education. It is an essential volume for opening up new perspectives and insights on a field in need of critical inquiry that avoids the presence and limits of the long tradition of historicism. The collection is unique in locating the history of education through the history of history, cultural history, and the sociology of knowledge and science, among other fields." - Miguel A. Pereyra, Professor, Comparative Education, University of Granada, Spain

"In urging readers to 'revision' the history of education, this stimulating collection of essays makes a convincing plea for thinking deeply about the styles of reason that underlie existing paradigms. Although the field of American history of education is the ostensible target of this critical call for historicizing, the transnational and comparative dialogue established between the authors will speak to cultural historians and educational researchers around the world. This is the perfect book to generate lively discussion among students and scholars interested in questioning the relationship between historical questions, methods, and the materiality of the archive." Rebecca Rogers, Professor, History of Education, Université Paris Descartes, France

From the Publisher

"This volume brilliantly provides direction for the re-foundation of history of education. It is an essential volume for opening up new perspectives and insights on a field in need of critical inquiry that avoids the presence and limits of the long tradition of historicism. The collection is unique in locating the history of education through the history of history, cultural history, and the sociology of knowledge and science, among other fields." - Miguel A. Pereyra, Professor, Comparative Education, University of Granada, Spain

"In urging readers to 'revision' the history of education, this stimulating collection of essays makes a convincing plea for thinking deeply about the styles of reason that underlie existing paradigms. Although the field of American history of education is the ostensible target of this critical call for historicizing, the transnational and comparative dialogue established between the authors will speak to cultural historians and educational researchers around the world. This is the perfect book to generate lively discussion among students and scholars interested in questioning the relationship between historical questions, methods, and the materiality of the archive." Rebecca Rogers, Professor, History of Education, Université Paris Descartes, France

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Product Details

  • ISBN-13: 9781137000699
  • Publisher: Palgrave Macmillan
  • Publication date: 6/6/2013
  • Pages: 272
  • Product dimensions: 5.50 (w) x 9.81 (h) x 0.85 (d)

Meet the Author

Thomas S. Popkewitz is Professor in the School of Education at the University of Wisconsin-Madison, USA. His studies are concerned with the history of the present, focusing on the systems of reason that govern the education sciences, pedagogical reforms, and teacher education. His recent books include Cosmopolitanism and the Age of School Reform: Science, Education, and Making Society by Making the Child (2008) and Schooling and the Making of Citizens in the Long Nineteenth Century (Tröhler, Popkewitz, and Labaree, eds., 2011).

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Table of Contents

Acknowledgements
Preface
1. Styles of Reason: Historicism, Historicizing and the Historical Objects in the History of Education; Thomas S. Popkewitz
PART I: 'SEEING' HISTORICAL OBJECT: ALTERNATIVE POSSIBILITIES
2. The Visual Turban in the History of Education: Four Comments for a Historiographical Discussion; Inés Dussel
3. Chinese Mode of Historical Thinking and its Transformation in Pedagogical Discourse; Zongjie Wu
PART II: IN SEARCH OF THE ARCHIVE: COMPARATIVE STUDIES AND THEORIES OF ITS SPACES
4. Truffle Pigs, Research Questions, and Histories of Education; Daniel Tröhler
5. Entanglement and Transnationalism in the History of American Education; Noah Sobe
6. Intertwined and Parallel Stories of Educational History: Brazil and Turkey in the early 20th Century; Mirian Jorge Warde
PART III: THE MONUMENTS OF THE PAST AS THE EVENTS OF HISTORY: HISTORICIZING THE SUBJECT
7. Do Educational Models Impose Standardization? Reading Pestalozzi Historically; Rebekka Horlacher
8. From Pupil to Artist: The Dynamics of Genius, Status, and Inventiveness in Art Education in Portugal; Jorge Ramos do Ó, Catarina S. Martins and Ana Luísa Paz
9. Artistic Education: A Laboratory to the Fashioning of Mexican Identity (1920-1940 c.a.); María Esther Aguirre Lora
10. The 'body parts' of the Victorian School Architect E. R. Robson or an Exploration of the Writing and Reading of a Life; Catherine Burke and Ian Grosvenor
PART IV: HISTORICIZING AND THE SPACE OF AMERICAN HISTORICISM
11. There are no Independent Variables in History; Lynn Fendler
Contributors
Index

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