Rethinking the History of Education

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


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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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  • Hardback | 272 pages
  • 140 x 218 x 20mm | 459.99g
  • Palgrave MacMillan
  • BasingstokeUnited Kingdom
  • English
  • 2 black & white illustrations, 1 black & white tables
  • 1137000694
  • 9781137000699
  • 1,239,201

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Author Information

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 (Trohler, Popkewitz, and Labaree, eds., 2011).

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Review quote

"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, Universite Paris Descartes, France

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