Rethinking 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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Description

Drawing on a wide variety of traditions and methods in historical studies, from the humanities and social sciences both, this volume considers the questions, methods, goals, and frameworks historians of education from a wide variety of countries use to create the study of the history of education.show more

Product details

  • Hardback | 251 pages
  • 140 x 218 x 20mm | 459.99g
  • Palgrave MacMillan
  • Basingstoke, United Kingdom
  • English
  • 2013
  • XVI, 251 p.
  • 1137000694
  • 9781137000699
  • 1,491,426

Review quote

"Rethinking the History of Education: Transnational Perspectives on its Questions, Methods, and Knowledge contributes to a long history of literature in diverse disciplines that reconsiders human agency in relation to social and historical forces and structures whose workings may not be immediately visible to the naked eye. ... volume would be for historians of education to further extend this worthy transnational conversation to include not only other social science disciplines but also scholars working in other fields of history." (Karen Lenore Taylor, Alberta Journal of Educational Research, Vol. 62.4, 2016)show more

About Thomas S. Popkewitz

Ines Dussel, Centro de Investigacion y Estudios Avanzados (Cinvestav-Sedas Sur), Mexico Zongjie Wu, School of International Studies, Zhejiang University, China Daniel Trohler, University of Luxembourg, Luxembourg Noah Sobe, Loyola University Chicago, USA Mirian Jorge Warde, Pontificia Universidade Catolica de Sao Paulo (PUC-SP), Brazil Rebekka Horlacher, University of Zurich, Germany Jorge Ramos do O, Alameda da Universidade, Portugal Catarina S. Martins, Universidade do Porto, Portugal Ana Luisa Paz, Alameda da Universidade, Portugal Maria Esther Aguirre Lora, UNAM, Mexico Catherine Burke, University of Cambridge, UK Ian Grosvenor, University of Birmingham, UK Lynn Fendler, Michigan State University, USAshow more

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 Turn in the History of Education: Four Comments for a Historiographical Discussion; Ines 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 Trohler 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 O, Catarina S. Martins and Ana Luisa Paz 9. Artistic Education: A Laboratory to the Fashioning of Mexican Identity (1920-1940 c.a.); Maria 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 Indexshow more

Review Text

"Rethinking the History of Education: Transnational Perspectives on its Questions, Methods, and Knowledge contributes to a long history of literature in diverse disciplines that reconsiders human agency in relation to social and historical forces and structures whose workings may not be immediately visible to the naked eye. ... volume would be for historians of education to further extend this worthy transnational conversation to include not only other social science disciplines but also scholars working in other fields of history." (Karen Lenore Taylor, Alberta Journal of Educational Research, Vol. 62.4, 2016)show more

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