Rethinking the History of Education

1. Front Matter

   Pages i-xvi

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2. Styles of Reason: Historicism, Historicizing, and the History of Education

   1. Styles of Reason: Historicism, Historicizing, and the History of Education

      • Thomas S. Popkewitz

      Pages 1-26

3. “Seeing” the Historical Object: Alternative Possibilities

   1. Front Matter

      Pages 27-27

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   2. The Visual Turn in the History of Education: Four Comments for a Historiographical Discussion

      • Inés Dussel

      Pages 29-49

   3. Chinese Mode of Historical Thinking and Its Transformation in Pedagogical Discourse

      • Zongjie Wu

      Pages 51-72

4. In Search of the Archive: Comparative Studies and Theories of Its Spaces

   1. Front Matter

      Pages 73-73

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   2. Truffle Pigs, Research Questions, and Histories of Education

      • Daniel Tröhler

      Pages 75-92

   3. Entanglement and Transnationalism in the History of American Education

      • Noah W. Sobe

      Pages 93-107

   4. Brazil and Turkey in the Early Twentieth Century: Intertwined and Parallel Stories of Educational History

      • Mirian Jorge Warde

      Pages 109-131

5. The Monuments of the Past as the Events of History: Historicizing the Subject

   1. Front Matter

      Pages 133-133

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   2. Do Educational Models Impose Standardization? Reading Pestalozzi Historically

      • Rebekka Horlacher

      Pages 135-156

   3. Genealogy as History: From Pupil to Artist as the Dynamics of Genius, Status, and Inventiveness in Art Education in Portugal

      • Jorge Ramos do Ó, Catarina Silva Martins, Ana Luísa Paz

      Pages 157-178

   4. Artistic Education: A Laboratory to the Fashioning of Mexican Identity (ca. 1920–1940)

      • María Esther Aguirre Lora

      Pages 179-199

   5. An Exploration of the Writing and Reading of a Life: The “Body Parts” of the Victorian School Architect E. R. Robson

      • Catherine Burke, Ian Grosvenor

      Pages 201-220

6. Historicizing and the Space of American Historicism

   1. Front Matter

      Pages 221-221

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   2. There Are No Independent Variables in History

      • Lynn Fendler

      Pages 223-244

7. Back Matter

   Pages 245-251

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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 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.

• history of education
• transnational history
• education studies
• curriculum studies
• education
• fashion
• history
• identity
• methods
• Nation
• nationalism
• Pestalozzi
• transformation
• Transnational

“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)

"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

Inés Dussel, Centro de Investigación y Estudios Avanzados (Cinvestav-Sedas Sur), Mexico Zongjie Wu, School of International Studies, Zhejiang University, China Daniel Tröhler, University of Luxembourg, Luxembourg Noah Sobe, Loyola University Chicago, USA Mirian Jorge Warde, Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil Rebekka Horlacher, University of Zurich, Germany Jorge Ramos do Ó, Alameda da Universidade, Portugal Catarina S. Martins, Universidade do Porto, Portugal Ana Luísa Paz, Alameda da Universidade, Portugal María Esther Aguirre Lora, UNAM, Mexico Catherine Burke, University of Cambridge, UK Ian Grosvenor, University of Birmingham, UK Lynn Fendler, Michigan State University, USA

Policies and ethics