Gebundenes Buch

Rethinking the History of Education

Transnational Perspectives on Its Questions, Methods, and Knowledge

Herausgegeben: Popkewitz, T.

Beschreibung

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.

Autor

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

Produktdetails

• Verlag: Palgrave Macmillan / Palgrave Macmillan US / Springer Palgrave Macmillan
• Artikelnr. des Verlages: 978-1-137-00069-9
• 2013
• Seitenzahl: 251
• Erscheinungstermin: 10. Juni 2013
• Englisch
• Abmessung: 223mm x 144mm x 22mm
• Gewicht: 459g
• ISBN-13: 9781137000699
• ISBN-10: 1137000694
• Artikelnr.: 34964261

Rezensionen

"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)