OXFORD UNIVERSITY PRESS

The Oxford Handbook of the History of Education

ISBN : 9780199340033

Price(incl.tax): 
¥23,100
Author: 
John L. Rury; Eileen H. Tamura
Pages
632 Pages
Format
Hardcover
Size
171 x 248 mm
Pub date
Sep 2019
Series
Oxford Handbooks
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  • Offers a truly global perspective on the history of education
  • Provides comprehensive coverage of many topics in the development of educational systems & practices
  • Offers a range of interpretive and methodological perspectives
  • Great historical depth is represented, from the ancient world to recent times

       
This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. 
    
Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. 
    
The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.

Index: 

Acknowledgments
Contributors
Introduction
John L. Rury and Eileen H. Tamura

Part I. INTERPRETIVE FRAMES IN EDUCATIONAL HISTORY
1. Consensus and Revisionism in Educational History
Gary McCulloch
2. The Urban History of Education
Ansley T. Erickson
3. Method in the History of Education
William Richardson
4. Theory in the History of Education
Isaac Gottesman

Part II. PRE-MODERN ROOTS
5. Education in Greek and Roman Antiquity
Mark Joyal
6. Education in Medieval Europe
Spencer E. Young
7. Education in Pre-Modern China and Japan
Conrad Schirokauer
8. Pre-Colonial Indigenous Education in the Western Hemisphere and Pacific
Adrea Lawrence

Part III. THE RISE OF NATIONAL EDUCATION SYSTEMS
9. National Education Systems: Europe
James C. Albisetti
10. National Education Systems: North America
Nancy Beadie
11. National Education Systems: Australia and New Zealand
Craig Campbell and Maxine Stephenson
12. National Education Systems: Latin America
G. Antonio Espinoza
13. National Education Systems: Asia
Elizabeth VanderVen
14. National Education Systems: Africa
Peter Kallaway
15. National Education Systems: Middle East
Heidi Morrison

Part IV. THE EMERGENCE OF MODERN HIGHER EDUCATION
16. Higher Education in Modern Europe
Vincent Carpentier
17. The German University and Its Influence
Charles E. McClelland
18. Higher Education in Canada and the United States
Philo Hutcheson
19. Higher Education in Asia
Anthony Welch
20. The Professions and Professional Education
Richard K. Neumann Jr.

Part V. INEQUALITY AND DISCRIMINATION
21. Inequality in Education
Judith Kafka
22. Gendering the History of Education
Lucy E. Bailey and Karen Graves
23. Education and Migration in History
Paul J. Ramsey
24. Race and Ethnicity in Education History
Yoon K. Pak
25. Education and the African Diaspora
Christopher M. Span and Brenda N. Sanya
26. Colonial Education and Anti-Colonial Struggles
Ana Isabel Madeira and Luís Grosso Correia

Part VI. EDUCATIONAL REFORM AND INSTITUTIONAL CHANGE
27. Conflicting Constructions of Childhood and Children in Education History
Barbara Beatty
28. Religion and the History of Education
James W. Fraser and Diane L. Moore
29. Progressive Education
William J. Reese
30. The History of School Teachers and Administrators
Kate Rousmaniere
31. Transitions from Rural to Urban Schooling
David A. Gamson
32. The Modern History of Literacy
David Vincent
33. Curriculum History
Daniel Tröhler
34. The History of Non-formal and Informal Education
Andrew Grunzke
35. The History of Technology and Education
Sevan Terzian
36. The History of Transnational and Comparative Education
Marcelo Caruso
Index

About the author: 

Edited by John L. Rury, Professor, School of Education, professor (by courtesy), Department of History,, University of Kansas, Lawrence, and Edited by Eileen H. Tamura, Professor and chair, Department of Educational Foundations, College of Education, University of Hawai'i Manoa
     
John L. Rury is professor of Education and (by courtesy) History and African & African American Studies at the University of Kansas. He has served as president of the History of Education Society, USA, and as a vice president of the American Educational Research Association. He is an author or editor of nine books on the history of American education.
    
Eileen H. Tamura is professor emeritus at the College of Education, University of Hawai 'i. Before her retirement, she served as chair of the Department of Educational Foundations. She served as president of the History of Education Society (USA). She is the author, coauthor, or editor of seven history books.
  
   
Contributors:

James C. Albisetti is Professor of History at the University of Kentucky. Author of two books, forty articles and chapters, and more than 110 book reviews, he served on the Executive Committee of the International Standing Conference for the History of Education from 1994 to 1999 and was president of the History of Education Society (USA) in 2002-03.

Lucy E. Bailey is Associate Professor of social foundations of education and qualitative inquiry and Director of Gender and Women's Studies at Oklahoma State University. She is the co-editor of Wanted-Correspondence: Women's Letters to a Union Soldier, and current editor of Vitae Scholasticae: The Journal of Educational Biography.

Nancy Beadie is Professor in the College of Education at the University of Washington, Senior Editor of History of Education Quarterly (U.S.), and author of Education and the Creation of Capital in the Early American Republic (2010), which won the Outstanding Book Award from the History of Education Society. She has published her work in Review of Research in Education, History of Education Quarterly, Paedagogica Historica, Social Science History, American Journal of Education, and Teachers College Record and has twice received the Best Article prize from the History of Education Society. 

Barbara Beatty is Professor of Education at Wellesley College. She is the author of Preschool Education in America: The Culture of Young Children from the Colonial Era to the Present and other publications. Her work examines contested views of play and literacy instruction in early childhood.

Craig Campbell is an honorary associate professor of the history of education at the University of Sydney. He has written, co-written and edited books that include A History of Australian Schooling (2014), The Comprehensive Public High School (2013), Education, Change and Society (2013), Unley High School (2010), School Choice (2009) and Going to School in Oceania (2007).

Vincent Carpentier is Reader in History of Education at the Institute of Education, University College London, UK and co-investigator of the Centre for Global Higher Education. His publications include Système Éducatif et Performances Économiques au Royaume-Uni: 19ème et 20ème Siècles (L'Harmattan, 2001), Global Inequalities and Higher Education, Whose Interests Are We Serving? ( Palgrave MacMillan, 2010, co-edited with Elaine Unterhalter), and articles in various academic journals.

Marcelo Caruso is Professor of the History of Education at Humboldt University, Berlin/Germany. He is the editor-in-chief of the German Zeitschrift für Pädaogik, and has published articles in journals such as Paedagogica Historica, History of Education, and European Educational Research Journal, along with books on a variety of topics in international and comparative history of education. 

Luís Grosso Correia is Assistant Professor at the Faculty of Arts and Humanities of the University of Porto (FLUP) where he lectures in the history of education, comparative education, history didactics and public policies in postgraduate programs. He also is a researcher at the Centre for Research and Intervention in Education, hosted by the Faculty of Psychology and Education Sciences of the University of Porto.

Ansley T. Erickson is an associate professor of history and education at Teachers College, Columbia University. She is the author of Making the Unequal Metropolis: School Desegregation and its Limits (University of Chicago Press, 2016). 

G. Antonio Espinoza is Associate Professor of Latin American History at Virginia Commonwealth University and the author of Education and the State in Modern Peru: Primary Schooling in Lima, 1821 - c. 1921 (Palgrave-Macmillan, 2013), as well as articles and book chapters about the intellectual and educational history of Peru and Latin America. He received the 2018 Robert L. Perry Mentoring Award from the National Association for Ethnic Studies.

James W. Fraser is Professor of History and Education at New York University. He is the author or editor of twelve books including Between Church and State: Religion and Public Education in a Multicultural America (second edition, Johns Hopkins University Press, 2016).

David A. Gamson is an associate professor of education at the Pennsylvania State University. His publications include The Importance of Being Urban: Designing the Progressive School District, 1890-1940 (University of Chicago Press, forthcoming) and The Shifting Landscape of the American School District: Race, Class, Geography, and the Perpetual Reform of Local Control, 1935-2015 (Peter Lang, 2018), co-edited with Emily Hodge, and articles in journals such as Educational Researcher, Review of Research in Education, Paedagogica Historica, The 2007 Yearbook of the National Society for the Study of Education, and RSF: The Russell Sage Foundation Journal of the Social Sciences.

Isaac Gottesman is Associate Professor and Head of the Division of Teaching, Learning, Leadership & Policy in the School of Education at Iowa State University. He is the author of The Critical Turn in Education: From Marxist Critique to Postructuralist Feminism to Critical Theories of Race (Routledge, 2016).

Karen Graves is Professor of Education at Denison University. She is the author of And They Were Wonderful Teachers: Florida's Purge of Gay and Lesbian Teachers and Girls' Schooling during the Progressive Era: From Female Scholar to Domesticated Citizen. 

Andrew Grunzke is Associate Professor of Education at Mercer University and author of Educational Institutions in Horror Film: A History of Mad Professors, Student Bodies, and Final Exams. His essays appear in a number of edited volumes, including Educating Through Popular Culture: You're Not Cool Just Because You Teach with Comics; American Education in Popular Media: From the Blackboard to the Silver Screen; and Shapers of American Childhood.

Philo Hutcheson is a professor at the University of Alabama in the Department of Educational Leadership, Policy, and Technology Studies. He is the author of A Professional Professoriate: Unionization, Bureaucratization, and the AAUP (Vanderbilt University Press, 2000) and A People's History of United States Higher Education (Routledge Press, forthcoming).

Mark Joyal is Professor of Classics at the University of Manitoba. He is co-author of Greek and Roman Education: A Sourcebook, and author of The Platonic Theages: An Introduction, Commentary and Critical Edition, as well as many articles and chapters on Greek and Roman education, Greek literature, Socrates and Plato, Greek manuscript traditions, and the history of classical scholarship. 

Peter Kallaway is Emeritus Professor of Education at the University of the Western Cape and a research associate at the University of Cape Town, South Africa. His books include Education after Apartheid (1997), The History of Education under Apartheid:1948-1994 (2002) (edited), and Empire and Education in Africa: The Shaping of a Comparative Perspective (Peter Lang, 2016) (co-edited with Rebecca Swartz).

Judith Kafka is an Associate Professor at the Marxe School of Public and International Affairs at Baruch College, City University of New York. She is the author of The History of <"Zero Tolerance>" in American Public Schooling (Palgrave Macmillan, 2011) as well as articles in Teachers College Record, American Journal of Education, History of Education Quarterly, and the Handbook of Research on Teaching published by the American Educational Research Association. 

Adrea Lawrence is Professor at the Phyllis J. Washington College of Education and Human Sciences at the University of Montana. She has published Lessons from an Indian Day School: Negotiating Colonization in Northern New Mexico, 1902-1907 as well as articles and book chapters on research methodology, education policy, and education history; she is also the co-founder of Education's Histories, a digital journal for the history of education.

Ana Isabel Madeira is Assistant Professor at the Institute of Education of Lisbon University (IEUL). Her research interests include history of education, history of colonial education, development education and comparative and international education. She has participated in several international projects and publications in the history of education and comparative education fields. 

Charles E. McClelland is Professor Emeritus (History), University of New Mexico and Associate Faculty, Institute for the Medical Humanities, University of Texas Medical Branch, Galveston. His most recent works are Geschichte der Universität Unter den Linden, 1810 - 2010 [History of Berlin University], vol. 1, part 2 ( DeGruyter, 2014) and The Mother of All Research Universities: Berlin as World Leader, 1860-1918 ( Rowman and Littlefield, 2016).

Gary McCulloch is the inaugural Brian Simon professor of history of education and founding director of the International Centre for Historical Research in Education (ICHRE) at UCL Institute of Education London. He has served as president of the British Educational Research Association and the History of Education Society, and his publications have dealt with many topics, including the history of educational research, the historiography of education, and the development of secondary education. 

Diane L. Moore is the founding Director of the Religious Literacy Project, a Senior Scholar at the Center for the Study of World Religions, and Lecturer on Religion, Conflict and Peace at the Harvard Divinity School. Her publications include Overcoming Religious Illiteracy: A Cultural Studies Approach to the Study of Religion in Secondary Education.

Heidi Morrison is Associate Professor of history at the University of Wisconsin, La Crosse. She is the author of Childhood and Colonial Modernity in Egypt (Palgrave 2015) and the editor of The Global History of Childhood Reader (Routledge 2012). 

Richard K. Neumann Jr. is the Alexander Bickel Professor of Law at the Maurice A. Deane School of Law, Hofstra University. He has authored or coauthored five law school textbooks, and his work has been published in the Yale Journal of Law & Humanities, the Georgetown Journal of Legal Ethics, the Hastings Constitutional Law Quarterly, the Clinical Law Review, and other journals.

Yoon K. Pak is Associate Professor and Interim Head of Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign. Her research and teaching interests are in the history of intercultural education, Asian Americans in higher education, and diversity and equity.

Paul J. Ramsey is Associate Professor of the social foundations of education at Eastern Michigan University. He completed his Master's and Ph.D. degrees in the history of education at Indiana University and is the author of Bilingual Public Schooling in the United States: A History of America's <"Polyglot Boardinghouse>" (Palgrave Macmillan, 2010). 

William J. Reese is the Carl F. Kaestle W.A.R.F. and Vilas Research Professor of educational policy studies and history at the University of Wisconsin-Madison. He is the author of many works, including Testing Wars in the Public Schools: A Forgotten History (2013).

William Richardson has a DPhil. in early modern history from the University of Oxford and is an honorary professor of education at the University of Exeter, UK. 

Kate Rousmaniere is Professor of Educational History in the Department of Educational Leadership at Miami University, Ohio. She is the past president of the American History of Education Society and the International Standing Conference for the History of Education 

John L. Rury is a professor of education and (by courtesy) history and African & African American Studies at the University of Kansas. His publications have focused on educational inequality and related policy questions in the United States.

Brenda N. Sanya is A. Lindsay O'Connor Visiting Assistant Professor of Educational Studies at Colgate University. Sanya's work has been published in Feminist Africa, Gender and Education, Left History, Transnational Social Review, Policy Futures in Education, and in edited collections such as Mobilized Identities: Mediated Subjectivities and Cultural Crisis in the Neoliberal Era, and Kenya after Fifty: Reconfiguring Education, Gender, and Policy. She coedited a special issue for Curriculum Inquiry: <"Educative Practices and the Making of (Non) Citizens>" (in press).

Conrad Schirokauer is Senior Scholar at Columbia University and the lead author of A Brief History of Chinese and Japanese Civilizations (4th edition, 2013), co-editor and contributor to Ordering the World: Approaches to State and Society in Sung Dynasty China (1993), and translator of Ichisada Miyazaki, China's Examination Hell (1976).

Christopher M. Span is Associate Dean for Academic Programs and Associate Professor in the College of Education at the University of Illinois. He is the author of From Cotton Field to Schoolhouse: African American Education in Mississippi, 1862-1875 (University of North Carolina Press, 2009), and a co-editor of the volume, Using Past as Prologue: Contemporary Perspectives on African American Educational History (Information Age Press, 2015). 

Maxine Stephenson is retired senior lecturer in the history and sociology of education at the University of Auckland. Her published works include Tales from School: Learning Disability and State Education after Administrative Reform (2014), Nga Kaupapa Here: Connections and Contradictions in Education (2008) and A Civilising Mission? (2001).

Eileen H. Tamura is Emeritus Professor of History of Education at the University of Hawai'i M?noa. Her books include In Defense of Justice: Joseph Kurihara and the Japanese American Struggle for Equality; Americanization, Acculturation, and Ethnic Identity: The Nisei Generation in Hawai'i; The History of Discrimination in U.S. Education: Marginality, Agency, and Power (edited); and Asian and Pacific Islander American Education: Social, Cultural, and Historical Contexts (co-edited). 

Sevan Terzian is Professor of Social Foundations of Education at the University of Florida. His published books include Science Education and Citizenship: Fairs, Clubs, and Talent Searches for American Youth, 1918-1958 and a coedited volume, American Education in Popular Media: From the Blackboard to the Silver Screen.

Daniel Tröhler is Professor of Education at the University of Vienna and has published over 50 books and some 200 articles and chapters, many of which have been translated into different languages. In 2012 he was awarded an Outstanding Book Award by Division B of the American Education Research Association (AERA ) for Languages of Education: Protestant Legacies, National Identities, and Global Aspirations (Routledge, 2011). 

Elizabeth VanderVen is an independent scholar and the author of A School in Every Village: Educational Reform in a Northeast China County, 1904-1931. She has also published articles in several journals including Modern China and Twentieth-Century China. 

David Vincent is Emeritus Professor of History at the Open University and Honorary Professor of History, Keele University, and was a visiting fellow, Centre for Research in the Arts, Humanities and Social Sciences, Cambridge University, 2015-2017. Recent publications include The Rise of Mass Literacy. Reading and Writing in Modern Europe (Cambridge: Polity Press, 2000); I Hope I Don't Intrude. Privacy and its Dilemmas in Nineteenth-Century Britain (Oxford: Oxford University Press, 2015); Privacy. A Short History (Cambridge: Polity Press, 2016).

Anthony Welch is Professor of Education in the School of Education and Social Work, University of Sydney, with decades of experience in both Asian and Australian education. A Fulbright and DAAD scholar with a substantial international publication and consultancy record, his recent books include Education, Change and Society (2017) and Higher Education in South East Asia. (2011). 

Spencer E Young is the author of Scholarly Community at the Early University of Paris: Theologians, Education and Society, 1215-1248 and the editor of Crossing Boundaries at Medieval Universities.

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