The Oxford Handbook of the History of Education

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 subfieldsof 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 variousinterpretive 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-moderneducation, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal andinformal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.

“"Historians and university librarians should add this handbook to their collections. They will be giving themselves and graduate students a handy and comprehensive reference that all of us can use to further the scholarship in the history of education field." -- Jason Ellis, Historical Studies in Education/Revue d'histoire de l'ducation”

"Historians and university librarians should add this handbook to their collections. They will be giving themselves and graduate students a handy and comprehensive reference that all of us can use to further the scholarship in the history of education field." -- Jason Ellis, Historical Studies in Education/Revue d'histoire de l'éducation

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.

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 theseinfluences 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.

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