Titlebook: Handbook of Historical Studies in Education; Debates, Tensions, a Tanya Fitzgerald Reference work 2020 Springer Nature Singapore Pte Ltd. 2

演繹

New Cultural Historiesproaches to historiography. The chapter offers several examples of new cultural history in the broad sense and in educational history more specifically. The chapter ends by offering some possibilities for future developments of new cultural history in educational studies.

遠(yuǎn)地點(diǎn)

喃喃訴苦

History and Historiographysified and have?eventually become complex, not seldomly challenging or competing (with) each other. Initially, history of education began by reducing the?complexity of the issue by focusing on idea(l)s in order to serve its intended target group, future teachers. It only hesitantly drew attention to

Alopecia-Areata

ingrate

OWL

New Cultural Historiesuistic turn. Because of its broad challenges to conventional historiography, the premises of new cultural history are not widely accepted among historians. This chapter maps the conditions for the emergence of new cultural history and explicates ways new cultural histories are distinct from other ap

搖擺

New Curriculum Historiesrriculum history as .. This approach to curriculum history is animated by three dissatisfactions: the tendencies of curriculum history to be written and read in ways that affirm representational logics, the passivity of nonhuman matter, and the elision of thinking-feeling dynamics. This chapter is i

peak-flow

或者發(fā)神韻

Visuality, Materiality, and Historyrch that takes images and artifacts as their focus. Pictures and objects have emerged as legitimate subjects of inquiry, and there is a renewed interest in understanding them as co-constitutive of social events. Images and objects are seen as increasingly interconnected, with the visual dimension ev

inflame