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dc.contributor.authorTrohler, Danielen
dc.date.accessioned2007-08-21T19:52:02Z
dc.date.available2007-08-21T19:52:02Z
dc.date.issued2006
dc.identifier.citationTröhler, D. History and Historiography of Education: Some remarks on the utility of historical knowledge in the age of efficiency. Encounters on Education 7, 5-24.en
dc.identifier.issn1494-4936
dc.identifier.urihttp://hdl.handle.net/1974/634
dc.description.abstractA difficult heritage has been attached to the history of education since its beginnings as a field of study. History of education is as a rule nationally oriented and/or constructed as a linear history of progress.The philosophy of language distinction between paroles and langues is seen as a methodological route out of these limitations.Taking the example of a currently widely discussed thesis on the connection between notions of societal progress and expectations of education, this paper shows how history can be understood as a struggle between the individual (transnational) langues for public dominance. The paper concludes by pointing out how historical knowledge is important for the theoretical discussion and for efficient school policy.en
dc.format.extent252613 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoenen
dc.publisherFaculty of Education, Queen's Universityen
dc.subjectteacher educationen
dc.subjectnationalismen
dc.subjecteducational historyen
dc.subjectlanguage of educationen
dc.titleHistory and Historiography of Education: Some remarks on the utility of historical knowledge in the age of efficiencyen
dc.typejournal articleen


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