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

"This volume brilliantly provides direction for the re-foundation of history of education. It is an essential volume for opening up new perspectives and insights on a field in need of critical inquiry that avoids the presence and limits of the long tradition of historicism. The collection is unique in locating the history of education through the history of history, cultural history, and the sociology of knowledge and science, among other fields." - Miguel A. Pereyra, Professor, Comparative Education, University of Granada, Spain "In urging readers to 'revision' the history of education, this stimulating collection of essays makes a convincing plea for thinking deeply about the styles of reason that underlie existing paradigms. Although the field of American history of education is the ostensible target of this critical call for historicizing, the transnational and comparative dialogue established between the authors will speak to cultural historians and educational researchers around the world. This is the perfect book to generate lively discussion among students and scholars interested in questioning the relationship between historical questions, methods, and the materiality of the archive." Rebecca Rogers, Professor, History of Education, Universite Paris Descartes, France

• Acknowledgements Preface 1. Styles of Reason: Historicism, Historicizing and the Historical Objects in the History of Education; Thomas S. Popkewitz PART I: 'SEEING' HISTORICAL OBJECT: ALTERNATIVE POSSIBILITIES 2. The Visual Turn in the History of Education: Four Comments for a Historiographical Discussion; Inés Dussel 3. Chinese Mode of Historical Thinking and its Transformation in Pedagogical Discourse; Zongjie Wu PART II: IN SEARCH OF THE ARCHIVE: COMPARATIVE STUDIES AND THEORIES OF ITS SPACES 4. Truffle Pigs, Research Questions, and Histories of Education; Daniel Tröhler 5. Entanglement and Transnationalism in the History of American Education; Noah Sobe 6. Intertwined and Parallel Stories of Educational History: Brazil and Turkey in the early 20th Century; Mirian Jorge Warde PART III: THE MONUMENTS OF THE PAST AS THE EVENTS OF HISTORY: HISTORICIZING THE SUBJECT 7. Do Educational Models Impose Standardization? Reading Pestalozzi Historically; Rebekka Horlacher 8. From Pupil to Artist: The Dynamics of Genius, Status, and Inventiveness in Art Education in Portugal; Jorge Ramos do Ó, Catarina S. Martins and Ana Luísa Paz 9. Artistic Education: A Laboratory to the Fashioning of Mexican Identity (1920-1940 c.a.); María Esther Aguirre Lora 10. The 'body parts' of the Victorian School Architect E. R. Robson or an Exploration of the Writing and Reading of a Life; Catherine Burke and Ian Grosvenor PART IV: HISTORICIZING AND THE SPACE OF AMERICAN HISTORICISM 11. There are no Independent Variables in History; Lynn Fendler Contributors Index

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

"This volume brilliantly provides direction for the re-foundation of history of education. It is an essential volume for opening up new perspectives and insights on a field in need of critical inquiry that avoids the presence and limits of the long tradition of historicism. The collection is unique in locating the history of education through the history of history, cultural history, and the sociology of knowledge and science, among other fields." - Miguel A. Pereyra, Professor, Comparative Education, University of Granada, Spain "In urging readers to 'revision' the history of education, this stimulating collection of essays makes a convincing plea for thinking deeply about the styles of reason that underlie existing paradigms. Although the field of American history of education is the ostensible target of this critical call for historicizing, the transnational and comparative dialogue established between the authors will speak to cultural historians and educational researchers around the world. This is the perfect book to generate lively discussion among students and scholars interested in questioning the relationship between historical questions, methods, and the materiality of the archive." Rebecca Rogers, Professor, History of Education, Universite Paris Descartes, France

• Acknowledgements Preface 1. Styles of Reason: Historicism, Historicizing and the Historical Objects in the History of Education; Thomas S. Popkewitz PART I: 'SEEING' HISTORICAL OBJECT: ALTERNATIVE POSSIBILITIES 2. The Visual Turn in the History of Education: Four Comments for a Historiographical Discussion; Inés Dussel 3. Chinese Mode of Historical Thinking and its Transformation in Pedagogical Discourse; Zongjie Wu PART II: IN SEARCH OF THE ARCHIVE: COMPARATIVE STUDIES AND THEORIES OF ITS SPACES 4. Truffle Pigs, Research Questions, and Histories of Education; Daniel Tröhler 5. Entanglement and Transnationalism in the History of American Education; Noah Sobe 6. Intertwined and Parallel Stories of Educational History: Brazil and Turkey in the early 20th Century; Mirian Jorge Warde PART III: THE MONUMENTS OF THE PAST AS THE EVENTS OF HISTORY: HISTORICIZING THE SUBJECT 7. Do Educational Models Impose Standardization? Reading Pestalozzi Historically; Rebekka Horlacher 8. From Pupil to Artist: The Dynamics of Genius, Status, and Inventiveness in Art Education in Portugal; Jorge Ramos do Ó, Catarina S. Martins and Ana Luísa Paz 9. Artistic Education: A Laboratory to the Fashioning of Mexican Identity (1920-1940 c.a.); María Esther Aguirre Lora 10. The 'body parts' of the Victorian School Architect E. R. Robson or an Exploration of the Writing and Reading of a Life; Catherine Burke and Ian Grosvenor PART IV: HISTORICIZING AND THE SPACE OF AMERICAN HISTORICISM 11. There are no Independent Variables in History; Lynn Fendler Contributors Index

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

"This volume brilliantly provides direction for the re-foundation of history of education. It is an essential volume for opening up new perspectives and insights on a field in need of critical inquiry that avoids the presence and limits of the long tradition of historicism. The collection is unique in locating the history of education through the history of history, cultural history, and the sociology of knowledge and science, among other fields." - Miguel A. Pereyra, Professor, Comparative Education, University of Granada, Spain "In urging readers to 'revision' the history of education, this stimulating collection of essays makes a convincing plea for thinking deeply about the styles of reason that underlie existing paradigms. Although the field of American history of education is the ostensible target of this critical call for historicizing, the transnational and comparative dialogue established between the authors will speak to cultural historians and educational researchers around the world. This is the perfect book to generate lively discussion among students and scholars interested in questioning the relationship between historical questions, methods, and the materiality of the archive." Rebecca Rogers, Professor, History of Education, Universite Paris Descartes, France

• Acknowledgements Preface 1. Styles of Reason: Historicism, Historicizing and the Historical Objects in the History of Education; Thomas S. Popkewitz PART I: 'SEEING' HISTORICAL OBJECT: ALTERNATIVE POSSIBILITIES 2. The Visual Turn in the History of Education: Four Comments for a Historiographical Discussion; Inés Dussel 3. Chinese Mode of Historical Thinking and its Transformation in Pedagogical Discourse; Zongjie Wu PART II: IN SEARCH OF THE ARCHIVE: COMPARATIVE STUDIES AND THEORIES OF ITS SPACES 4. Truffle Pigs, Research Questions, and Histories of Education; Daniel Tröhler 5. Entanglement and Transnationalism in the History of American Education; Noah Sobe 6. Intertwined and Parallel Stories of Educational History: Brazil and Turkey in the early 20th Century; Mirian Jorge Warde PART III: THE MONUMENTS OF THE PAST AS THE EVENTS OF HISTORY: HISTORICIZING THE SUBJECT 7. Do Educational Models Impose Standardization? Reading Pestalozzi Historically; Rebekka Horlacher 8. From Pupil to Artist: The Dynamics of Genius, Status, and Inventiveness in Art Education in Portugal; Jorge Ramos do Ó, Catarina S. Martins and Ana Luísa Paz 9. Artistic Education: A Laboratory to the Fashioning of Mexican Identity (1920-1940 c.a.); María Esther Aguirre Lora 10. The 'body parts' of the Victorian School Architect E. R. Robson or an Exploration of the Writing and Reading of a Life; Catherine Burke and Ian Grosvenor PART IV: HISTORICIZING AND THE SPACE OF AMERICAN HISTORICISM 11. There are no Independent Variables in History; Lynn Fendler Contributors Index