Andreas Oberdorf – författare

In the last twenty years, transnational perspectives have gained momentum in the field of historical-educational research. Scholars have made substantial efforts to rethink nation-based historiographies by reconstructing and reinterpreting the cross-border encounters and intertwined processes that have turned the history of education into a transnational enterprise. A closer look at specific transnational spaces furthers a better understanding of these processes. Against this backdrop, the book offers case studies focusing on transatlantic encounters with special regard to the manifold entanglements between Germany and the United States of America that represent one of the most complex, dynamic, and vivid educational spaces between the eighteenth and twentieth century. Drawing on excellent source material, each contribution examines interaction processes as the genuine transformative moment within any cross-border transfer, and investigates exchanges of concepts, institutions, and materials. Under this premise, the book draws attention to shifting trajectories in the German-American history of education that can be identified by focusing on long-lasting transnational entanglements. By offering a wide range of research approaches, the publication furthermore contributes innovative methodological thoughts to transnational histories of education that go beyond the German-American context and will interest students, emerging researchers, and experts of history of education.

In the last twenty years, transnational perspectives have gained momentum in the field of historical-educational research. Scholars have made substantial efforts to rethink nation-based historiographies by reconstructing and reinterpreting the cross-border encounters and intertwined processes that have turned the history of education into a transnational enterprise. A closer look at specific transnational spaces furthers a better understanding of these processes. Against this backdrop, the book offers case studies focusing on transatlantic encounters with special regard to the manifold entanglements between Germany and the United States of America that represent one of the most complex, dynamic, and vivid educational spaces between the eighteenth and twentieth century. Drawing on excellent source material, each contribution examines interaction processes as the genuine transformative moment within any cross-border transfer, and investigates exchanges of concepts, institutions, and materials. Under this premise, the book draws attention to shifting trajectories in the German-American history of education that can be identified by focusing on long-lasting transnational entanglements. By offering a wide range of research approaches, the publication furthermore contributes innovative methodological thoughts to transnational histories of education that go beyond the German-American context and will interest students, emerging researchers, and experts of history of education.

The “West” is a central concept in public discourse, but its meaning is often unclear and open to manifold interpretations and ascriptions of belonging and exclusion: Who is part of the “West”? When and where is it located? How did its meaning change over space and time? Who are the mediators of the “West” and what is their interest in terms of culture and education? The “West” is often used without any critical questioning, though. This is also reflected in history of education research, especially with focus on transnational or transatlantic issues. Here, the “West” is a sort of “container” term or “fuzzy” concept that can refer to a variety of historical entanglements and cultural transfers in school systems and education, but also to conflicts and crises, accordingly. This book aims to stimulate a critical reflection and debate on ideas of the “West” in the history of education by gathering scholars from various fields of historical research. With a reflexive historical distance to current political incidents, in which ideas of the “West” are revived, the contributions in this book are intended to enable readers to evaluate representations of the “West” in current academic or public discourses and debates alike.