Frederik Herman – författare

This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.

This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.

This volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.

Gradually the historians of education have broken out of the traditional school museums — which are no longer the sole places to communicate research findings with the wider public — and gone beyond the traditional publication formats. Indeed, they started exploring how to work with the [educational] past in the present, experimenting with presenting the educational past in new ways, and reflecting on how these new forms of mediation and musealisation of sources impacts the research and the (hi)stories told. By zooming in on three themes, musealisation, new ways of exhibiting, and historical storytelling —, this edited volume illustrates the vitality of the history of education, as field of study, and demonstrates its adaptability to the “changing contexts” of its public function. So, rather than being an “endangered species”, the historians of education seem to get fit for the future by showing traditional craftsmanship as well as “engagement with” and “appropriation of” (interdisciplinary) approaches of thinking with the past in the present for wider audiences — stances which are richly illustrated in the various contributions.