Drawing on a wide variety of traditions and methods in historical studies, from the humanities and social sciences both, this volume considers how historians from a wide variety of countries create the study of the history of education. It poses ways of thinking about the questions, methods, and knowledge of historical studies in the formation of schooling that go beyond those typically found in American studies of the history of education.

Pragmatism provoked both admiration and fear, as global changes brought into the twentieth century provoked a revisioning of the cultural narratives about who the citizen and child are and should be. In a new book edited by Thomas S. Popkewitz, scholars representing twelve nations provide original chapters to explore the epistemic features and cultural theses figured in Dewey's writings as they assembled in the discourses of public schooling. The significance of Dewey in the book is not about Dewey as the messenger of pragmatism, but in locating different cultural, political, and educational terrains in which debates about modernity, the modern self, and the making of the citizen occurred.

Educational Partnerships and the State is a compelling collection of essays by an international group of scholars that provides a critical exploration of the role of partnerships in contemporary educational reform. Their focus is on the expanding role that collaboration between the public and private sector has come to play in the governing of schools, children, and families in response to an array of worldwide economic and social changes. The contributors to this volume highlight the new relationship between civil society and the state through partnerships and what that linkage has come to mean for an array of educational issues including academic achievement, school governance, school parent-relationships, teacher education, the construction of family and community involvement, and the discourses of reform as practices that order participation and action.

Drawing on a wide variety of traditions and methods in historical studies, from the humanities and social sciences both, this volume considers the questions, methods, goals, and frameworks historians of education from a wide variety of countries use to create the study of the history of education.

Pragmatism provoked both admiration and fear, as global changes brought into the twentieth century provoked a revisioning of the cultural narratives about who the citizen and child are and should be. In a new book edited by Thomas S. Popkewitz, scholars representing twelve nations provide original chapters to explore the epistemic features and cultural theses figured in Dewey's writings as they assembled in the discourses of public schooling. The significance of Dewey in the book is not about Dewey as the messenger of pragmatism, but in locating different cultural, political, and educational terrains in which debates about modernity, the modern self, and the making of the citizen occurred.

Educational Partnerships and the State is a compelling collection of essays by an international group of scholars that provides a critical exploration of the role of partnerships in contemporary educational reform. Their focus is on the expanding role that collaboration between the public and private sector has come to play in the governing of schools, children, and families in response to an array of worldwide economic and social changes. The contributors to this volume highlight the new relationship between civil society and the state through partnerships and what that linkage has come to mean for an array of educational issues including academic achievement, school governance, school parent-relationships, teacher education, the construction of family and community involvement, and the discourses of reform as practices that order participation and action.

Educational Partnerships and the State is a compelling collection of essays by an international group of scholars that provides a critical exploration of the role of partnerships in contemporary educational reform. Their focus is on the expanding role that collaboration between the public and private sector has come to play in the governing of schools, children, and families in response to an array of worldwide economic and social changes. The contributors to this volume highlight the new relationship between civil society and the state through partnerships and what that linkage has come to mean for an array of educational issues including academic achievement, school governance, school parent-relationships, teacher education, the construction of family and community involvement, and the discourses of reform as practices that order participation and action.