Description
This book offers an in‐depth historiographical and comparative analysis of prominent theoretical and methodological debates in the field. Across each of the sections, contributors will draw on specific case studies to illustrate the origins, debates and tensions in the field and overview new trends, directions and developments. Each section includes an introduction that provides an overview of the theme and the overall emphasis within the section. In addition, each section has a concluding chapter that offers a critical and comparative analysis of the national case studies presented. As a Handbook, the emphasis is on deeper consideration of key issues rather than a more superficial and broader sweep. The book offers researchers, postgraduate and higher degree students as well as those teaching in this field a definitive text that identifies and debates key historiographical and methodological issues. The intent is to encourage comparative historiographical perspectives of the nominatedissues that overview the main theoretical and methodological debates and to propose new directions for the field.
Table of Contents
1 Foundations, directions and contemporary debates.- 2 Schools, schooling and state formation.- 3 Teachers, teaching and educational change.- 4 Curriculum development and contestation.- 5 Governance, policy and management.- 6 Religion and religious education.- 7 Higher and further education.- 8 Activists and public intellectuals.- 9 Methods and methodologies.- 10 Concluding note.
