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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.

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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 à, 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

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"Rethinking the History of Education: Transnational Perspectives on its Questions, Methods, and Knowledge contributes to a long history of literature in diverse disciplines that reconsiders human agency in relation to social and historical forces and structures whose workings may not be immediately visible to the naked eye. ... volume would be for historians of education to further extend this worthy transnational conversation to include not only other social science disciplines but also scholars working in other fields of history." (Karen Lenore Taylor, Alberta Journal of Educational Research, Vol. 62.4, 2016)

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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 SÆo Paulo (PUC-SP), Brazil Rebekka Horlacher, University of Zurich, Germany Jorge Ramos do à, 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

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