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A Partial Agenda for Modern European Educational History

Published online by Cambridge University Press:  20 January 2017

James C. Albisetti
James C. Albisetti*
Affiliation:
University of Kentucky and a former president of the History of Education Society
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Extract

Attempting to establish an agenda for one's own research is often challenging; trying to do so for a broad swath of one's field is even more so. I accepted the invitation to propose one in the hope that graduate students and younger colleagues—especially those willing to put in the work to obtain at least reading fluency in foreign languages—might benefit from the suggestions of potentially fruitful research topics from someone who has been reading widely in modern European educational history for almost forty years. Such an agenda is partial in both meanings of the word: it does not come close to exhausting all possible topics, and it necessarily reflects my own areas of expertise and interest. That means a focus primarily on the nineteenth century, with more attention both to secondary than to either elementary or university education, and to girls’ schooling than to boys’. As a caveat, I may not be cognizant of all that has been published or is in the works even for the themes suggested.

Type
Research Article
Information
History of Education Quarterly , Volume 53 , Issue 2 , May 2013 , pp. 139 - 149
Copyright
Copyright © 2013 by the History of Education Society 

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References

1 James C. Albisetti, Joyce Goodman, and Rebecca Rogers, ed., Girls’ Secondary Education in the Western World; From the 18th to the 20th Century (New York: Palgrave Macmillan, 2010).Google Scholar

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