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Negotiating the History of Education: How the Histories of Indigenous Education Expand the Field

Published online by Cambridge University Press:  20 January 2017

Yesenia Lucia Cervera
Yesenia Lucia Cervera*
Affiliation:
School of Education, Indiana University, Bloomington, IN; e-mail: [email protected]
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Extract

Today many historians of education reference Bernard Bailyn's Education in the Forming of American Society and Lawrence Cremin's three-book series American Education as important works that created a turning point in the field. Yet, few have constructed histories of education as narratives in the transmission of culture across generations and even fewer have taken time to critically analyze the possible meanings, implications, and limitations of proposals set forth by Bailyn and Cremin. Thus, while the definition of education was broadened, research has not advanced new research topics and designs. This special issue frames histories of American Indian cultures as education histories thereby bringing this pressing conversation into critical analysis and pushing the field toward new agendas and frameworks. The authors demonstrate that constructing American Indian histories requires new methods and concepts be employed and advocate for the dismissal of Euroamerican frameworks. Accepting their proposals, historians of education can hope to gain fresh histories of teaching and learning that can expand research in new and exciting ways.

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Information
History of Education Quarterly , Volume 54 , Issue 3 , August 2014 , pp. 362 - 383
Copyright
Copyright © 2014 History of Education Society 

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References

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