|Editors:||Adrea Lawrence, University of Montana|
|Sara Clark, Indiana University|
About Education's Histories
Education’s Histories is an online journal focused on histories of education. It considers not only digital and analog research on schooling but also such research on education outside the institution of school. Education’s Histories examines the content, form, and methods of research others have done and presents new research, too. Special attention, at least for now, is given to methodological problems, practices, and innovations in the history of education field, particularly those in the digital environment. In fact, we intend for it to provide methodological grist for the field. We are calling our narrative style “creative non-fiction” with scholarly proclivities.
A Note on the Header Image
The header image for the site, “A Bookmark Would Be Better!” is a Works Projects Administration poster created by Arlington Gregg sometime between 1936 and 1940. This poster, among others, is housed at the Library of Congress. The stylized person in this image is ironing down a dogeared corner of a book on which he is standing, though the book itself is not fully visible. Presumably, this poster was made for libraries. This image highlights how individualized reading and its significance can be while the caption suggests that leaving traces of an individual’s reading, such as a crease, is not always preferable, especially when a single copy of a text might be shared among many people. Nevertheless—and without question—readers leave physical reminders of what they have found meaningful, and this makes reading a multimodal experience that layers readerly and writerly conversations. The original writer created the text, conveying a message to a reader about ideas or sources of provocation; a reader then converses with the writer whom s/he is reading, noting passages that invoke meaning; and, a reader of a reader reproduces this process, though s/he might find alternate passages and annotations of the writer or the previous reader resonant. This is what historians do. They attempt to reconstruct meaning of texts given the traces that past people have left behind. This process is accretive and perhaps akin to geologic phenomena.
Header Image: Arlington Gregg. A Book Mark Would Be Better! January 1, 1936. The Library of Congress: http://www.flickr.com/photos/library_of_congress/6629878315/in/faves-16954284@N02/.
Revolution and World War I Civil Rights?: Transnational Relations and Mexican Consul Records in Mexican American Educational History, 1910-1929
Victoria-María MacDonald and Gonzalo Guzmán
Special Education as both History and Theory: Disability and the Possibility of Interdisciplinary Friendship: A Multilogue Response to Ellis, Osgood, and Warren
Benjamin Kelsey Kearl
"A Narrower than Necessary Focus": Jason Ellis and Benjamin Kearl on Special Education History: A Multilogue Response to Benjamin Kelsey Kearl and Jason Ellis
The Theory of Special Education and the Necessity of Historicizing: A Multilogue Response to Benjamin Kelsey Kearl and Donald Warren
Escaping Befriended Circles: A Multilogue Response to Benjamin Kelsey Kearl's "Of Laggards and Morons: Definitional Fluidity, Borderlinity, and the Theory of Progressive Era Special Education (Parts 1 & 2)"
Of Laggards and Morons: Definitional Fluidity, Borderlinity, and the Theory of Progressive Era Special Education
Benjamin Kelsey Kearl
Flattening Hierarchies in a Round World: A Multilogue Response to Goldenberg’s “Youth Historians in Harlem (Part 2 of 2)”
Sharing Authority and Agency: A Multilogue Response to Goldenberg’s “Youth Historians in Harlem,” Part 2 of 2
Youth Historians in Harlem: Exploring the Possibilities in Collaborative History Research Between Local Youth and Scholars
Barry M. Goldenberg
Remembering in Order to Forget
Comfortable Inaction, In Action
Remedying Our Amnesia
We Are All Historical Actors: A Multilogue Response to Goldenberg’s “Youth Historians in Harlem,” Part 1 of 2
Race, Power, and Education in Early America
John Frederick Bell
Time for a New Revisionism
Waging War on Education: American Indian Versions
Questions of Methodology: A Review of the August 2014 History of Education Quarterly Special Issue
Our Trickster, The School