Response: The Proper Place of Theory in Educational History?

Urban comments on Eileen Tamura, Caroline Eick and Roland Coloma's essays about theory in educational history. Tamura invites historians of education to investigate nonnarrative approaches, an invitation justified, in her mind, because she has learned from those approaches. Eick's essay ma...

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Bibliographic Details
Published inHistory of education quarterly Vol. 51; no. 2; p. 229
Main Author Urban, Wayne J
Format Journal Article
LanguageEnglish
Published Urbana Cambridge University Press 01.05.2011
Subjects
Coloma, Roland
Education
Education history
Educational theory
Eick, Caroline
Historians
Historiography
Interviews
Reflexivity
Tamura, Eileen
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Summary:Urban comments on Eileen Tamura, Caroline Eick and Roland Coloma's essays about theory in educational history. Tamura invites historians of education to investigate nonnarrative approaches, an invitation justified, in her mind, because she has learned from those approaches. Eick's essay makes a rather compelling case for theory as integral to the task of oral history, though not a completely convincing case. Compellingness is illustrated by Eick's careful delineation of the various social backgrounds and stances about issues taken by her interviewees over a half century. Furthermore, Coloma presents a more overt challenge to narrative educational historians. He sets out to put under scrutiny the epistemological innocence of the field of history of education. He goes on to posit that he is engaging in "self-reflexive historiography," an approach that attends to the ways in which the field has constituted and turned historians of education, into subjects.
ISSN:0018-2680
1748-5959