Tanya Fitzgerald (editor) - Handbook of Historical Studies in Education: Debates, Tensions, and Directions

TheSpringer International Handbooks of Educationseries aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in education. EachHandbookfollows the same pattern of examining in depth a field of educational theory, practice and applied scholarship, its scale and scope for its substantive contribution to our understanding of education and, in so doing, indicating the direction of future developments.

The volumes in this series form a coherent whole due to an insistence on the synthesis of theory and good practice. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. The volume editors represent the worlds leading educationalists. Their task has been to identify the key areas in their field that are internationally generalizable and, in times of rapid change, of permanent interest to the scholar and practitioner.

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TheHandbook of Historical Studies in Education: Debates, Tensions, and Directionsbrings together a range of established and emerging scholars to interrogate key theoretical and methodological debates in the field and to propose new and innovative ways of thinking about histories of education. Across the parts and chapters, historians of education illustrate the origins, debates, and tensions in the field and offer an in-depth historical and comparative analysis of disciplinary trends, directions, and developments. These contributions are theoretically informed, internationally applicable, and universally accessible. The broad remit of this volume is to offer a core reference for historians of education, as well as a wider audience and readership seeking to understand the traditions of the field.

It has been an absolute pleasure to work on this Handbook as an intellectual collaborative project. Each of the editors responded enthusiastically to the invitation to contribute to this work, and under their leadership, each of the parts and chapters reflect the diversity of scholarship in the field and our ongoing commitment to interrogate the history of education as an intellectual field.

On behalf of the section editors and authors, I extend my thanks to Springer for providing the impetus for the Handbook and their careful oversight of the production process. On a personal note, it has been an absolute delight to work with each of the editors from whom I have received a high level of support. I am deeply indebted to each for their individual and collective contributions and the depth, breadth, and richness of their scholarship that each has brought to this project.

Tanya Fitzgerald

Editor

University of Western Australia