Abstract
This chapter discusses a number of ways that transnationalism has been approached in the history of American education and proposes that an “entangled history” approach can be usefully applied to thinking about transcultural interactions in the historical development and operation of schools and school systems. It aims to contribute to the conversations within this edited volume by historically discussing education as an international field and proposing that we need to paygreater attention to the interpretive frameworks used in the history of American education. The chapter also elaborates on the claim that interpretive frameworks are not severable from the empirical, documentary “data” dimensions of archival research. Rather, the historian needs to be cognizant of and reflect upon the ways that method, objects of inquiry, narrative, and theoretical frameworks are unavoidably interlinked. The entangled history approach advanced in this chapter considers the assemblages and apparatuses that produce regularity, order, and forms of coordination over human social, political, cultural, and economic ways of living.
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Sobe, N.W. (2013). Entanglement and Transnationalism in the History of American Education. In: Popkewitz, T.S. (eds) Rethinking the History of Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137000705_5
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DOI: https://doi.org/10.1057/9781137000705_5
Publisher Name: Palgrave Macmillan, New York
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