Peer reviewedERIC Number: EJ538393
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0030-9230
EISSN: N/A
Postmodernity or High Modernity? Emerging Approaches in the New History of Education.
Escolano, Agustin
Paedagogica Historica, v32 n2 p325-341 1996
Compares and contrasts two emerging approaches to educational historical research. Reveals a double-edged sword in that while these approaches open up the field to a wide array of subject matter and styles of inquiry, they also may weaken the epistemological stature of the discipline. (MJP)
Descriptors: Critical Theory, Educational Change, Educational History, Educational Research, Educational Theories, Epistemology, Foreign Countries, Higher Education, Historiography, Intellectual Disciplines, Intellectual History, Marxism, Modernism, Oral History, Phenomenology, Philosophy, Popular Culture, Postmodernism, Semiotics, Social Science Research, Social Theories
Publication Type: Reports - Descriptive; Journal Articles
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
