NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1014820
Record Type: Journal
Publication Date: 2013-May
Pages: 11
Abstractor: ERIC
ISSN: ISSN-0018-2680
A Partial Agenda for Modern European Educational History
Albisetti, James C.
History of Education Quarterly, v53 n2 p139-149 May 2013
Attempting to establish an agenda for one's own research is often challenging; trying to do so for a broad swath of one's field is even more so. James Albisetti accepted the invitation to propose one in the hope that graduate students and younger colleagues, especially those willing to put in the work to obtain at least reading fluency in foreign languages--might benefit from the suggestions of potentially fruitful research topics from someone who has been reading widely in modern European educational history for almost forty years. Such an agenda is partial in both meanings of the word: it does not come close to exhausting all possible topics, and it necessarily reflects the author's own areas of expertise and interest. That means a focus primarily on the 19th century with more attention both to secondary than to either elementary or University education, and to girls' schooling than to boys'. In this article, Albisetti presents suggestions for scholars interested in modern European educational history, saying that the best place to meet colleagues and learn about work in progress is the annual meeting of the International Standing Conference for the History of Education (ISCHE), which usually takes place in July or August. Created in 1979 to bridge the Iron Curtain, ISCHE now attracts significant participation from North and South America, Australia, Asia, and Africa. (Contains 24 footnotes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A