This article explores the epistemological innocence of the field of history of education. The author's interrogation of the field's regime of truth and its effects intends to enact what he is conceptualizing as a "self-reflexive historiography," a historiography that attends to the ways in which the field has constituted and turned historians of…

The three articles that make up this issue on theory in educational history are a welcome engagement with the challenges raised by poststructuralism and other theoretical developments. They contribute to what should be an ongoing conversation about the nature of the enterprise of writing the history of education. The three articles in the special…

Discusses five key factors historians should consider when writing history. The factors address the selection, construction, distribution, transmission, and legitimation of knowledge. Illustrates the importance of these factors with examples from a writing project about women. (RKM)

Describes the difficulties that historians have in determining the truth about any historical event or issue. Contends that new areas of historical research, such as women's history, minority history, and radical history have diversified the concept of truth. Provides three sources of standards for truth to guide future historians. (CFR)