Educational historiographical meta‐analysis: rethinking methodology in the 1990s

Abstract

The apprenticeship of educational historians often neglects the analysis of the ideological, social theoretical dimensions of historical research. This essay debates the relationship of ideology, social theory, critical analysis, hegemony, and objectivity in the work of educational historians. It begins a meta‐analysis of the ideological assumptions that have shaped research strategies, research questions, and interpretive themes of educational historiography.

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