Educational Historiographies as Interpretations of Freedom and Autonomy
Paradigmatic Trends and Professional Consequences
Bibliographic Data
| ID | 10325979 |
|---|---|
| Authors | Kas Mazurek (0000-0002-1527-8385, University of Lethbridge, corresponding author) |
| Year | 1998 |
| Volume | 34 |
| Issue | sup2 |
| Pages | 383-395 |
| Publication date | 1998-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Paedagogica Historica (JOURNAL) |
| Journal identifiers | ISSN: 0030-9230 • E-ISSN: 1477-674X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00309230.1998.11434925 |
| OpenAlex | W2282733228 |
| Language | EN |
| References cited | 7 |
This paper examines, from within the framework of Canadian educational historiography, what appear to be quite separate and distinct topics. The first: the nature of the relationships between schools and other social institutions. The second: the decline of the role and status of the history of education in Canada These seemingly disparate subjects are analyzed using the bridging concepts of freedom and autonomy
Autonomy · Bridging (networking · Epistemology · Historiography · Political science · Social science · Sociology · Canadian Identity and History · Educator Training and Historical Pedagogy · Historical Education Studies Worldwide · Law · Philosophy
Education in the forming of American society
Schooling and Scholars in Nineteenth-Century Ontario
Education in the Forming of American Society
Towards a History of Schooling
A Comparative Perspective on Recent Trends in the History of Education in Canada
Building the Educational State
Schooling and Scholars in Nineteenth-Century Ontario
| Highly cited | No |
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