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date: 15 August 2020

(p. x) (p. xi) Contributors

(p. x) (p. xi) Contributors

James C. Albisetti



is a professor of history at the University of Kentucky. Author of two books, forty articles and chapters, and more than 110 book reviews, he served on the Executive Committee of the International Standing Conference for the History of Education from 1994 to 1999 and was president of the History of Education Society (USA) in 2002–2003.



Lucy E. Bailey



is an associate professor of social foundations of education and qualitative inquiry and director of gender and women’s studies at Oklahoma State University. She is the coeditor of Wanted—Correspondence: Women’s Letters to a Union Soldier and the current editor of Vitae Scholasticae: The Journal of Educational Biography.



Nancy Beadie



is a professor in the College of Education at the University of Washington, senior editor of History of Education Quarterly (U.S.), and author of Education and the Creation of Capital in the Early American Republic (2010), which won the Outstanding Book Award from the History of Education Society. She has published her work in Review of Research in Education, History of Education Quarterly, Paedagogica Historica, Social Science History, American Journal of Education, and Teachers College Record and has twice received the Best Article prize from the History of Education Society.



Barbara Beatty



is a professor emerita of education at Wellesley College. She is the author of Preschool Education in America: The Culture of Young Children from the Colonial Era to the Present and other publications. Her work examines contested views of play and literacy instruction in early childhood.



Craig Campbell



is an honorary associate professor of the history of education at the University of Sydney. He has written, cowritten, and edited A History of Australian Schooling (2014), The Comprehensive Public High School (2013), Education, Change and Society (2013), Unley High School (2010), School Choice (2009), Going to School in Oceania (2007), and other books.



Vincent Carpentier



is a reader in history of education at the Institute of Education, University College London, and a co-investigator of the Centre for Global Higher Education. His publications include Système Éducatif et Performances Économiques au Royaume-Uni: 19ème et 20ème Siècles (2001), Global Inequalities and Higher Education: Whose Interests Are We Serving? (2010, coedited with Elaine Unterhalter), and articles in various academic journals.



Marcelo Caruso



is a professor of the history of education at Humboldt University, Berlin. He is the editor in chief of Zeitschrift für Pädaogik and has published articles in such journals (p. xii) as Paedagogica Historica, History of Education, and European Educational Research Journal, along with books on a variety of topics in international and comparative history of education.



Luís Grosso Correia



is an assistant professor at the Faculty of Arts and Humanities of the University of Porto (FLUP), where he lectures in the history of education, comparative education, history didactics, and public policies in postgraduate programs. He is also a researcher at the Centre for Research and Intervention in Education, hosted by the Faculty of Psychology and Education Sciences of the University of Porto.



Ansley T. Erickson



is an associate professor of history and education at Teachers College, Columbia University. She is the author of Making the Unequal Metropolis: School Desegregation and Its Limits (2016).



G. Antonio Espinoza



is an associate professor of Latin American history at Virginia Commonwealth University and the author of Education and the State in Modern Peru: Primary Schooling in Lima, 1821–c. 1921 (2013), as well as articles and book chapters about the intellectual and educational history of Peru and Latin America. He received the 2018 Robert L. Perry Mentoring Award from the National Association for Ethnic Studies.



James W. Fraser



is a professor of history and education at New York University. He is the author or editor of twelve books, including Between Church and State: Religion and Public Education in a Multicultural America (2nd edition, 2016).



David A. Gamson



is an associate professor of education at the Pennsylvania State University. His publications include The Importance of Being Urban: Designing the Progressive School District, 1890–1940 (forthcoming) and The Shifting Landscape of the American School District: Race, Class, Geography, and the Perpetual Reform of Local Control, 1935–2015 (2018, coedited with Emily Hodge) and articles in journals such as Educational Researcher, Review of Research in Education, Paedagogica Historica, The 2007 Yearbook of the National Society for the Study of Education, and RSF: The Russell Sage Foundation Journal of the Social Sciences.



Isaac Gottesman



is an associate professor and chair, Department of Education, University of Saint Joseph. He is the author of The Critical Turn in Education: From Marxist Critique to Poststructuralist Feminism to Critical Theories of Race (2016).



Karen Graves



is a professor of education at Denison University. She is the author of And They Were Wonderful Teachers: Florida’s Purge of Gay and Lesbian Teachers (2009) and Girls’ Schooling during the Progressive Era: From Female Scholar to Domesticated Citizen (2016).



Andrew Grunzke



is an associate professor of education at Mercer University and author of Educational Institutions in Horror Film: A History of Mad Professors, Student Bodies, and Final Exams (2015). His essays appear in a number of edited volumes, including Educating through Popular Culture: You’re Not Cool Just Because You Teach with Comics (2017); American Education in Popular Media: From the Blackboard to the Silver Screen (2015); and Shapers of American Childhood (2018).



(p. xiii) Philo Hutcheson



is a professor at the University of Alabama in the Department of Educational Leadership, Policy, and Technology Studies. He is the author of A Professional Professoriate: Unionization, Bureaucratization, and the AAUP (2000) and A People’s History of United States Higher Education (forthcoming).



Mark Joyal



is a professor of classics at the University of Manitoba. He is a coauthor of Greek and Roman Education: A Sourcebook (2008) and the author of The Platonic Theages: An Introduction, Commentary and Critical Edition (2000), as well as many articles and chapters on Greek and Roman education, Greek literature, Socrates and Plato, Greek manuscript traditions, and the history of classical scholarship.



Peter Kallaway



is Emeritus Professor of Education at the University of the Western Cape and a research associate at the University of Cape Town, South Africa. His books include Education after Apartheid (1997), The History of Education under Apartheid: 1948–1994 (2002, as editor), and Empire and Education in Africa: The Shaping of a Comparative Perspective (2016, coedited with Rebecca Swartz).



Judith Kafka



is an associate professor at the Marxe School of Public and International Affairs at Baruch College, City University of New York. She is the author of The History of “Zero Tolerance” in American Public Schooling (2011) as well as articles in Teachers College Record, American Journal of Education, History of Education Quarterly, and the Handbook of Research on Teaching published by the American Educational Research Association.



Adrea Lawrence



is Interim Dean at the Phyllis J. Washington College of Education and Human Sciences at the University of Montana. She has written Lessons from an Indian Day School: Negotiating Colonization in Northern New Mexico, 1902–1907 (2011), as well as articles and book chapters on research methodology, education policy, and education history. She is also the cofounder of Education’s Histories, a digital journal for the history of education.



Ana Isabel Madeira



is an assistant professor at the Institute of Education of Lisbon University. Her research interests include history of education, history of colonial education, development education, and comparative and international education. She has participated in several international projects and publications in the history of education and comparative education fields.



Charles E. McClelland



is Professor Emeritus (History) at the University of New Mexico and associate faculty at the Institute for the Medical Humanities, University of Texas Medical Branch, Galveston. His most recent works are Geschichte der Universität Unter den Linden, 1810–2010 [History of Berlin University], vol. 1, part 2 (2014) and The Mother of All Research Universities: Berlin as World Leader, 1860–1918 (2016).



Gary McCulloch



is the inaugural Brian Simon Professor of History of Education and founding director of the International Centre for Historical Research in Education at University College London Institute of Education. He has served as president of the British Educational Research Association and the History of Education Society, and his publications (p. xiv) have dealt with the history of educational research, the historiography of education, and the development of secondary education, among many other topics.



Diane L. Moore



is the founding director of the Religious Literacy Project, a senior scholar at the Center for the Study of World Religions, and a lecturer on religion, conflict, and peace at the Harvard Divinity School. Her publications include Overcoming Religious Illiteracy: A Cultural Studies Approach to the Study of Religion in Secondary Education, (2007).



Heidi Morrison



is an associate professor of history at the University of Wisconsin, La Crosse. She is the author of Childhood and Colonial Modernity in Egypt (2015) and the editor of The Global History of Childhood Reader (2012).



Richard K. Neumann Jr.



is the Alexander Bickel Professor of Law at the Maurice A. Deane School of Law, Hofstra University. He has authored or coauthored five law school textbooks, and his work has been published in the Yale Journal of Law & Humanities, the Georgetown Journal of Legal Ethics, the Hastings Constitutional Law Quarterly, the Clinical Law Review, and other journals.



Yoon K. Pak



is an associate professor and interim head of education policy, organization and leadership at the University of Illinois at Urbana-Champaign. Her research and teaching interests are in the history of intercultural education, Asian Americans in higher education, and diversity and equity.



Paul J. Ramsey



is an associate professor of the social foundations of education at Eastern Michigan University. He completed his master’s and Ph.D. degrees in the history of education at Indiana University and is the author of Bilingual Public Schooling in the United States: A History of America’s “Polyglot Boardinghouse” (2010).



William J. Reese



is the Carl F. Kaestle W.A.R.F. and Vilas Research Professor of educational policy studies and history at the University of Wisconsin–Madison. He is the author of many works, including Testing Wars in the Public Schools: A Forgotten History (2013).



William Richardson



has a DPhil. in early modern history from the University of Oxford and is an honorary professor of education at the University of Exeter.



Kate Rousmaniere



is a professor of educational history in the Department of Educational Leadership at Miami University, Ohio. She is the past president of the American History of Education Society and the International Standing Conference for the History of Education.



John L. Rury



is a professor of education and (by courtesy) history and African and African American studies at the University of Kansas. His publications have focused on educational inequality and related policy questions in the United States.



Brenda N. Sanya



is the A. Lindsay O’Connor Visiting Assistant Professor of Educational Studies at Colgate University. Her work has been published in Feminist Africa, Gender and Education, Left History, Transnational Social Review, Policy Futures in Education, and edited collections such as Mobilized Identities: Mediated Subjectivities and Cultural Crisis in the (p. xv) Neoliberal Era (2014) and Kenya after Fifty: Reconfiguring Education, Gender, and Policy, (2016). She coedited a special issue for Curriculum Inquiry: “Educative Practices and the Making of (Non) Citizens” (forthcoming).



Conrad Schirokauer



is a senior scholar at Columbia University and the lead author of A Brief History of Chinese and Japanese Civilizations (4th edition, 2013), coeditor and contributor to Ordering the World: Approaches to State and Society in Sung Dynasty China (1993), and translator of Ichisada Miyazaki, China’s Examination Hell (1976).



Christopher M. Span



is the associate dean for academic programs and an associate professor in the College of Education at the University of Illinois. He is the author of From Cotton Field to Schoolhouse: African American Education in Mississippi, 1862–1875 (2009) and a coeditor of Using Past as Prologue: Contemporary Perspectives on African American Educational History (2015).



Maxine Stephenson



is a retired senior lecturer in the history and sociology of education at the University of Auckland. Her published works include Tales from School: Learning Disability and State Education after Administrative Reform (2014), Nga Kaupapa Here: Connections and Contradictions in Education (2008), and A Civilising Mission? (2001).



Eileen H. Tamura



is a professor emerita of history of education at the University of Hawai‘i–Mānoa and past president of the History of Education Society (U.S.). Her books include In Defense of Justice: Joseph Kurihara and the Japanese American Struggle for Equality (2013); and The History of Discrimination in U.S. Education: Marginality, Agency, and Power (as editor) (2008).



Sevan Terzian



is a professor of social foundations of education at the University of Florida. His published books include Science Education and Citizenship: Fairs, Clubs, and Talent Searches for American Youth, 1918–1958 (2013), and a coedited volume, American Education in Popular Media: From the Blackboard to the Silver Screen (2015).



Daniel Tröhler



is a professor of education at the University of Vienna and has published over fifty books and some two hundred articles and chapters, many of which have been translated into a variety of languages. In 2012 he was awarded an Outstanding Book Award by Division B of the American Education Research Association for Languages of Education: Protestant Legacies, National Identities, and Global Aspirations (2011).



Elizabeth VanderVen



is an independent scholar and the author of A School in Every Village: Educational Reform in a Northeast China County, 1904–1931 (2013) She has also published articles in several journals, including Modern China and Twentieth-Century China.



David Vincent



is Emeritus Professor of History at the Open University and an honorary professor of history at Keele University and was a visiting fellow at the Centre for Research in the Arts, Humanities and Social Sciences, Cambridge University, 2015–2017. Recent publications include The Rise of Mass Literacy. Reading and Writing in Modern Europe (2000), I Hope I Don’t Intrude: Privacy and Its Dilemmas in Nineteenth-Century Britain (2015), and Privacy. A Short History (2016).



(p. xvi) Anthony Welch



is a professor of education in the School of Education and Social Work, University of Sydney, with decades of experience in both Asian and Australian education. A Fulbright and DAAD scholar with a substantial international publication and consultancy record, his recent books include Education, Change and Society (2017) and Higher Education in South East Asia (2011).



Spencer E. Young



is the author of Scholarly Community at the Early University of Paris: Theologians, Education and Society, 1215–1248 (2014) and the editor of Crossing Boundaries at Medieval Universities (2010).