Sources and Interpretations

History of Education launched a new and innovative feature in Volume 33 (2004). Reflecting a growing attention to theory and methodology by contributors and readers, it provides a platform specifically for debate and discussion on the increasing diversity of sources used by education historians as well as the analytical frameworks applied to their interpretation.

This feature has already addressed a diverse range of issues. Articles appearing in 2004 include: a reappraisal of two pioneers of education history, based on their early use of primary sources as texts for teaching (33,1); reading photographs as data for historical and social research, interpreting the socially constructed images of schooling (33,2); reconstructing children as readers from the evidence of a rare collection of home-made nursery teaching aids (33,3); challenges to the historiography of teaching by religious orders (33,4); and a critical review of the present status and progress of textbook research (33,6).

Papers for publication within this special feature are invited, to include critical discussion of source genres, reviews of specific sources and archives (including issues of preservation, conservation and access), problematics of interpretation and interpretive debates relating to individual documents, images, artefacts and sites. Debate is encouraged and the editors of the journal invite contributions in the form of substantial responses to articles already published in this series.

Submissions should be made to the feature editor:
Peter Cunningham, University of Cambridge, Faculty of Education, Homerton Site, Hills Road, Cambridge CB2 2PH, UK. Email: pjc36@cam.ac.uk

View the Sources and Interpretations section from 33(1) 2004