Tradition And Innovation: Evolution In The History Of The British Education History Research

British historiography of education is a major force in this field of the World,which has long history and distinguishing features and gives some advises to the study of educational history in China.This dissertation takes the founding of the traditional paradigm of British historiography of education as the starting and makes the transformation among the traditional historiography of education,the new historiography of education and the global historiography of education as the major string,which will try to reveal the evolutional rule of British educational historiography and forecast its development in the future.In the process of writing,the author will seize the two main lines-the dominant line and the tacit line.The dominant line is the evalution to the generation,development and trend of British educational historiography.The author will focus to analyze the age and social background on which the traditional historiography of education,the new historiography of education and the global historiography of education rose,try to elucidate the relationship,difference and continuity among the different schools and the fracture and continuity within the different schools. The tacit line is to analyze the methodology of the evolution of the different shools in the subject of history of education in British,which will show the evolution of the British educational historiography.The two main lines will coexist and interact thoughout this dissertation.The dissertation consists of an introduction,a body and an epilogue.The body of this dissertation should include five chapters.The first and second chapters introduce the founding course and distinguishing features of the traditional paradigm in the British educational historiography.The founding of the British traditional historiography of education is accompanied by the intervention of the State in education and the teachers’training.The paradigm of the traditional historiography of education is Whiggish.The conception of history of education is presentism,progressivism and elitism.Therefore,the object of study in the educational history is relatively less,showing the historical song of the intervention of the State in education; The methods of research is digging the new historical datato tell us what is the history of education,for example the Report of the Inquiry and the Parliament,the Files in the Nation and Church.In the form of writing,it is the narrative history of the figures and events;For the relation between the history of education and other subjects,it seldom uses the methods of the social science to keep the autonomy of the subject,for example history,sociology and so on.Chapter three deals with the inernal difficulties and external divers of the traditional historiography of education,the background of the transformation in the British educational historiography and also explains the founding process of the new historiography of education.In the fourth chapter, the author describes the status and features of the schools in the new historiography of education from the1970s to the mid-1990s.In the new historiography of education,there are three shools which concerned about different theories and methods-the marxism educational historiography concerning about the class,the feminism educational historiography concerning about the gender and the postmodernism educational historiography concerning about the culture and language.In the different fields,they reconstrut the history of education through defferent theories and methods.Chapter five mainly deals with the rise of the global educational historiography from the late1990s to2011.With the rise of globalization and the fagments of the Bristh educational historiography,the historians of education in British try to explore the macro-history of education,following the new research paradigm,which is the product of adjustment and integration between the old and new educational historiography.On the one hand,dispite all of the new shools challenge the cenral position of the nation-state dominating the historians of education from the late19th century, the nation-state is still retained in the study of educational history,which resurrect throght a new form of the development.On the other hand,the new educational historiography has also undergone some changes in the globalization and the framents of the postmodernism educational historiography.The historians of education in British exchange and cooperate with the historians of education in the world,applicate the transnational and cross-cultural comparison methods to study the history of education,examine the course of educational development from the macro.The grand educational history regenerates.Therefore, the epilogue of this dissertation will analyze how to deal with the tradition of the educational historiography,explore the ways of the transformation in the educational historiography,and keep balance between the tradition and transformation for historians of education,through reviewing the history and reality of the paradigm of the British educational historiography.