Renegotiating the Historical Narrative: The Case of American Higher Education

Autor/in	Mattingly, Paul H.
Titel	Renegotiating the Historical Narrative: The Case of American Higher Education
Quelle	In: History of Education Quarterly, 44 (2004) 4, S.577-596 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
DOI	10.1111/j.1748-5959.2004.tb00021.x
Schlagwörter	Stellungnahme; Educational History; Narration; Higher Education; Scholarship; Colleges; Specialization; Professional Associations; Role Theory; Historians; Synthesis; Personal Narratives; Position Papers + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Hochschulbildung; Hochschulsystem; Hochschulwesen; Scholarships; Stipendium; College; Hochschule; Fachhochschule; Arbeitsteilige Spezialisierung; Rollentheorie; Historian; Historiker; Erlebniserzählung; Positionspapier
Abstract	This conversation begins with two observations: first, the professional organizations--conferences and journals--need to play more self-conscious, activist roles in shaping scholarly canons. Second, whatever canon now presides over American higher educational history is an extremely tolerant one. So much of current scholarship seems to arise out of particularly local interests, narrow specializations, or anniversary celebrations. Even more, rich case studies of particular institutions often omit any connection with a wider discourse. Too many essays of colleges and universities with rather singular histories seldom probe current scholarly wisdom to assess how issues and generalizations might be changed because of their particular case. The cumulative effect of this scholarship "from below" tends to erode any general consensus on central problems. In this article, the author presents James Anderson, Robert Church, Emmett Curran, and Marilyn Tobias, the scholars whose work clearly transcended the particular and who have substantively shaped the broader conceptions of this specialization, American higher education. These scholars have addressed broad, canonical issues and have confronted the dilemma of synthesis, i.e., condensation and the risk of oversimplification and the danger of polarizing old and new for the sake of advancing a special insight. Here, the author turns to these scholars for a discussion about scholarly canons and proposes to put three questions to them and to their work by way of assessing the current status of this scholarly niche. (Contains 13 footnotes.) (ERIC).
Anmerkungen	History of Education Society. University of Illinois at Urbana-Champaign, Educational Policy Studies, 360 Education Building MC-708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-333-2446; Fax: 217-244-7064; e-mail: hes@ed.uiuc.edu; Web site: http://www.ed.uiuc.edu/hes/publications.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10