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To empower or oppress: approaching duality in educational histories

To empower or oppress: approaching duality in educational histories This paper introduces key themes and debates in education and educational history that engage education's complicity in injustice and violence, as well as those that continue to position education as a vehicle for positive change and possibility. The paper introduces the papers that comprise the special issue “Challenges of Contested Spaces: Constructing Difference and its Legacies in Educational History”.Design/methodology/approachThe paper canvasses pertinent historiographical, theoretical and methodological debates that shed light on education's dual capacity to empower and oppress.FindingsPapers in this collection reveal the many ways that agendas justified in the name of education, training and reform have often invoked that name as justification for actions that harmed, discriminated or oppressed, and yet also, how despite this, education can still be imagined as a space of possibility and transformation.Originality/valueThe paper offers a summative introduction to the themes and papers of the special issue. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png History of Education Review Emerald Publishing

To empower or oppress: approaching duality in educational histories

Keynes, Matilda; Marsden, Beth
History of Education Review , Volume 50 (2): 10 – Oct 5, 2021
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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
0819-8691
DOI
10.1108/her-06-2021-0021
Publisher site
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Abstract

This paper introduces key themes and debates in education and educational history that engage education's complicity in injustice and violence, as well as those that continue to position education as a vehicle for positive change and possibility. The paper introduces the papers that comprise the special issue “Challenges of Contested Spaces: Constructing Difference and its Legacies in Educational History”.Design/methodology/approachThe paper canvasses pertinent historiographical, theoretical and methodological debates that shed light on education's dual capacity to empower and oppress.FindingsPapers in this collection reveal the many ways that agendas justified in the name of education, training and reform have often invoked that name as justification for actions that harmed, discriminated or oppressed, and yet also, how despite this, education can still be imagined as a space of possibility and transformation.Originality/valueThe paper offers a summative introduction to the themes and papers of the special issue.

Journal

History of Education Review – Emerald Publishing

Published: Oct 5, 2021

Keywords: Historical injustice; Antiracist; Critical race; Ability; Decolonisation

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