Power relations, preservation and voice: Introducing the special issue on writing histories of education with autobiographical materials

• Karen Lillie ^[2] ; Lisbeth Matzer ^[3] ; Lilli Riettiens ^[1]
  1. [1] University of Cologne

     University of Cologne

     Kreisfreie Stadt Köln, Alemania

     
  2. [2] Max Planck Institute, Germany
  3. [3] LMU Munich

  Mostrar afiliaciones +
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 58, Nº. 3, 2022 (Ejemplar dedicado a: Power relations, preservation and voice. Writing histories of education with autobiographical materials), págs. 321-328
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • As an introduction to the Special Issue ‘Power relations, preservation and voice. Writing histories of education with autobiographical materials,’ this article reviews the state of the art of autobiographical work in history of education research. Moreover, it argues that although writing histories of education with autobiographical materials is not a ‘new’ phenomenon, incorporating yet unknown or overlooked sources can bring fresh insights and perspectives to the field. This arises from the potential of autobiographical materials to complement reigning understandings of the past with alternate narratives. Yet, this introduction also points to challenges in working with such materials – particularly when we consider their work in constructing, presenting and performing a particular self.

    In this introduction, we start by discussing the term ‘autobiographical materials’ and tracing the development of using these kinds of materials in research. We then go on to explore various theoretical and methodological issues around working with autobiographical materials, in relation to production, preservation, access and the intellectual frameworks that we as researchers choose to employ. Finally, we introduce the articles that comprise this Special Issue. As a whole, this Issue offers a careful and considered re-visitation of the challenges and potentials inherent to working with autobiographical materials, further enriching the ongoing debate over power relations, preservation and voice when writing histories of education