Please use this identifier to cite or link to this item:
|Other Titles:||Analysis of S.Cohen's Postmodern Historiography of Education|
Department od Education, NTNU
This paper aims to examine Cohen's postmodern historiography of education. Cohen named his historiography of education as new cultural history, linguistic turn, or literature turn of history of education. Cohen's new cultural history is characterized by his attempt to combine intellectual history with social history of education. Moreover, Cohen opposed to the privileged status of written historical text, and suggested that various cultural artifacts should be viewed as historical text and widely researched upon. By the term "linguistic turn", Cohen meant that the historical reality was constructed by language and rhetoric. In other words, the historical reality was only a "textualized" reality. He also stressed that language should be the target of historical investigation and it was also the field of power struggle. When the power of education changed, so did the language of education. Cohen had investigated the shift from moral-intellectual discourse to progressive discourse in American education. Cohen's literature turn or narrative turn was deeply influenced by Hayden White, who believed that historiography was both factual and fictional. Cohen thought that historical methodology involved both the writing and reading of historical text. With respect to ways of reading historical text, Cohen advocated rhetorical reading, and emphasized that it could produce new insightful meaning.
|Appears in Collections:||教育研究集刊|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.