In November 2013, I was wrapping up work co-curating an exhibit at Indiana University’s Mathers Museum of World Cultures and turning my attention toward the digitization project of the same exhibit, “ Ojibwe Public Art, Ostrom Private Lives.” This project allowed me to dive head first into emergent museum digitization practices while simultaneously venturing into unknown territory with Education’s Histories. Our collaboration was born out of the spirit of this shared pursuit. Questions like “Who and what is a teacher?” “How can education historians demonstrate and promote interdisciplinary scholarship?” and “What is the relationship between the historian and her subject(s)?” are just a few that have allowed me to locate methodological uncertainties. We both wanted to create a space that encouraged questions to emerge, a place for uncertainty. I can remember breathing a sigh of relief, as I felt I had found someone in active pursuit of education history, the type of history that did not feel bounded by classroom walls or long retold institutional narratives. Sara: I first met Adrea on the page as I read her Lessons From an Indian Day School (2011) in Fall 2012. Our collaboration released the sense of being stymied. I wondered, “Do education historians have Ludditic tendencies? If so, what does this mean for how they conceptualize the field and its movement?” When Sara and I talked after a long day of conferencing in early November, I felt like our conversations had given me some traction in how to begin the first essay. I have also been struck by the incredulous expressions some of their presentations garnered. In thinking and talking about these issues with colleagues, I have been repeatedly impressed at the innovations that folks like Jack Dougherty and Andy Anderson are developing. Conceptually, it was clear the site could address some things that was not part of what I was hearing by lots of people at HES conferences: applications and tools that can be used for historical research, reading education outside of schooling, and what education history might look like if we treat “education” as a methodological frame instead of a definitional starting point. I knew we wanted to focus on methodological issues in the history of education, but I was unsure where to begin. Though the bones of the site were in place on a WordPress site, no content was published. I had set up the site, in 2012 with the intention of publishing solo. A Bit About the Beginning of Education’s HistoriesĪdrea: We began our collaboration at the History of Education Society (HES) meeting in Nashville in early November 2013.
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