The purpose of this paper is to explore the professional dilemmas of historians of education in the USA.
This paper uses historiographical analysis.
While some aspects of both “prophet” and “fool” cultural archetypes fit some historians of education, neither archetype is a useful model for discussing the possible professional positions and roles of new scholars. Instead, “border-crossing” is an appropriate metaphor for new scholars in the history of education.
This manuscript addresses a topic of concern to many historians of education in multiple countries. It moves beyond material concerns of intellectuals to discuss the cultural archetypes that may be at play.
Paper originally presented at 2013 Annual Meeting of the Australia and New Zealand History of Education Society, Brisbane, Queensland, December 13, 2013.
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