In the past decade, historians have begun to make use of the optic of ‘transnationalism’, a perspective used traditionally by social anthropologists and sociologists in their study of the movement and flow of ideas between continents and countries. Historical scholarship has adopted this tool, and in this book historians of education use it to add nuance and depth to research on gender and education, and particularly to the education experiences of women and girls. The book brings together a group of internationally-regarded scholars, who are doing important research on transnationalism and the social construction of gender, with particular reference to education environments such as schools and colleges. The book is therefore very much at the cutting-edge of theoretical and methodological advances in the history of education. This book was originally published as a special issue of the History of Education.

This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.

This edited collection addresses the nexus of gender, power relations, and education from various angles while covering a broad spectrum of the history of education in both time and geographic space. Taking the position that historians of gender and education find the concept of transnationalism very useful for a deeper understanding of historical change and situations, the editors and their contributors employ a transnational perspective to explore the complex and entangled dimensions of a history of education that transcends regional and national boundaries through a variety of approaches (e.g. through exploring new fields of research, sources, questions, perspectives for interpretation, or methodologies). In doing so, they also undertake to open up a transnational global perspective for the historiography of education.

This book uses transnational history to explain the formation of modern schools in a territory that lacks modern education. The emergence of modern Jewish education in Ottoman Palestine resulted from European actors and networks' infiltration of educational concepts due to several unique elements. One of them was the activity of transnational networks and actors. The other factor is the important place of education in shaping reality in the Jewish and Hebrew discourse. The area of Ottoman Palestine was almost devoid of modern education, so it is possible to examine the ways of transferring educational concepts. Historians can diagnose the starting point and locate the actors’ biographies and journeys. The book discusses and discovers several themes, such as molding five portraits of modern Jewish and Hebrew education graduates and the function of the school as a medical site due to the shortage of public health policy.

This book presents an in-depth look at the state of transnational education and comparative perspectives on education systems between Germany and other nation states. It explores how a transnational education identity in secondary and tertiary institutions has developed in the German and other national contexts and which lessons can be learned from current challenges and successes of education systems. It uses detailed case studies to promote critical rethinking of current educational practices in high schools and universities, specifically of race, gender, religion and learner ability in educational settings. It understands learning and teaching as an arena to discuss transnational education opportunities in the 21st century as an emerging or evolving discourse on contemporary forms of transnationalism.

Using Australian history as a case study, this collection explores the ways national identities still resonate in historical scholarship and reexamines key moments in Australian history through a transnational lens, raising important questions about the unique context of Australia’s national narrative. The book examines the tension between national and transnational perspectives, attempting to internationalize the often parochial nation-based narratives that characterize national history. Moving from the local and personal to the global, encompassing comparative and international research and drawing on the experiences of researchers working across nations and communities, this collection brings together diverging national and transnational approaches and asks several critical research questions: What is transnational history? How do new transnational readings of the past challenge conventional national narratives and approaches? What are implications of transnational and international approaches on Australian history? What possibilities do they bring to the discipline? What are their limitations? And finally, how do we understand the nation in this transnational moment?

This handbook presents cutting-edge research on Asian transnationalism written by experts in the areas of migration, diaspora, ethnicity, gender, language, education, politics, media, art, popular culture and literature from diverse theoretical and methodological perspectives. The Asian region not only constitutes one of the largest diasporic populations in the world but also the most diversified diasporas in terms of their historical trajectories of emigration, geographical spread, economic and political strength, socio-cultural integration in the host country and transnational engagement with the homeland. Divided thematically into six broad sections, the chapters in this handbook critically discuss and debate some of the pertinent issues of Asian transnationalism: Contextualizing Asian Transnationalism Transnationalism and Socio-Cultural Identities Transnationalism, Education and Infrastructure Transnationalism, Gender and Development Transnationalism and Dynamics of Diasporic Politics Transnationalism, Art and Media The Routledge Handbook of Asian Transnationalism will be an invaluable resource for academics, researchers and students interested in the study of international migration, Asian diaspora and transnationalism. Chapter 29 of this book is available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.

Recent debates have used the concept of “transnational history” to broaden research on historical subjects that transcend national boundaries and encourage a shift away from official inter-state interactions to institutions, groups, and actors that have been obscured. This approach proves particularly fruitful for the dynamic field of global gender and women’s history. By looking at the restless lives and work of women’s activists in informal border-crossings, ephemeral NGOs, the lower management of established international organizations, and other global networks, this volume reflects the potential of a new perspective that allows for a more adequate analysis of transnational activities. By pointing out cultural hierarchies, the vicissitudes of translation and re-interpretation, and the ambiguity of intercultural exchange, this volume demonstrates the critical potential of transnational history. It allows us to see the limits of universalist and cosmopolitan claims so dear to many historical actors and historians.