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Historical insider education in education

McCulloch, G; (2008) Historical insider education in education. In: Sikes, P and Potts, A, (eds.) Researching education from the inside: Investigations from within. (pp. 51-63). Routledge: Taylor & Francis Group: London, UK. Green open access

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Abstract

Insider research in education is not confined to contemporary practices or to the study of institutions as they exist in the present day. It extends also to historical research that focuses on the researcher’s own school, university, or other institutional base. Much of this work is commissioned for the purposes of the institution itself, whether to commemorate a specific anniversary or more generally to celebrate its growth and successes. Such ‘house-history’ has a poor reputation owing to its lack of independence and its tendency to develop uncritical accounts devoid of candour. In many cases, this reputation is well deserved. Yet the complexity and ambiguity of ‘insider’ and ‘outsider’ research that some discussions have recently observed in relation to research on contemporary education may also be found in historical insider research. This chapter reviews the problems that commonly attach to this kind of research, and then goes on examine more interesting examples which may challenge the usual insider/outsider dichotomy.

Type: Book chapter
Title: Historical insider education in education
ISBN-13: 978-0-415-43594-9
Open access status: An open access version is available from UCL Discovery
DOI: 10.4324/9780203932353
Publisher version: https://doi.org/10.4324/9780203932353
Additional information: This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/1568645
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