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Research in the contemporary history of education and schooling: on methodological questions of historical-pedagogical research

Abstract

This paper examines selected methodological questions related to research in the contemporary history of education and schooling. It first scrutinises a change in approach to historical research by introducing the so-called history of everyday life and microhistory. It then shows how this change can influence research in the contemporary history of education and schooling. The second part of the paper describes the nature, limitations of and possibilities for oral history and teacher life-story research, which are two important methodological tools for any researcher who studies the contemporary history of education and specialises in the history of everyday life and microhistory. The paper provides a theoretical grounding for teacher life-story research and examines some general issues of narrative analysis in historical research.