<p><strong>"Any historian who hopes to participate in the ‘struggle for the future’ should read this book."</strong> <em>- Mark Freeman, Glasgow University</em></p><p><strong>'The book advances the discussion of what the field has achieved, and may achieve in the future. It makes a strong argument for the contribution that research in the history of education can have for contemporary policy making...everyone with an interest in the field should read it.'</strong> <em>- Craig Campbell, University of Sydney, Australia </em></p>

<p><strong>'Gary McCulloch</strong><strong>’s The struggle for the history of education is an excellent and timely publication which makes a very significant contribution to the field. It is extremely well informed and insightful; meticulous in its attention to detail; measured in its weighing of different and contested viewpoints; and a real pleasure to read. In the book, McCulloch explores the struggles, fissures and insecurities of the field of the history of education over the past century including its often uneasy relationship with education, social studies and history. The autobiographical thread running throughout the book, which enables McCulloch to refl</strong><strong>ect upon his own journey and professional career as an educational historian over the past 30 years, is particularly enjoyable.' - </strong><em>Wendy Robinson, University of Exeter, UK</em></p><p><strong>'Gary McCulloch had a clear purpose in writing this excellent and stimulating book: to carve out a secure place for the study of the history of education that justi</strong><strong>fies its existence in the twenty-fi</strong><strong>rst century.' - </strong><em>Clyde Chitty, University of London, UK</em></p><p><strong>'McCulloch</strong><strong>’s contribution to the field resides not just in his original research and insightful scholarship on educational policy of the twentieth century but also in his leadership of the field, staking its claims and representing its interests in academic and policy forums for educational research. An impressive aspect of his published work has been in critical appraisal and overview, consolidating and editing collections of work to provide assistance for newcomers as well as reflective summaries of the state of the art, for the benefi</strong><strong>t of his peers. This latter work is marked by its breadth and inclusiveness, a generous vision that acknowledges the multi-faceted interests of writers and readers of education history. In so doing he underlines the centrality and lends weight to the role of historical study in making sense of educational policy and practice.' -</strong><em> Peter Cunningham, University of Cambridge, UK </em></p><p><strong>'This book is a remarkable and readable account of the development of History of Education, indicating both its problems and its strengths. It should certainly be on the reading list of any students embarking on a profession in teaching. As Raymond Williams has said: ‘We do not solve the critical questions by understanding the history, but still an adequate sense of the history, as opposed to the ordinary functional myths, is the basis of any useful approach’.' </strong><em>- Pam Hirsch, University of Cambridge, UK</em></p><p><strong>'Gary McCulloch has done every historian of education a favor by providing a thoughtful appraisal of the history of education, its past and present, his knowledge of the subject solid and very well displayed in his impressive study.' - </strong><em>Prof. Dr. William J. Reese, University of Wisconsin-Madison, USA</em></p><p><strong>'The book advances the discussion of what the field has achieved, and may achieve in the future. It makes a strong argument for the contribution that research in the history of education can have for contemporary policy making...e</strong><strong>veryone with an interest in the field should read it.'</strong> <em>- Craig Campbell, University of Sydney, Australia</em></p>