ABSTRACT
Periodicals represent a significant part of educational publications – both in their power to shape discourses on education as well as in the vast distribution of their printed copies. This contribution sets out to trace the routes and circumstances of how knowledge about foreign educational ideas and concepts of schooling traveled across the Atlantic Ocean to the US. Turning their gaze across the Atlantic aided authors and editors in collecting various perspectives on and implementations of notions and concepts of schooling. Serving both as a bridge and a border, the ocean provided a means of spreading novel educational concepts to the US, but could also be invoked to mark a conscious rejection of educational ideas institutionalized elsewhere. This chapter argues that the contributions published in relevant educational periodicals served as a repository that compiled descriptions and evaluations of different education systems and made them available for further reference. Here, the specific focus on representations of foreign education concepts in US educational periodicals serves as a case study to highlight the significance and trajectory of foreign educational references while at the same time providing further insights into the role of the Atlantic Ocean as a separating space between the two different contexts.
