ABSTRACT
Rethinking Centre-Periphery Assumptions in the History of Education integrates a wide range of productions about school, since when it began to be conceived as a state institution aimed at the formation of citizens and designed to be public, lay, free, and mandatory. Among the incipient initiatives in the history of this institution are those of reformers and scholars from different countries when they carried out official visits and missions abroad. We can note the work of administrators who, like Marc-Antoine Jullien de Paris (1775–1848) and Victor Cousin (1792–1867) in France and Horace Mann (1796–1859) in the United States, were interested in getting to know and describe cases from other places, collecting useful information to improve their countries’ education systems.
