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  1. Provincializing Europe: Postcolonial Thought and Historical Difference.Dipesh Chakrabarty - 2000 - Princeton University Press.
    First published in 2000, Dipesh Chakrabarty's influential Provincializing Europe addresses the mythical figure of Europe that is often taken to be the original site of modernity in many histories of capitalist transition in non-Western countries. This imaginary Europe, Dipesh Chakrabarty argues, is built into the social sciences. The very idea of historicizing carries with it some peculiarly European assumptions about disenchanted space, secular time, and sovereignty. Measured against such mythical standards, capitalist transition in the third world has often seemed either (...)
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  • (1 other version)Introduction (FOCUS: GLOBAL HISTORIES OF SCIENCE).Sujit Sivasundaram - 2010 - Isis 101:95-97.
    An interest in global histories of science is not new. Yet the project envisioned by this Focus section is different from that pursued by natural historians and natural philosophers in the early modern age. Instead of tracing universal patterns, there is value in attending to the connections and disconnections of science on the global stage. Instead of assuming the precision of science's boundaries, historians might consider the categories of “science” and “indigenous knowledge” to have emerged from globalization. New global histories (...)
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  • The universities and the growth of science in Germany and the United States.Joseph Ben-David - 1968 - Minerva 7 (1-2):1-35.
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  • Science and Technology in the European Periphery: Some Historiographical Reflections.Kostas Gavroglu, Manolis Patiniotis, Faidra Papanelopoulou, Ana Simões, Ana Carneiro, Maria Paula Diogo, José Ramón Bertomeu Sánchez, Antonio García Belmar & Agustí Nieto-Galan - 2008 - History of Science 46 (2):153-175.
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  • Swedish in Name Only: The International Education of Nineteenth—Century Swedish Medical Students and Practitioners.Stephan Curtis - 2012 - History of Science 50 (3):257-288.
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  • Social Conflict and Educational Change in England and France, 1789-1848.Michalina Vaughan & Margaret Scotford Archer - 1972 - British Journal of Educational Studies 20 (3):353-354.
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  • Introduction: have we ever been ‘transnational’? Towards a history of science across and beyond borders.Simone Turchetti, Néstor Herran & Soraya Boudia - 2012 - British Journal for the History of Science 45 (3):319-336.
    In recent years, historians have debated the prospect of offering new ‘transnational’ or ‘global’ perspectives in their studies. This paper introduces the reader to this special issue by analysing characteristics, merits and flaws of these approaches. It then considers how historians of science have practised transnational history without, however, paying sufficient attention to the theoretical foundations of this approach. Its final part illustrates what benefits may derive from the application of transnational history in the field. In particular, we suggest looking (...)
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  • (1 other version)Introduction.Sujit Sivasundaram - 2010 - Isis 101 (1):95-97.
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  • Cross-national Education and the Making of Science, Technology and Medicine.Josep Simon - 2012 - History of Science 50 (3):251-256.
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  • Cross-National Odyssey of a Chemist: Edward Divers at London, Galway and Tokyo.Yoshiyuki Kikuchi - 2012 - History of Science 50 (3):289-314.
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  • The Polytechnic Comes to America: How French Approaches to Science Instruction Influenced Mid-Nineteenth Century American Higher Education.A. J. Angulo - 2012 - History of Science 50 (3):315-338.
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  • Travels of learning: Introductory remarks.Ana Simoes, Ana Carneiro & Maria Paula Diogo - 2003 - Boston Studies in the Philosophy of Science 233:1-18.
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