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About Me

My research focuses on the history and sociology of education and social policy in international comparison, especially early childhood education and care, Froebelian education, childhood, parent/school relations, and motherhood in the educational, social and political imagination. I have also published in the digital humanities.

Current major project (2020-2023): Froebelian Endeavours, New Education and the ‘Researched’ Child from the 1900s to the 1960s. Co-investigators: Larry Prochner (Alberta, Canada), Helen May (Otago, NZ), Alessandra Arce Hai (São Carlos, Brazil), and Yordanka Valkanova (Canterbury, UK). Funded by a grant from the Froebel Trust (UK).

Recent Publications

Hai, A.A., May, H., Nawrotzki, K., Prochner, L. & Valkanova, Y. (2020). Reimagining Teaching in Early 20th Century Experimental Schools. Global Histories of Education. Basingstoke: Palgrave.

Nawrotzki, K. (2019). Schools in the USA. In M. Gläser-Zikuda, M. Harring & C. Rohlfs (eds.), Handbuch Schulpädagogik, pp. 244-252. Münster: Waxmann Verlag.

Prochner, L. & Nawrotzki, K. (2019). The origins of the current era of early childhood care and education. In N. File, C. Brown & M. McMullen (eds.), Handbook of Early Childhood Care and Education, pp. 7-28. Hoboken, NJ: Wiley.

Nawrotzki, K. (2018). Froebel is dead; long live Froebel! The National Froebel Foundation and English education. In T. Bruce, P. Elfer and S. Powell (eds.), The Routledge International Handbook of Froebel and Early Childhood Practice: Re-articulating Research & Policy, pp. 57-67. London: Routledge.

Nawrotzki, K. (2016). ‘Such Marvelous Training’: Grand Rapids, Michigan as a Kindergartening Centre, 1870-1905. In Helen May, Kristen Nawrotzki & Larry Prochner (eds.), Kindergarten Narratives on Froebelian Education: International Perspectives, London: Bloomsbury.

Brehony, K.J. & Nawrotzki, K. (2015). Die Macht des Marktes. Die Zeitpolitik frühkindicher Betreuung und Bildung in Großbritannien nach 1945. In Karen Hagemann & Konrad H. Jarausch (eds.), Halbtags oder Ganztags? Zeitpolitiken von Kinderbetreuung und Schule nach 1945 im europäischen Vergleich, pp. 286-313. Weinheim: Belz Juventa.

Willekens, H., Scheiwe, K. & Nawrotzki, K. (2015). Introduction: The Longue Durée – Early Childhood Institutions and Ideas in Flux. In Harry Willekens, Kirsten Scheiwe & Kristen Nawrotzki (eds.), The Development of Early Childhood Education in Europe and North America, Historical and Comparative Perspectives. Basingstoke: Palgrave Macmillan, 1-30.

Nawrotzki, K. (2015). Saving Money or Saving Children? Nursery Schools in England and the United States. In Harry Willekens, Kirsten Scheiwe & Kristen Nawrotzki (eds.), The Development of Early Childhood Education in Europe and North America, Historical and Comparative Perspectives. Basingstoke: Palgrave Macmillan, 150-172.

Willekens, H. Scheiwe, K, & Nawrotzki, K. eds. (2015). The Development of Early Childhood Education in Europe and North America. Historical and Comparative Perspectives. Basingstoke: Palgrave Macmillan. http://www.palgrave.com/us/book/9781137441973

Nawrotzki, K. & Dougherty, J., eds. (2013) Writing History in the Digital Age. Ann Arbor: University of Michigan Press. Online at http://www.digitalculture.org/books/writing-history-in-the-digital-age/; also in web-book edition, Trinity College Connecticut, Spring 2012, at http://WritingHistory.trincoll.edu.

Media Coverage

Social Media

@kdnawrotzki

Country Focus

Expertise by Geography

England, Germany, United Kingdom, United States

Expertise by Chronology

19th century, 20th century, 21st century

Expertise by Topic

Children & Youth, Family, Pedagogy, Women