Commenting primarily on American and German educational historiography, Konrad H. Jarausch lamented that the “initial excitement” of the “new history of education” had abated and that education was no longer in the forefront of discussion in social or cultural history. Was this perception based upon an assumed coherence of the various trends which he described? Characteristic of the “new history,” according to Jarausch, had been, first, a radical criticism of the prevailing Whig tradition; secondly, a shift of focus from pedagogical ideas to social context; and thirdly, the adoption of social scientific techniques and quantification. All three features have contributed significantly to the development of research in British educational history, yet it would be artificial to postulate a unitary movement. Rather, various trends are visible, which reflect the institutional infrastructure within which history of education is produced in Britain. Changing priorities in and approaches to research in the history of education cannot be understood apart from the ties between the study of educational history and the institutional and research environments in which British historians and educationists work, as well as the wider context of contemporary educational politics.