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In the introduction to this volume, Eileen Tamura, Caroline Eick, and Roland Sintos Coloma state that their essays “are followed by responses by educational historians, some of whom have delved into theory in their historical works, while others have not.” I would describe myself as someone who has questioned the role of theory since I first began studying educational history several decades ago, who has attempted to use theory, and who, thus, warmly welcomes this discussion.