藝術教育史作為藝術教育的研究方法，有繁盛也有衰退期。一般人常認為歷史研究很輕鬆，只是得花些時間來發掘和報告事實，但歷史其實並不僅是日期、事件和重要人物的編年史。有意義的歷史研究會利用理論架構，建構對過去的詮釋，從而對現有慣例提出質疑。建構藝術教育的國際史時，如果找出其中的根本假設和探究流程，就能看出這個場域在過去跨國跨時發展的種種複雜度和挑戰。國際史可用各種方式整理：依據地理和政治、歷史期、國家認同的形成、或是歐洲的影響網絡。經典命題和浪漫反命題的二元論說明了此場域的多元面向，同時也提醒我們，在藝術教育、性別領導、教授繪畫技巧vs.教授表現自我的藝術方面，社會需求和個人慾望正相互拉扯。Bourdieu的社會學理論提供了堅實的基礎，方便我們檢驗該場域在全球資本主義的環境中與結構化社會空間的關係。

History of art education has blossomed and faded as a research methodology in art education. Often historical research is perceived as easy, as merely a time-consuming process of finding and reporting facts. Histories are not simply chronicles of dates, events, and important people, however. Meaningful historical research uses theoretical frameworks to construct interpretations of the past that can raise questions to inform present praxis. Identifying underlying assumptions and inquiry processes used in constructing an international history of art education can suggest the complexity and challenges of studying development of the field over time and across national borders. An international history might be organized in a variety of ways: geographically and politically; by historical periods; according to formation of national identity; or as a web of European-based influences. Dualism between a classic thesis and a romantic antithesis explains many aspects of the field, pointing out tensions between social needs and individual desires for art education, gendered leadership, and teaching technical skills of drawing vs. teaching art for self-expression. Bourdieu’s sociological theories offer a strong foundation for examining the field in relation to structured social spaces in the context of global capitalism.