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Catholicism, Politics and Society in Twentieth-Century France
Catholicism, once the protean monster, still functions as a complex component of French identity. No consideration of modern France would be complete without reference to the enduring impact and influence of Catholicism on the life of the nation. This volume sets out to capture some of the variety and significance of the Catholic phenomenon in twentieth-century secular France, and to express something of its extraordinary vitality and interest. Each contribution focuses on a specific theme or period crucial to an understanding of the role played by French Catholics and their Church. Collectively, these studies reveal that Catholics were involved in almost every event of consequence and voiced an opinion on almost every issue. Equally, the volume offers a collage of insights which reflects the fragmentation of Catholic activity and attitudes as the century progressed. Being Catholic in modern France no longer means the espousal of a particular political or social agenda. Nor does it necessarily mean regular and traditional religious observance, or even strict adherence to the dictates of the Church. Modern French Catholicism truly has many mansions.
Teaching a Dark Chapter
Teaching a Dark Chapter explores how textbook narratives about the Fascist/Nazi past in Italy, East Germany, and West Germany followed relatively calm, undisturbed paths of little change until isolated "flashpoints" catalyzed the educational infrastructure into periods of rapid transformation. Though these flashpoints varied among Italy and the Germanys, they all roughly conformed to a chronological scheme and permanently changed how each "dark past" was represented. Historians have often neglected textbooks as sources in their engagement with the reconstruction of postfascist states and the development of postwar memory culture. But as Teaching a Dark Chapter demonstrates, textbooks yield n...
Parents And Teachers
This work examines the factors that shape and influence home-school relations. At its heart is an analysis of parent-teacher relationships in an inner city borough, drawn from case studies of five primary schools and a parents' centre. Interviews with parents are revealing windows into parents' views on a range of issues, including curriculum, discipline and parents' relationships with their children's teachers.; The author also considers teachers' perspectives on these matters, and explores the influence of social class, ethnicity and gender on parent-teacher interactions. While presenting these issues within a consideration of broader themes such as citizenship, community, power and participation, the book discusses the reasons why initiatives designed to improve home- school relations appear to result in such limited change.
5/1/1968
The events of 1968 are often seen purely as a student revolution, but impacted on every aspect of French society – theatre, film, sexuality, race, the countryside, the factories. This volume explores the full diversity of this extraordinary upheaval, and shows how 1968 continues to reverberate in France today.
Routledge Library Editions: Philosophy of Education
This set of 21 volumes, originally published between 1955 and 1997, amalgamates several topics on the philosophy of education, with a particular focus on religious education, curriculum studies, and critical thinking. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject and will be of particular interest to students of philosophy, education and those undertaking teaching qualifications.
Doing Comparative Education Research
In the newly emerging global economic order governments and policy makers are keen to seek ideas from other countries and recognise the importance of looking comparatively. This expansion of interest in comparative education brings new challenges for the discipline: research may be undertaken by non-specialists (by consultants and politicians or educationists from quite different backgrounds); the short lifespan of democratically elected governments may lend attraction to ‘quick-fix’ solutions; statistics and data may be decontextualised. Added to these challenges there is the worldwide proliferation of education providers outside state control and the transformation of teaching and learning brought about by the new information technology. This book rethinks the role of comparative education in the light of these changing circumstances and looks at the new opportunities they bring.
