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Education Systems in Historical, Cultural, and Sociological Perspectives
For nearly half a century, research on education systems has been increasingly popular. However, this popularity was long restricted primarily to internationally linked policy makers and education planners, often backed up by international organizations such the OECD but also by governmental or para-governmental organizations within the individual countries. These institutional affiliations provided education research with a specific character that often centres on notions such as excellence, efficiency, or standards. The specific comparative character of this policy-driven research agenda triggered the development of suitable research techniques such as comparative statistics and pertinent ...
Trajectories in the Development of Modern School Systems
As contemporary education becomes increasingly tied to global economic power, national school systems attempting to influence one another inevitably confront significant tensions caused by differences in heritage, politics, and formal structures. Trajectories in the Development of Modern School Systems provides a comprehensive theoretical and empirical critique of the reform movements that seek to homogenize schooling around the world. Informed by historical and sociological insight into a variety of nations and eras, these in-depth case studies reveal how and why sweeping, convergent reform agendas clash with specific institutional policies, practices, and curricula. Countering current theoretical models which fail to address the potential pressures born from these challenging isomorphic developments, this book illuminates the cultural idiosyncrasies that both produce and problematize global reform efforts and offers a new way of understanding curriculum as a manifestation of national identity.
History Education at the Edge of the Nation
This edited volume explores the evolution of history education from a transnational perspective, focusing on border regions in Europe that are considered on the "periphery" of the Nation-State. By introducing this concept and taking into consideration the dynamics of decentralization and the development of minorities’ teaching practices and narratives, the book sheds light on new challenges for history education policy and curriculum design. Chapters take a comparative approach, dissecting and analyzing specific case studies from school systems in France, Germany, Italy, the UK, and Scandinavian countries. In doing so, the editors and their authors weave a systematic account of the impact of local autonomy on educational culture, on the civic remit of schools, and on the narratives embodied by history school canons.
University Jubilees and University History Writing
Researching and writing its history has always been one of the tasks of the university, particularly on the occasion of anniversary celebrations. Through case studies of Prague (1848, 1948), Oslo (1911), Cluj (from 1919), Leipzig (2009) and Trondheim (2010), this book shows the continuity of the close relationship between jubilees and university historiography and the impact of this interaction on the jubilee publications and academic heritage. Up to today, historians are faced with the challenge of finding a balance between an engaged, celebratory approach and a more distant, academically critical one. In its third part, the book aims to go beyond the jubilee and presents three other ways of writing university history, by focusing on the university as an educational institution. Contributors are: Thomas Brandt, Pieter Dhondt, Marek Ďurčanský, Jonas Flöter, Jorunn Sem Fure, Trude Maurer, Emmanuelle Picard, Ana-Maria Stan and Johan Östling.
Foundations and American Political Science
Foundations in the United States have long exerted considerable power over education and scholarly production. Although today’s titans of philanthropy proclaim more loudly their desire to transform schools and universities than did some of their predecessors, philanthropic programs designed to reshape educational institutions are at least a century old. In Foundations and American Political Science, Emily Hauptmann focuses on the postwar Carnegie, Ford, and Rockefeller programs that reshaped political science. She shows how significant changes in the methods and research interests of postwar political scientists began as responses to the priorities set by their philanthropic patrons. Infor...
Schooling and the Making of Citizens in the Long Nineteenth Century
This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue – the need to overcome self-interest in order to take up the common interest – which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations le...
Evaluation in German Development Cooperation
In Germany, development cooperation is the policy field with the longest tradition in evaluation. All major German organisations in development cooperation use the instrument of evaluation - however, to different degrees with regard to qualitative and quantitative aspects. This study on behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ) analyses methodically analyses the way the different organisations evaluate, how much they know about the impact of their projects and programmes, and if or how their evaluation systems can be integrated a larger whole. Until now, there has been no comparable analysis, neither in other German policy fields nor in development ...
Multilingualism and Multimodality
In the social sciences and humanities, researchers often qualify the period in which we are living as ‘late-modern’, ‘post-modern’ or ‘superdiverse’. These terms seek to capture changing conditions and priorities brought about by a new social order. This social order is characterized, among other traits, by an increased visibility of social, cultural and linguistic diversity, arising out of unprecedented migration and mobility patterns. It is also associated with the development of information and communication technologies, which in the digital era transform communication patterns, identities, relationships and possibilities for action. For education, these late-modern condition...
Systems of Reason and the Politics of Schooling
The 1980s were an important decade for educational inquiry. It was the moment of the “linguistic turn,” with its emphasis on the role of language as a constructor of reality, a structuring agent for institutions such as schools, and a medium for translating knowledge into elements of power for processes of social regulation. Drawing on the work and insights of educational researcher Thomas S. Popkewitz, this book shows how the linguistic turn provided an alternative to both mainline educational research grounded in the ideals of political liberalism and the effort of neo-Marxists to challenge liberal thinking in favor of a scholarship based on class conflict and economic determinism.
Information, Power, and Democracy
The link between liberty and knowledge is neither static nor simple. Until recently the mutual support between knowledge, science, democracy and emancipation was presupposed. Recently, however, the close relationship between democracy and knowledge has been viewed with skepticism. The growing societal reliance on specialized knowledge often appears to actually undermine democracy. Is it that we do not know enough, but that we know too much? What are the implications for the freedom of societies and their citizens? Does knowledge help or heed them in unraveling the complexity of new challenges? This book systematically explores the shifting dynamics of knowledge production and the implications for the conditions and practices of freedom. It considers the growth of knowledge about knowledge and the impact of an evolving media. It argues for a revised understanding of the societal role of knowledge and presents the concept of 'knowledge societies' as a major resource for liberty.
