Trajectories in the Development of Modern School Systems

Between the National and the Global
1. Auflage 2016
ISBN: 978-1-138-90489-7
Verlag: Taylor & Francis Ltd (Sales)

Buch, Englisch, 294 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 399 g

Reihe: Studies in Curriculum Theory Series

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. This volume 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 global reform agendas clash with specific national and local institutional policies, practices, idiosyncrasies, and curricula.

Autoren/Hrsg.

Tröhler, Daniel

Lenz, Thomas

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Trajectories in the Development of Modern School Systems



Series Page: V>Editorial>Shared Resources>Series Pages>Education>Studies in Curriculum Theory Series (Pinar)



Trajectories in the Development of Modern School Systems

Between the National and the Global

Edited by Daniel Tröhler and Thomas Lenz



First published 2015

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Contents

PART ONE: The Global and the Local in the History of Education

1. Daniel Tröhler and Thomas Lenz
Trajectories of Development of Modern Schooling – Between the National and the Global (Introduction)

2. Thomas S. Popkewitz, Yanmei Wu, and Catarina Silva Martins
Practical Knowledge and School Reform: The Impracticality of Local Knowledge in Strategies of Change

PART TWO: Fabricating the Nation: National and International Impacts on Schooling in the Long 19th Century

3 Daniel Tröhler
People, Citizens, Nations: Organizing Modern Schooling in Western Europe in the 19th Century. The Cases of Luxembourg and Zurich

4. Ragnhild Barbu
Educating the Catholic Citizen: The Institutionalization of Primary Education in Luxembourg in the 19th century and Beyond

5. Peter Voss
Early School Evaluation and Competency Conflicts Between Primary and Secondary Schools in Luxembourg Around 1850

6. Lukas Boser
Taking the Right Measures: The French Political and Cultural Revolution and the Introduction of New Systems of Measurement in Swiss Schools in the 19th century

7. Thomas Ruoss
Education Statistics, School Reform, and the Development of Administration Bodies: The Example of Zurich Around 1900

8. Michèle Hofmann
From Abstinence to Economic Promotion, or: The International Temperance Movement and the Swiss Schools

PART THREE: The Internationalization of European Schooling in the Cold War

9. Rebekka Horlacher
The Implementation of Programmed Learning in Switzerland

10. Norbert Grube
Global Comparison and National Application: Polls as a Means for Improving Teacher Education and Stabilizing the School System in Cold War Germany

11. Regula Bürgi and Philipp Eigenmann
The National in the Global: Switzerland and the Council of Europe’s Policies on Schooling for Migrant Children in the 1960s

12. Catherina Schreiber
Language Structures in a Multilingual and Multidisciplinary World: The Adaptations of Luxembourgian Language Education within a Cold War Culture

13. Thomas Lenz
Contesting Education: Media Debates and the Public Sphere in Luxembourg

14. Matias Gardin
Globalization in Finnish and West German Educational Rhetoric, 1960-1970

PART FOUR: Recent Developments

15. Malin Ideland and Daniel Tröhler
Calling for Sustainability: WWF’s Global Agenda and Educating Swedish Exceptionalism

16. Jette Schmidt, Peer Daugbjerg, Martin Sillasen, and Paola Valero
From the Literate Citizen to the Qualified Science Worker: Neoliberal Rationality in Danish Science Education Reforms

17. Lukas Graf
The European Educational Model and its Paradoxical Impact at the National Level

18. Viktoria Boretska
Accelerated Westernization in Post-Soviet Russia: Coupling Higher Education and Research

19. Jinting Wu
Contesting Isomorphism and Divergence: Historicizing Chinese Educational Encounter with the ‘West’

Contributors

Index

Über Autor(innen)

Daniel Tröhler is Professor of Education and Director of the Doctoral School in Educational Sciences at the University of Luxembourg and visiting Professor of Comparative Education at the University of Granada, Spain.Thomas Lenz is a post-doctoral research associate at the Research Unit for Education, Culture, Cognition and Society (ECCS) at the University of Luxembourg. He was a scientific collaborator at the University of Trier, Germany, and has taught courses at Hamline University, USA and at the Babes-Bolyai University, Romania