Education and State Formation in Europe and Asia
In: Education, Globalization and the Nation State, S. 29-51
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In: Education, Globalization and the Nation State, S. 29-51
In: Education, Globalization and the Nation State, S. 52-73
In: Education, Globalization and the Nation State, S. 7-28
In: Education, Globalization and the Nation State, S. 130-186
In: Encyclopedia of Language and Education, S. 137-148
In: Citizenship and Education in Liberal-Democratic Societies, S. 96-117
In: Citizenship and Education in Liberal-Democratic Societies, S. 56-73
In: Erziehungsstaaten. Historisch-vergleichende Analysen ihrer Denktraditionen und nationaler Gestalten., S. 287-304
In: Bildung für nachhaltige Entwicklung, S. 341-344
In: Education, Globalization and the Nation State, S. 74-92
In: Handbook on European Enlargement, S. 901-911
In: Urban Liberalism in Imperial Germany, S. 147-205
Chronicles the history of public education in Germany from the foundation of the first universities in the 14th century to the present, highlighting issues of (1) state & church power, (2) hierarchical organization, (3) goals & curricula, (4) social function, & (5) pedagogies & politics. It is shown how the schools served to preserve social segmentation based on the principle of "occupational estates" (Berufsstande), through which, following elementary education at the Volksschules, the lower classes were steered into vocational training while the middle & upper classes enjoyed an education at gymnasiums (secondary schools) that allowed them entrance into bourgeoisie society or membership in the aristocracy as educated elite. Changes in educational policy under National Socialism & during the post-WWII period are outlined, tracing the development of more equal educational opportunities for all children. A call is made for continued educational reform to more closely link general & vocational education so as to improve coordination between education & employment. K. Hyatt Stewart
In: International Space Station: The Next Space Marketplace; Space Studies, S. 131-135