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Bibliografische Details

Titel: The Rise of the Modern Educational System: Structural Change and Social Reproduction 1870� 1920
Verlag: Cambridge University Press
Erscheinungsjahr: 1987
Sprache: Englisch
ISBN-10: 0521330017
ISBN-13: 9780521330015
Einband: Hardcover
Zustand: Very Good
Gewicht: 716,7 Gramm

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Inhaltsangabe

The Rise of the Modern Educational System is a pioneering socio-historical analysis of change and development in secondary education in three European countries (England, France, Germany) in the mid to late nineteenth and early twentieth centuries. The authors develop novel theoretical forms of analysis - in particular those of 'systematisation' (Muller) and 'segmentation' (Ringer) - which enables a genuine cross-cultural study and assessment to be effectively carried through. Although clear historical and institutional differences between the three countries are apparent, overall patterns of development emerge as remarkably similar. In particular a common basic transformation of secondary education is shown to have taken place during the period covered (1870–1920), having the objective result of ensuring social reproduction. Special attention is given to the basic restructuring of education in England during this period, where processes of systematisation and segmentation, similar to those operating in France and Germany, resulted in the establishment of a sharply differentiated, hierarchical structure by the close of the nineteenth century.

Cr�ticas

'... a provocative and, in many respects, valuable volume that should stir debate and interest. They have keyed on important questions in the sociology of knowledge and schooling.' History of Education

'The Rise of the Modern Educational System provides an introduction to recent research on European secondary education, disputes the myth that individual achievement in schooling typically allows social advancement, and identifies issues and questions still awaiting clarification. The contributors' efforts at transatlantic dialogue and collaboration also deserve to be lauded.' Academe

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