Trajectories in the Development of Modern School Systems

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

• Trajectories in the Development of Modern School SystemsSeries Page: V>Editorial>Shared Resources>Series Pages>Education>Studies in Curriculum Theory Series (Pinar)Trajectories in the Development of Modern School SystemsBetween the National and the GlobalEdited by Daniel Tröhler and Thomas LenzFirst published 2015 by Routledge 711 Third Avenue, New York, NY 10017and by Routledge2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RNRoutledge is an imprint of the Taylor & Francis Group, an informa business© 2015 Taylor & FrancisThe right of the editor[s] to be identified as the author[s] of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.Library of Congress Cataloging in Publication Data[CIP data]ISBN: [Enter 13 digit hardback ISBN here] (hbk)ISBN: [Enter 13 digit paperback ISBN here] (pbk)ISBN: [Enter 13 digit eBook ISBN here] (ebk)Typeset in [font] by [Typesetter]ContentsPART ONE: The Global and the Local in the History of Education1. 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 ChangePART TWO: Fabricating the Nation: National and International Impacts on Schooling in the Long 19th Century3 Daniel TröhlerPeople, Citizens, Nations: Organizing Modern Schooling in Western Europe in the 19th Century. The Cases of Luxembourg and Zurich4. Ragnhild BarbuEducating the Catholic Citizen: The Institutionalization of Primary Education in Luxembourg in the 19th century and Beyond5. Peter VossEarly School Evaluation and Competency Conflicts Between Primary and Secondary Schools in Luxembourg Around 18506. Lukas BoserTaking the Right Measures: The French Political and Cultural Revolution and the Introduction of New Systems of Measurement in Swiss Schools in the 19th century7. Thomas RuossEducation Statistics, School Reform, and the Development of Administration Bodies: The Example of Zurich Around 19008. Michèle HofmannFrom Abstinence to Economic Promotion, or: The International Temperance Movement and the Swiss SchoolsPART THREE: The Internationalization of European Schooling in the Cold War9. Rebekka HorlacherThe Implementation of Programmed Learning in Switzerland10. Norbert Grube Global Comparison and National Application: Polls as a Means for Improving Teacher Education and Stabilizing the School System in Cold War Germany11. Regula Bürgi and Philipp EigenmannThe National in the Global: Switzerland and the Council of Europe’s Policies on Schooling for Migrant Children in the 1960s12. Catherina SchreiberLanguage Structures in a Multilingual and Multidisciplinary World: The Adaptations of Luxembourgian Language Education within a Cold War Culture13. Thomas LenzContesting Education: Media Debates and the Public Sphere in Luxembourg14. Matias GardinGlobalization in Finnish and West German Educational Rhetoric, 1960-1970PART FOUR: Recent Developments15. Malin Ideland and Daniel TröhlerCalling for Sustainability: WWF’s Global Agenda and Educating Swedish Exceptionalism16. Jette Schmidt, Peer Daugbjerg, Martin Sillasen, and Paola ValeroFrom the Literate Citizen to the Qualified Science Worker: Neoliberal Rationality in Danish Science Education Reforms17. Lukas GrafThe European Educational Model and its Paradoxical Impact at the National Level18. Viktoria BoretskaAccelerated Westernization in Post-Soviet Russia: Coupling Higher Education and Research19. Jinting WuContesting Isomorphism and Divergence: Historicizing Chinese Educational Encounter with the ‘West’ContributorsIndex

"This book really comes together.What it shows—time and time again, in a variety of national contexts and time periods—is that efforts to import school policies and curricula and practices from elsewhere always experience an intense interaction with national policies and curricula and practices. It’s not that globalization efforts have no impact; it’s that this impact is nonlinear and not at all necessarily in the intended direction. National systems of schooling use international initiatives for their own purposes, just as globalizers try to use national vulnerabilities to advance their own agendas."--David F. Labaree, Stanford University, USA