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List of Figures page viii
List of Tables ix
Acknowledgments xi
1 Introduction 1
The Literature 6
Theoretical Framework 12
Power Resources Theory 12
Rokkanian Cleavage Theory 15
The Politics of Comprehensive School Reforms: Reflections
and Expectations 20
The Argument and Structure of This Book 22
A Note on the Book’s History, Methodology, and Case
Selection 26
2 Back to the Roots 30
Schooling in Norway up to the 1950s 30
The Formation of the Norwegian State and Education
System 30
The School As a Nation-Building Institution 32
Educational Expansion and the First Comprehensive School
Reforms 34
The Introduction of the Seven-Year Comprehensive
School 38
The Reform Movement of the 1920s and 1930s 39
Warming Up for New Reforms: The 1940s and Early
1950s 42
Schooling in Prussia/North Rhine–Westphalia up to the
1950s 44
Prussian State-Building and the Education System 44
State-Church Conflicts in Prussian Education Politics 47
Educational Expansion: Liberal and Social-Democratic
Demands 50
Reform Struggles during the Weimar Republic 54
Nazi Politics of Educational Restriction 56
Restoration or Reform? The Late 1940s and 1950s 57
Comparison: Setting the Scene for the Postwar Reform
Period 60
3 Political Playing Fields: Actors’ Power Resources and Social
Base 64
The Norwegian Playing Field 65
Political Parties 65
Teachers’ Organizations 69
Other Actors 76
The German Playing Field 76
Political Parties 76
Teachers’ Organizations 80
Other Actors 87
Comparison: Playing Fields in Postwar Education Politics 88
4 The Class Cleavage: Struggles over Comprehensive
Schooling 92
The Norwegian Youth School Reform 92
Experiments with the First Youth Schools and Nine-Year
Obligatory Schooling 93
Experiments with Reduced Organizational
Differentiation 100
The Regularization of the Youth School 104
The Grading Debate 106
The Final Debate on Differentiation 111
Comprehensive School Reforms in North Rhine–
Westphalia 116
Early Debates on Comprehensive and Nine-Year Obligatory
Schooling 117
The Introduction of the Integrated Comprehensive
School 121
Reforms Suggested by the Christian Democratic Union 126
Continued Struggles over the Integrated Comprehensive
School 129
The Failed Introduction of the Cooperative School 134
Comparison: The Class Cleavage in Postwar Education
Politics 142
5 The Crosscutting Cleavages: Struggles over Religion,
Centralization, Language, Anti-communism, and Gender 150
Struggles over Religion 150
The Norwegian Debate about Christian Education
and Christian Private Schools 151
The Debate on Denominational Schooling and Private
Schools in North Rhine–Westphalia 163
Struggles over Centralization 175
The Centralization Debate in Norway 176
Debates about Rural Schooling and Centralization
in North Rhine–Westphalia 184
The Norwegian Language Struggle in Education Politics 193
German Anti-communism in Education Politics 201
Struggles over Gender 213
Norwegian Debates on Gender Roles, Girls’ Education,
and Homemaking Education 213
Debates on Gender Roles, Girls’ Education, and Coeducation
in North Rhine–Westphalia 224
Comparison: The Significance of Crosscutting Cleavages 234
6 Conclusion 242
Cleavage Structures and Education Politics in Norway and
Germany 242
Implications for Comparative Welfare State and Education
Regime Research 247
Open Questions 252
The Politics of Schooling Today: Is the Rokkanian Perspective
Still Relevant? 255
Annex 263
Documents Published by the Norwegian Parliament and Its
Committees 263
Documents Published by the North Rhine–Westphalia
Parliament and Its Committees 265
Manifestos of Norwegian Parties 269
Manifestos of German Parties 271
Expert Interviews: Biographical Introductions 274
References 280
Index 303

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The politics of comprehensive school reforms : cleavages and coalitions 이용현황 표 - 등록번호, 청구기호, 권별정보, 자료실, 이용여부로 구성 되어있습니다.
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알라딘제공
Why are school systems structured differently across countries? The Politics of Comprehensive School Reform examines this question through an in-depth analysis of school politics in Germany and Norway during the post-war period of educational expansion. Using a Rokkanian theoretical framework, the book argues that school politics can only be understood in light of the cleavages, or political divides, that shape actors' interests, ideologies, and inclinations for who they want to cooperate with - or not. The book analyzes cross-cutting cleavages connected to religion, geography, language, anticommunism, and gender, and demonstrates how Norwegian social democrats and German Christian democrats built successful coalitions by mobilizing support from different social groups. Extensively researched and expansively applicable, this book contributes to the interdisciplinary literature on the politics of education, and to the field of comparative welfare and education regime research. This book is also available Open Access on Cambridge Core.

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