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Contents

Published online by Cambridge University Press:  18 August 2022

Katharina Sass
Katharina Sass
Affiliation:
Universitetet i Bergen, Norway

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The Politics of Comprehensive School Reforms
Cleavages and Coalitions
 , pp. v - vii
Publisher: Cambridge University Press
Print publication year: 2022
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This content is Open Access and distributed under the terms of the Creative Commons Attribution licence CC-BY-NC-ND 4.0 https://creativecommons.org/cclicenses/

Contents

  1. List of Figures

  2. List of Tables

  3. Acknowledgments

  4. 1Introduction

    1. The Literature

    2. Theoretical Framework

      1. Power Resources Theory

      2. Rokkanian Cleavage Theory

      3. The Politics of Comprehensive School Reforms: Reflections and Expectations

    3. The Argument and Structure of This Book

    4. A Note on the Book’s History, Methodology, and Case Selection

  5. 2Back to the Roots

    1. Schooling in Norway up to the 1950s

      1. The Formation of the Norwegian State and Education System

      2. The School As a Nation-Building Institution

      3. Educational Expansion and the First Comprehensive School Reforms

      4. The Introduction of the Seven-Year Comprehensive School

      5. The Reform Movement of the 1920s and 1930s

      6. Warming Up for New Reforms: The 1940s and Early 1950s

    2. Schooling in Prussia/North Rhine–Westphalia up to the 1950s

      1. Prussian State-Building and the Education System

      2. State-Church Conflicts in Prussian Education Politics

      3. Educational Expansion: Liberal and Social-Democratic Demands

      4. Reform Struggles during the Weimar Republic

      5. Nazi Politics of Educational Restriction

      6. Restoration or Reform? The Late 1940s and 1950s

    3. Comparison: Setting the Scene for the Postwar Reform Period

  6. 3Political Playing Fields: Actors’ Power Resources and Social Base

    1. The Norwegian Playing Field

      1. Political Parties

      2. Teachers’ Organizations

      3. Other Actors

    2. The German Playing Field

      1. Political Parties

      2. Teachers’ Organizations

      3. Other Actors

    3. Comparison: Playing Fields in Postwar Education Politics

  7. 4The Class Cleavage: Struggles over Comprehensive Schooling

    1. The Norwegian Youth School Reform

      1. Experiments with the First Youth Schools and Nine-Year Obligatory Schooling

      2. Experiments with Reduced Organizational Differentiation

      3. The Regularization of the Youth School

      4. The Grading Debate

      5. The Final Debate on Differentiation

    2. Comprehensive School Reforms in North Rhine–Westphalia

      1. Early Debates on Comprehensive and Nine-Year Obligatory Schooling

      2. The Introduction of the Integrated Comprehensive School

      3. Reforms Suggested by the Christian Democratic Union

      4. Continued Struggles over the Integrated Comprehensive School

      5. The Failed Introduction of the Cooperative School

    3. Comparison: The Class Cleavage in Postwar Education Politics

  8. 5The Crosscutting Cleavages: Struggles over Religion, Centralization, Language, Anti-communism, and Gender

    1. Struggles over Religion

      1. The Norwegian Debate about Christian Education and Christian Private Schools

      2. The Debate on Denominational Schooling and Private Schools in North Rhine–Westphalia

    2. Struggles over Centralization

      1. The Centralization Debate in Norway

      2. Debates about Rural Schooling and Centralization in North Rhine–Westphalia

    3. The Norwegian Language Struggle in Education Politics

    4. German Anti-communism in Education Politics

    5. Struggles over Gender

      1. Norwegian Debates on Gender Roles, Girls’ Education, and Homemaking Education

      2. Debates on Gender Roles, Girls’ Education, and Coeducation in North Rhine–Westphalia

    6. Comparison: The Significance of Crosscutting Cleavages

  9. 6Conclusion

    1. Cleavage Structures and Education Politics in Norway and Germany

    2. Implications for Comparative Welfare State and Education Regime Research

    3. Open Questions

    4. The Politics of Schooling Today: Is the Rokkanian Perspective Still Relevant?

  10. Annex

    1. Documents Published by the Norwegian Parliament and Its Committees

    2. Documents Published by the North Rhine–Westphalia Parliament and Its Committees

    3. Manifestos of Norwegian Parties

    4. Manifestos of German Parties

    5. Expert Interviews: Biographical Introductions

  11. References

  12. Index

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  • Contents
  • Katharina Sass, Universitetet i Bergen, Norway
  • Book: The Politics of Comprehensive School Reforms
  • Online publication: 18 August 2022
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  • Contents
  • Katharina Sass, Universitetet i Bergen, Norway
  • Book: The Politics of Comprehensive School Reforms
  • Online publication: 18 August 2022
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Contents
  • Katharina Sass, Universitetet i Bergen, Norway
  • Book: The Politics of Comprehensive School Reforms
  • Online publication: 18 August 2022
Available formats
×