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2 results

  • 5 - The Crosscutting Cleavages

  • Katharina Sass, Universitetet i Bergen, Norway
  • Book:
    The Politics of Comprehensive School Reforms
    Published online:
    18 August 2022
    Print publication:
    25 August 2022, pp 150-241
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  • Summary

    As discussed in Chapter 4, Norwegian social democrats and conservative German Christian democrats both managed to decisively shape the outcomes of comprehensive school reform attempts. Chapter 5 explores in more detail how they managed to convince large parts of the population to consent to their education policy agendas and how they successfully forged reform packages that appealed to different groups. To this end, the chapter analyzes five dimensions of education politics, which highly engaged at least some parts of the population: struggles over religion, centralization, language, anti-communism, and gender. It becomes clear that especially the center-periphery and rural-urban cleavages shaped Norwegian school politics during the postwar reform period. For the most part, this facilitated coalitions between the rural periphery and the Labor Party. In North Rhine–Westphalia, the state-church cleavage and the communist-socialist cleavage stood in the way of similar coalitions and instead stabilized the internal cross-interest coalition of the CDU.

  • Mercer's Belles and Sarmiento's Teachers: Female Pedagogues within Two Transcontinental Emigration Projects of the Nineteenth Century

  • Vanessa Fernandez Greene
  • Journal:
    History of Education Quarterly / Volume 62 / Issue 1 / February 2022
    Published online by Cambridge University Press:
    04 February 2022, pp. 38-60
    Print publication:
    February 2022

  • Situating the endeavors of Asa Shinn Mercer and Domingo Faustino Sarmiento within the broader settler colonial histories of the US and Argentina, this study provides two cases in which men representing prominent settler groups in the Americas attempted to regulate via internal educational colonialism populations they considered divergent from the nations’ ideals. Both projects recruited women to serve as civilizing agents who would help align disparate groups with the desired standards of citizenship. The female participants, however, did not blindly conform to their leaders’ expectations of behavior, instead asserting their own will at key points during the projects’ execution. Examining the groups’ dynamics in tandem provides new examples of the gendered processes at play within the settler colonialist structures of two nineteenth-century American countries.