All modern nations rely on a fundamental human need of belonging to capture citizens’ allegiance, and they do so largely through the agency of schools. States pursue this goal in ways congenial to the political culture: authoritarian nations will normally have authoritarian schools, and democratic ones will have democratic schools. Yet governments vary in their willingness and ability to enjoin schools in pursuit of their goals. And, they vary in their ability to define clearly the school’s function, in furnishing school people with a secure road map in pursuing democracy. Even when objectives are expressed clearly, conditions are not always conducive to carrying them out, and the very condition of social change – when overarching goals are being reset and are therefore plausibly obscure to everyday citizens – may hinder schools in their role as instrument of democratization. This book, the second of a two-volume set, addresses issues of democratization by viewing the place of education in government designs for dealing with change, especially in terms of the character of the society being governed: its quest for a national identity, its ethnic composition, its religion(s), and its empowerment of women.
Frankfurt/M., Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2000. VIII, 416 pp., num. tab. and graph.
Contents: Erwin H. Epstein: Filtering Democratization Through Schools: The Ignored Paradox of Compulsory Education – Douglas
E. Foley: Rethinking School Ethnographies of Colonial Settings: A Performance Perspective of Reproduction and Resistance –
Heinrich Mintrop: Teachers and Changing Authority Patterns in Eastern German Schools – Judith Torney-Purta/John Schwille:
Civic Values Learned in School: Policy and Practice in Industrialized Nations – Kazimierz M. Slomczynski/Goldie Shabad: Continuity
and Change in Political Socialization in Poland – Elaine Gerbert: Lessons from the Kokugo (National Language) Readers
– Patricia Petherbridge-Hernandez/Rosalind Latiner Raby: Twentieth Century Transformations in Catalonia and the Ukraine: Ethnic
Implications in Education - Erwin H. Epstein: Peasant Consciousness under Peruvian Military Rule – Anthea Taylor: Democracy:
Assimilation or Emancipation for Aboriginal Australians? – Dana L. Simel: Exclusionary Christian Civil Religion for Jewish
and Islamic Students in Bavarian Schools – Sandra M. Stewart: Nationalist Educational Reforms and Religious Schools in Trinidad
– Claudine Michel: Of Worlds Seen and Unseen: The Educational Character of Haitian Vodou – Nelly Stromquist: Gender Delusions
and Exclusions in the Democratization of Schooling in Latin America – Ji-Sun Chung: Women’s Unequal Access to Education in
South Korea – Jean Davison/Martin Kanyuka: Girls’ Participation in Basic Education in Southern Malawi.