Schooling and the Making of Citizens in the Long Nineteenth Century: Comparative Visions(Routledge Research in Education)

About the Book

This book is a comparative history that explores the social, cultural, and political formation of the modern nation through the construction of public schooling. It asks how modern school systems arose in a variety of different republics and non-republics across four continents during the period from the late eighteenth century to the early twentieth century. The authors begin with the republican preoccupation with civic virtue -- the need to overcome self-interest in order to take up the common interest -- which requires a form of education that can produce individuals who are capable of self-guided rational action for the public good. They then ask how these educational preoccupations led to the emergence of modern school systems in a disparate array of national contexts, even those that were not republican. By examining historical changes in republicanism across time and space, the authors explore central epistemologies that connect the modern individual to community and citizenship through the medium of schooling. Ideas of the individual were reformulated in the nineteenth century in reaction to new ideas about justice, social order, and progress, and the organization and pedagogy of the school turned these changes into a way to transform the self into the citizen.

Table of Contents:

1. Introduction: Children, Citizens, and Promised Lands: Comparative History of Political Cultures and Schooling in the Long 19th Century Daniel Tröhler, Thomas S. Popkewitz and David F. Labaree Christian Souls, Enlightenment Ideals, and Pedagogical Forms 2. New Wine into Old Bottles: Luther’s Table of Duties as a Vehicle of Changing Civic Virtues in 18th and 19th Century Sweden Daniel Lindmark 3. From Imaginations to Realities: The Transformation of Enlightenment Pedagogical Illusions of the Dutch Republic into Late 19th Century Realities of the Dutch Monarchy Jeroen J.H. Dekker 4. Republican Deliveries for the Modernization of Secondary Education in Portugal in the 19th Century: From Alexandre Herculano, Ramalho Ortigão and Bernardino Machado to Jaime Moniz Jorge Ramos do Ó 5. Republicanism and Education from Enlightenment to Liberalism: Discourses and Realities in the Education of the Citizen in Spain Antonio Viñao 6. Republicanism, National Identity and the Scottish Enlightenment David Hamilton Organizing Schooling as Rationalizing Moral Codes 7. Republicanism "Out-of-Place": Readings on the Circulation of Republicanism in Education in 19th-Century Argentina Inés Dussel 8. Classical Republicanism, Local Democracy, and Education: The Emergence of the Public School of the Republic of Zurich 1770-1870 Daniel Tröhler 9. Citizens and Consumers: Changing Visions of Virtue and Opportunity in U.S. Education, 1841-1954 David F. Labaree 10. France – Schools in Defense of Modern Democracy: Tradition and Change in French Educational Republicanism from Condorcet to Quinet and Ferry Fritz Osterwalder Curriculum, Science and the Fabrication of the Virtuous Citizen 11. From Virtue as the Pursuit of Happiness to Pursuing the Unvirtuous: Republicanism, Cosmopolitanism, and Reform Protestantism in American Progressive Education Thomas S. Popkewitz 12. Literacy, Nation, Schooling: Reading (in) Australia Bill Green and Phillip Cormack 13. Historia Magistra Civis: Citizenship Education and Notions of Republicanism in Dutch History Textbooks Around 1800 Willeke Los 14. The Masters of Republicanism? Teachers and Schools in Rural and Urban Zurich in the Eighteenth and the Long Nineteenth Century Andrea De Vincenti and Norbert Grube

About the Author :
Daniel Trohler is Professor at the Faculty for Language and Literature, Humanities, Arts and Education at the University of Luxembourg. He is editor and annotator of the critical edition of the complete letters written to Pestalozzi, chief editor of the journal Zeitschrift fur padagogische Historiographie [Journal of the Historiography of Education]. His research interests include the analysis of educational and political languages, republicanism, pragmatism, and methodological problems of historiography. Thomas S. Popkewitz is Professor and former Chair in the Department of Curriculum and Instruction, The University of Wisconsin-Madison, USA. His studies in the US and comparatively are concerned with the systems of reason that govern educational reforms and research in teaching, teacher education and the sciences of education. David F. Labaree is a professor and associate dean for student affairs in the Stanford University School of Education (USA). His research focuses on the history of American education. He was president of the History of Education Society (USA) in 2004-2005 and vice president for Division F (history of education) of the American Educational Research Association (2003-06). His books include: The Making of an American High School (1988), How to Succeed in School Without Really Learning (1997), and The Trouble with Ed Schools (2003).