Social Conflict And Educational Change In England And France 1789 1848

This book analyses the processes of educational change in England and France by relating political, social, economic and ideological trends to the changing pattern of educational institutions from the time of the Industrial and French revolutions. The authors first assess the relevance of major sociological theories for the interpretation of the main trends in education in both countries in the first half of the nineteenth century. They then put forward an alternative approach, derived from Weber, which links educational change with social conflict. This theory of domination and assertion of groups competing for control over formal instruction before the emergence of the state system is applied to England and France in this period. The main part of the book is devoted to a more detailed analysis of the competing groups in both countries and of their ideologies which served as blueprints for educational reform.

First published in 1979, this now classic text presents a major study of the development of educational systems, focusing in detail on those of England, Denmark, France, and Russia - chosen because of their present educational differences and the historical diversity of their cultures and social structures. Professor Archer goes on to provide a theoretical framework which accounts for the major characteristics of national education and the principal changes that such systems have undergone. Now with a new introduction, Social Origins of Educational Systems is vital reading for all those interested in the sociology of education. Previously published reviews: 'A large-scale masterly study, this book is the most important contribution to the sociology of education since the second world war as well as being a substantial contribution to the consolidation of sociology itself.' - The Economist 'I cannot improve on her own statement of what she is trying to do: 'The sociological contribution consists in providing a theoretical account of macroscopic patterns of change in terms of the structural and cultural factors which produce and sustain them'...Unquestionably, this book is an impressive work of scholarship, well planned conceptually and uniting its theoretical base with a set of four thoroughly and interestingly researched case-studies of the history of the educational systems of Denmark, England, France and Russia.' - British Journal of the Sociology of Education 'This magnificent treatise seriously explores many of the most recalcitrant questions about institutional systems.' - Journal of Curriculum Studies 'A gargantuan and impressive socio-historical enterprise.' - Encounter '...a major achievement.' - New Society

This book explores the development of education in France and England from the French Revolution to the outbreak of World War II. The author uses social equality as a framework to compare and contrast the educational systems of both countries and to emphasise the distinctive ideological legacies at the heart of both systems. The author analyses how the French Revolution prompted the emergence of an egalitarian ideology in education that in turn was crucial for propagating the values of equality, patriotism and unity. In tandem, the volume discusses the equally dramatic consequences of the Industrial Revolution for English society: while England led the world by 1800 in trade, commerce and industry, a strict form of liberalism and minimal state intervention impeded the reduction of educational inequality. This pioneering book will be of interest to students and scholars of educational equality as well as the history of education in France and England.

Examining the history of access to private education this work sheds light on the interaction of state, society and schooling. Organized historically, much of the analysis concentrates on contemporary political struggles, and evaluates the possibility of a unified educational system.

"A statue of Horace Mann, erected in front of the Boston State House in 1863, declares him the "Father of the American Public School System." For over a century and a half, most narratives about early American education have proceeded as if this epithet were true. It has been etched into the general American consciousness as surely as it has been etched into the stone pedestal on which Mann stands. As Mann looms over the Boston Common, so he has loomed over discussions of early American schooling. The Common School Awakening offers a new narrative about the rise of public schools in America. The story begins before Horace Mann ever entered the scene as the first Secretary of the Massachusetts Board of Education. In the first half of the nineteenth century a broad and distinctly American religious consensus emerged, allowing people from across the religious spectrum to cooperate in systematizing and professionalizing America's schools, all in an effort to Christianize the country. At the height of this movement, several states introduced state-sponsored teacher training colleges and concentrated government oversight of schools in offices such as the one held by Mann. Shortly thereafter, the religious consensus that had served as the foundation for this common school system disintegrated. But the system itself remained, the legacy not just of one man, but of a whole network of reformers who put into motion a transatlantic and transdenominational religious movement - the "Common School Awakening.""--

In this wide-ranging analysis, Marie-Christine Leps traces the production and circulation of knowledge about the criminal in nineteenth-century discourse, and shows how the delineation of deviance served to construct cultural norms. She demonstrates how the apprehension of crime and criminals was an important factor in the establishment of such key institutions as national systems of education, a cheap daily press, and various welfare measures designed to fight the spread of criminality. Leps focuses on three discursive practices: the emergence of criminology, the development of a mass-produced press, and the proliferation of crime fiction, in both England and France. Beginning where Foucault's work Discipline and Punish ends, Leps analyzes intertextual modes of knowledge production and shows how the elaboration of hegemonic truths about the criminal is related to the exercise of power. The scope of her investigation includes scientific treatises such as Criminal Man by Cesare Lombroso and The English Convict by Charles Goring, reports on the Jack the Ripper murders in The Times and Le Petit Parisien, the Sherlock Holmes stories, Stevenson's Strange Case of Dr. Jekyll and Mr. Hyde, and novels by Zola and Bourget.

Based on a unique historical source, this book examines the social origins, career expectations, and first jobs of 28,000 students in the “elitist” French secondary schools of the 1860s. Using sophisticated statistical analysis as well as conventional historical sources, the work concludes that schooling reached a wider audience than has been so far believed and that substantial social mobility occurred within the school system, but that family background, rather than educational factors, directed students’ career aspirations and achievements. It also argues that although education expanded in urban, industrialized areas, mobility did not increase in these areas. A final chapter reconsiders nineteenth–century thought concerning education in the light of findings about the social effects of schools.