Nelli Piattoeva

Daniel Tröhler

William F. Pinar

The latest volume in the World Yearbook of Education Series explores the relationship between education and the globally prevalent principle of nationalism. This book identifies the diverse ways in which educational policies, discourses, curricula and pedagogy embed and promote the concept of "the nation" both historically and in the age of globalization. By challenging accounts owed to the discourse of "globalization" which conceal the presence of national epistemologies and interests in education, this book offers important insights into the role of education in making nationalism one of the most enduring and yet easily obscured forces of our time. Organized into four sections, this book looks at the following main issues: Historical (re)production of the nation considers how countries consider and reproduce their national identity and how this is built on their history. Hegemonic aspirations and interventions examines how instruction technologies developed during the Cold War have been propagated and disseminated around the world, how the development of educational policy based on the human capital theory emerged, and analyzes the extent to which tech companies are intent on establishing an imperial order of learning. Imperial policies and resurgences of nationalisms explores how global or imperial policies have been indulged in different parts of the world and how new forms of nationalism have been emerging. Paradoxes, inconsistencies, and a self-reflection focuses on nations acting imperially as sites of domestic injustices, addresses unresolved paradoxes between the global and the national and includes a historically informed critical review of the World Yearbooks of Education. Bringing together the voices of researchers from around the globe, The World Yearbook of Education 2022 is ideal reading for anyone interested in learning how nationalism has affected the expansion of education systems and how its imperial aspirations are currently affecting education policy and practice.

Education, Schooling and the Global Universalization of Nationalism

World Yearbook of Education 2022

Michael Göhlich

Caroline Hopf

Welche Geschichten erzählen uns pädagogische Organisationen, wenn sie auf ihre Innovations- und Anpassungspraxen hin befragt werden? Der Band untersucht das Phänomen der Persistenz, d.h. des Überlebens einer Einrichtung unter sich wandelnden Kontextbedingungen, als organisationales Lernen. Dabei geht es um das Verständnis einzelner realer Einrichtungen, methodologisch also um Fallstudien u.a. an Addams' Hull House, Franckes Anstalten, Montessoris Kinderhaus, Homer Lanes Little Commonwealth, Decrolys Schule.

Pädagogische Organisationen im historischen Kontext. Educational Organizations in their historical Contexts

Persistenz und Verschwinden. Persistence and Disappearance

Rebekka Horlacher

This new volume of letters to Pestalozzi covers the period between 1814 andJuly 1817. It thus encompasses the fall of Napoleon, the Congress of Vienna, and the great European economic crisis of 1816–17. This crisis adversely affected Pestalozzi’s Institute, already suffering from a reduction in enrollment because of public feuding among its employees. The letters also deal with the activities surrounding the solicitation for subscriptions to the complete edition of Pestalozzi’s writings. The astounding success of this publication – over 1,800 subscriptions were obtained following the announcement of its release – reflect Pestalozzi’s European-wide celebrity. His extensive network of contacts included educational reformers, governments, noblemen, and merchants from Russia to Transylvania, London, France, Germany, Switzerland, and as far away as America. The letters from subscribers demonstrate the respect and cult-like veneration bestowed upon Pestalozzi, despite the crisis taking place at his Institute.

1814-Juli 1817

Thomas S. Popkewitz

David F. Labaree

Daniel Tr Hler

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 long nineteenth century.

Comparative Visions

Schooling and the Making of Citizens in the Long Nineteenth Century

Thomas Lenz

As contemporary education becomes increasingly tied to global economic power, national school systems attempting to influence one another inevitably confront significant tensions caused by differences in heritage, politics, and formal structures. Trajectories in the Development of Modern School Systems provides a comprehensive theoretical and empirical critique of the reform movements that seek to homogenize schooling around the world. Informed by historical and sociological insight into a variety of nations and eras, these in-depth case studies reveal how and why sweeping, convergent reform agendas clash with specific institutional policies, practices, and curricula. Countering current theoretical models which fail to address the potential pressures born from these challenging isomorphic developments, this book illuminates the cultural idiosyncrasies that both produce and problematize global reform efforts and offers a new way of understanding curriculum as a manifestation of national identity.

Daniel Tröhler

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