Literaturnachweis - Detailanzeige
| Autor/inn/en | Sturm, Johan; u.a. |
|---|---|
| Titel | Educational pluralism - a historical study of so-called 'pillarization' in the Netherlands, including a comparison with some developments in South African education. |
| Quelle | In: Comparative education, 34 (1998) 3, S. 281-297Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 64 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| Schlagwörter | Erziehung; Apartheid; Erziehung; Kirche; Niederlande; Pluralismus; Schüler; Schule; Schulpolitik; Schulpolitik; Öffentliche Schule; Internationaler Vergleich; Privatschule; Minderheit; Schule; Schulsystem; Öffentliche Schule; Privatschule; Konfessionsschule; Schüler; Geschichte (Histor); Apartheid; Pluralismus; Segregation; Kirche; Internationaler Vergleich; Minderheit; Niederlande; Südafrika (Staat) |
| Abstract | Recently, modern democratic governments have been facing religious and other minotities demanding state funding of separate schools. A system of completely equal treatment of both state and denominational schools has existed in the Netherlands since 1920 and is firmly rooted in the Dutch history of the previous centuries. It may be of interest to know how this pluralistic system of 'pillars' - as it has been called in Dutch historiography - came into being and how it has functioned ever since..... This paper describes the historical roots of the Dutch pillarized educational system, ... on the basis of different religious or philosophical views. In the process of pillarization a crucial part was played by Dutch protestants. With South Africa being heavily influenced by these protestants and South African educational history running partly parallel to Dutch educational history during the 19th century, it seems worthwhile to examine why pillarisation did not occur in the southern hemisphere. ... The present revolutionary changes in South Africa, ... seem to entail some new interesting parallels between the educational situations in both countries. To substantiate this, the paper highlights some relevant features of 20th century South African educational developments, before analysing the present Dutch situation and giving the reasons for the permanent strength of the pillars. Not only are the old pillars still standing firmly, but new minorities of immigrants have also discovered the uses of the system of pillarization for identity-building and cultural emancipation. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2000_(CD) |
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