Historical perspectives and contemporary challenges to education (Bildung) and citizenry in the modern nation state. Comparative perspectives on Germany and the USA.

Autor/inn/en	Ylimaki, Rose M.; Wilmers, Annika
Titel	Historical perspectives and contemporary challenges to education (Bildung) and citizenry in the modern nation state. Comparative perspectives on Germany and the USA.
Quelle	In: European educational research journal, 20 (2021) 3, S. 257-277Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/14749041211004659 10.25656/01:25463
URN	urn:nbn:de:0111-pedocs-254636
Schlagwörter	Staatsbürgerliche Erziehung; Bildungsgeschichte; Bildungspolitik; Bildungsreform; Deutschland; Diskurs; Grundschule; Internationale Organisation; Bildungsstandards; Bildungssystem; Bildungssystem; USA; Bildungspolitik; Bildungsreform; Öffentliche Schule; Internationaler Vergleich; Schulorganisation; Diskursanalyse; Schulsystem; Gegliedertes Schulsystem; Öffentliche Schule; Schulorganisation; Schulform; Grundschule; Sekundarbereich; Diskursanalyse; Geschichte (Histor); Internationale Zusammenarbeit; Internationaler Vergleich; Diskurs; Einflussfaktor; Internationale Organisation; Deutschland; USA
Abstract	In this article, we provide a comparative analysis of public education in Germany and the US, focusing on historical and contemporary challenges to education, Bildung, and citizenry in the modern nation state. In particular, we examine relations among nation building processes and education, transnational discourses, mutual influences, and relations regarding public education over time, and identity building and citizenship within and between federal, nation state and international levels. Comparative methods are utilized to examine policy documents as well as the literature, looking for similarities and differences among key concepts and discourses. The article concludes by pointing out that a number of contemporary developments bringing public education to a crossroads today are not entirely new and that foundations of education theory are still relevant. At the same time, we suggest new cross-national dialogues regarding the challenges bringing public education to the crossroads today. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4