Cleavage Structures and School Politics: A Rokkanian Comparative-Historical Analysis

Autor/in	Sass, Katharina
Titel	Cleavage Structures and School Politics: A Rokkanian Comparative-Historical Analysis
Quelle	In: History of Education, 49 (2020) 5, S.636-660 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2020.1747645
Schlagwörter	Comparative Analysis; Educational History; Welfare Services; Social Systems; Comparative Education; Elementary Secondary Education; Educational Change; Politics of Education; State Church Separation; Rural Areas; Urban Areas; Political Influences; Political Attitudes; Language Usage; Norwegian; Religious Factors; Foreign Countries; Cross Cultural Studies; Language Variation; Protestants; Christianity; Germany; Norway + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Fürsorgeeinrichtung; Social system; Soziales System; Vergleichende Erziehungswissenschaft; Bildungsreform; Educational policy; Bildungspolitik; Kirche-Staat-Beziehung; Rural area; Ländlicher Raum; Urban area; Stadtregion; Political influence; Politischer Einfluss; Political attitude; Politische Einstellung; Sprachgebrauch; Norwegisch; Ausland; Cultural comparison; Kulturvergleich; Sprachenvielfalt; Protestantism; Protestantismus; Christentum; Deutschland; Norwegen
Abstract	This paper explores comparatively and historically why Nordic and Continental welfare and education regimes differ in the degree of comprehensiveness of their primary and lower secondary school systems. It analyses how school reforms, reform attempts and coalitions in the post-war decades were shaped by different cleavage structures in Norway and the German federal state of North Rhine-Westphalia. While the class cleavage was most dominant in school politics in both cases, rural-urban, centre-periphery, state-church and communist-socialist cleavages shaped party systems, political alliances and outcomes decisively. In particular, the rural population was integrated into different cross-interest coalitions: in Norway, its political representatives consented to social democratic comprehensive school reforms, while in Germany, they opposed such reforms. This was related to cross-cutting conflicts concerning centralisation and language in the Norwegian case and regarding religion, centralisation and (anti-)communism in the German case. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01