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.257-277 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilmers, Annika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/14749041211004659
Schlagwörter	Barriers; Comparative Education; Public Education; Nationalism; Educational Philosophy; Self Concept; Educational Policy; Citizenship; Foreign Countries; Educational History; Diversity; Citizenship Education; Cultural Context; Germany; United States + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Öffentliche Erziehung; Nationalismus; Bildungsphilosophie; Erziehungsphilosophie; Selbstkonzept; Politics of education; Bildungspolitik; Staatsbürgerschaft; Ausland; History of education; Bildungsgeschichte; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01