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Author:   Daniel Tröhler ,  Thomas S. Popkewitz ,  David F. Labaree (Stanford University, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Volume:   57
Dimensions:   Width: 15.20cm , Height: 2.30cm , Length: 22.90cm
Weight:   0.770kg
ISBN:  

9780415889001

ISBN 10:   0415889006
Pages:   328
Publication Date:   22 March 2011
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"1. Introduction: Children, Citizens, and Promised Lands: Comparative History of Political Cultures and Schooling in the Long 19th Century Daniel Tröhler, Thomas S. Popkewitz and David F. Labaree Christian Souls, Enlightenment Ideals, and Pedagogical Forms 2. New Wine into Old Bottles: Luther’s Table of Duties as a Vehicle of Changing Civic Virtues in 18th and 19th Century Sweden Daniel Lindmark 3. From Imaginations to Realities: The Transformation of Enlightenment Pedagogical Illusions of the Dutch Republic into Late 19th Century Realities of the Dutch Monarchy Jeroen J.H. Dekker 4. Republican Deliveries for the Modernization of Secondary Education in Portugal in the 19th Century: From Alexandre Herculano, Ramalho Ortigão and Bernardino Machado to Jaime Moniz Jorge Ramos do Ó 5. Republicanism and Education from Enlightenment to Liberalism: Discourses and Realities in the Education of the Citizen in Spain Antonio Viñao 6. Republicanism, National Identity and the Scottish Enlightenment David Hamilton Organizing Schooling as Rationalizing Moral Codes 7. Republicanism ""Out-of-Place"": Readings on the Circulation of Republicanism in Education in 19th-Century Argentina Inés Dussel 8. Classical Republicanism, Local Democracy, and Education: The Emergence of the Public School of the Republic of Zurich 1770-1870 Daniel Tröhler 9. Citizens and Consumers: Changing Visions of Virtue and Opportunity in U.S. Education, 1841-1954 David F. Labaree 10. France – Schools in Defense of Modern Democracy: Tradition and Change in French Educational Republicanism from Condorcet to Quinet and Ferry Fritz Osterwalder Curriculum, Science and the Fabrication of the Virtuous Citizen 11. From Virtue as the Pursuit of Happiness to Pursuing the Unvirtuous: Republicanism, Cosmopolitanism, and Reform Protestantism in American Progressive Education Thomas S. Popkewitz 12. Literacy, Nation, Schooling: Reading (in) Australia Bill Green and Phillip Cormack 13. Historia Magistra Civis: Citizenship Education and Notions of Republicanism in Dutch History Textbooks Around 1800 Willeke Los 14. The Masters of Republicanism? Teachers and Schools in Rural and Urban Zurich in the Eighteenth and the Long Nineteenth Century Andrea De Vincenti and Norbert Grube"

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Author Information

Daniel Trohler is Professor at the Faculty for Language and Literature, Humanities, Arts and Education at the University of Luxembourg. He is editor and annotator of the critical edition of the complete letters written to Pestalozzi, chief editor of the journal Zeitschrift fur padagogische Historiographie [Journal of the Historiography of Education]. His research interests include the analysis of educational and political languages, republicanism, pragmatism, and methodological problems of historiography. Thomas S. Popkewitz is Professor and former Chair in the Department of Curriculum and Instruction, The University of Wisconsin-Madison, USA. His studies in the US and comparatively are concerned with the systems of reason that govern educational reforms and research in teaching, teacher education and the sciences of education. David F. Labaree is a professor and associate dean for student affairs in the Stanford University School of Education (USA). His research focuses on the history of American education. He was president of the History of Education Society (USA) in 2004-2005 and vice president for Division F (history of education) of the American Educational Research Association (2003-06). His books include: The Making of an American High School (1988), How to Succeed in School Without Really Learning (1997), and The Trouble with Ed Schools (2003).

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