Titlebook: Ideas, Institutions, and the Politics of Schools in Postwar Britain and Germany; Gregory Baldi Book 2022 The Editor(s) (if applicable) and

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Organizing General Education,eral education systems. It also includes an organizational sketch of the selective British tripartite system that was established after the Second World War but was reformed in most of the country in the 1960s and 1970s. The chapter then reviews recent literature on the social, economic, and academi

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Britain III: Comprehensive Change, examines how by the mid-1960s the central government, which included individual members of the Labour Party?who served as mobile carriers of the new discourse’s?ideas, would set into motion a process of institutional transformation in state education in Britain whereby the tripartite system would b

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Germany I: The Reconstruction of General Education,ar dismantling during the Nazi era. It then examines how a discourse coalition led by government advisory groups, conservative politicians, and secondary school professionals that shared many of the British interwar coalition’s beliefs about the biological basis of ability helped bring about the rec

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Germany II: Historical Legacies and Frozen Discourses, during this period?in the FRG just as similar arrangements were being called into question in Britain and other Western European countries. It argues that this continuity was rooted in a “freezing” of the German variant of the fixed-ability discourse that had so influenced the reconstruction of the

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The Contemporary Politics of Schooling,cs associated with the rise of alternative mechanisms of differentiation, such as school choice and the introduction of new school types, as well as the ongoing debates over the place of grammar schools in the British state system. For Germany, the chapter highlights changes in the distribution of s

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Conclusion: The Ideational Logic of Comparative Education,o general questions related to welfare states and institutions raised in the book’s opening chapters. The first asks to what extent leading conceptions of welfare state development and variation apply to the outcomes examined in the book and whether theories—such as those outlined in Chapter .—that