Trajectories in the Development of Modern School Systems: Between the National and the Global, 1st Edition (Hardback) book cover

Trajectories in the Development of Modern School Systems

Between the National and the Global, 1st Edition

Edited by Daniel Tröhler, Thomas Lenz


282 pages | 7 B/W Illus.

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As contemporary education becomes increasingly tied to global economic power, national school systems attempting to influence one another inevitably confront significant tensions caused by differences in heritage, politics, and formal structures. Trajectories in the Development of Modern School Systems provides a comprehensive theoretical and empirical critique of the reform movements that seek to homogenize schooling around the world. Informed by historical and sociological insight into a variety of nations and eras, these in-depth case studies reveal how and why sweeping, convergent reform agendas clash with specific institutional policies, practices, and curricula. Countering current theoretical models which fail to address the potential pressures born from these challenging isomorphic developments, this book illuminates the cultural idiosyncrasies that both produce and problematize global reform efforts and offers a new way of understanding curriculum as a manifestation of national identity.

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Trajectories in the Development of Modern School Systems


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Trajectories in the Development of Modern School Systems

Between the National and the Global

Edited by Daniel Tröhler and Thomas Lenz


First published 2015

by Routledge

711 Third Avenue, New York, NY 10017

and by Routledge

2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN


Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2015 Taylor & Francis

The right of the editor[s] to be identified as the author[s] of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

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PART ONE: The Global and the Local in the History of Education

1. Daniel Tröhler and Thomas Lenz

Trajectories of Development of Modern Schooling – Between the National and the Global (Introduction)

2. Thomas S. Popkewitz, Yanmei Wu, and Catarina Silva Martins

Practical Knowledge and School Reform: The Impracticality of Local Knowledge in Strategies of Change

PART TWO: Fabricating the Nation: National and International Impacts on Schooling in the Long 19th Century

3 Daniel Tröhler

People, Citizens, Nations: Organizing Modern Schooling in Western Europe in the 19th Century. The Cases of Luxembourg and Zurich

4. Ragnhild Barbu

Educating the Catholic Citizen: The Institutionalization of Primary Education in Luxembourg in the 19th century and Beyond

5. Peter Voss

Early School Evaluation and Competency Conflicts Between Primary and Secondary Schools in Luxembourg Around 1850

6. Lukas Boser

Taking the Right Measures: The French Political and Cultural Revolution and the Introduction of New Systems of Measurement in Swiss Schools in the 19th century

7. Thomas Ruoss

Education Statistics, School Reform, and the Development of Administration Bodies: The Example of Zurich Around 1900

8. Michèle Hofmann

From Abstinence to Economic Promotion, or: The International Temperance Movement and the Swiss Schools

PART THREE: The Internationalization of European Schooling in the Cold War

9. Rebekka Horlacher

The Implementation of Programmed Learning in Switzerland

10. Norbert Grube

Global Comparison and National Application: Polls as a Means for Improving Teacher Education and Stabilizing the School System in Cold War Germany

11. Regula Bürgi and Philipp Eigenmann

The National in the Global: Switzerland and the Council of Europe’s Policies on Schooling for Migrant Children in the 1960s

12. Catherina Schreiber

Language Structures in a Multilingual and Multidisciplinary World: The Adaptations of Luxembourgian Language Education within a Cold War Culture

13. Thomas Lenz

Contesting Education: Media Debates and the Public Sphere in Luxembourg

14. Matias Gardin

Globalization in Finnish and West German Educational Rhetoric, 1960-1970

PART FOUR: Recent Developments

15. Malin Ideland and Daniel Tröhler

Calling for Sustainability: WWF’s Global Agenda and Educating Swedish Exceptionalism

16. Jette Schmidt, Peer Daugbjerg, Martin Sillasen, and Paola Valero

From the Literate Citizen to the Qualified Science Worker: Neoliberal Rationality in Danish Science Education Reforms

17. Lukas Graf

The European Educational Model and its Paradoxical Impact at the National Level

18. Viktoria Boretska

Accelerated Westernization in Post-Soviet Russia: Coupling Higher Education and Research

19. Jinting Wu

Contesting Isomorphism and Divergence: Historicizing Chinese Educational Encounter with the ‘West’



About the Editors


Daniel Tröhler is Professor of Education and Director of the Doctoral School in Educational Sciences at the University of Luxembourg and visiting Professor of Comparative Education at the University of Granada, Spain.

Thomas Lenz is a post-doctoral research associate at the Research Unit for Education, Culture, Cognition and Society (ECCS) at the University of Luxembourg. He was a scientific collaborator at the University of Trier, Germany, and has taught courses at Hamline University, USA and at the Babes-Bolyai University, Romania

About the Series

Studies in Curriculum Theory Series

In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.

The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.

Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact

Professor William F. Pinar

Canada Research Chair
University of British Columbia

Faculty of Education

Department of Curriculum Studies

2125 Main Mall

Vancouver, British Columbia V6T 1Z4


EMAIL: [email protected]

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