The Politicization of Education Movements in 19th Century

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We are happy to share the abstracts for the conference What citizenship education for what democracy? Transnational Perspectives from the 19th to the 21st Century.

Under the Cover of Education? The Politicization of Education Movements in Nineteenth-century Germany, Britain and the Netherlands

Anne Heyer

In April 1872 the Dutch Protestant minister Abraham Kuyper demanded that the municipality of Amsterdam established a new school. As Kuyper wrote in his newspaper De Standaard, the religious authorities of the Dutch Reformed Church had given their approval, and the municipality had to take the next steps: ‘[w]e have good courage, that the municipality will not stay behind, but will haste to bring together the funds necessary for the construction of the schools.’1 Despite the politeness in the quote, Kuyper informed his readers, in an alarming tone, that only one tenth of the children of the city was attending schools. This concern for education was typical for nineteenth-century Europe.

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  1. “Binnenland,” De Standaard, April 22, 1872, 2, Delpher. [↩]

Transnational Democratic Education. A European Perspective

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We are happy to share the abstracts for the conference What citizenship education for what democracy? Transnational Perspectives from the 19th to the 21st Century.

Transnational Democratic Education. A European Perspective

Johannes Drerup

The assumption that many of the most pressing contemporary ecological, cultural and political challenges are rooted in genuinely global processes and constellations and therefore cannot be adequately dealt with in a national framework is a recurrent theme in contemporary controversies about transnational conceptions of democratic education. The attempt to develop transnational conceptions of education in and for liberal democracy is, among others, justified by the current almost worldwide success of authoritarian right-wing movements and parties (which is often interpreted as a collateral damage of economic processes of globalization) and the domestic bias of traditional conceptions of democratic education that primarily tend to focus on the nation state as an educational and political framework of reference. 

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Transfer, Crisis and the Conceptual History of Civic Education in the Netherlands, 1945-2019

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We are happy to share the abstracts for the conference What citizenship education for what democracy? Transnational Perspectives from the 19th to the 21st Century.

Transfer, Crisis and the Conceptual History of Civic Education in the Netherlands, 1945-2019

Wim de Jong

This paper analyses the development of civic education in the Netherlands from the perspective of conceptual history. Activities aimed at fostering the democratic competence and personality of citizens have been very diversely described in various national contexts: from instruction civique to education civique, staatsbürgerliche Erziehung to Politische Bildung, civic or social or citizenship education. Used interchangeably, nonetheless this paper argues that there are underlying reasons for shifts in dominance of varying designations, which root in the development of both political and educational debates. Transnational transfer is highly important in these shifts, and shifting uses of a certain term are linked to social and political developments.

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Konzepte politischer Bildung im europäischen Bürgertum, 1870–1920

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Lebensmodelle der Balance. Voraussetzungen und Implikationen von Konzepten politischer Bildung im europäischen Bürgertum zwischen 1870 und 1920

We are happy to share the abstracts for the conference What citizenship education for what democracy? Transnational Perspectives from the 19th to the 21st Century.

Carola Groppe

Die europäischen Gesellschaften waren am Übergang vom 19. zum 20. Jahrhundert von massiven politischen, sozialen, kulturellen und wirtschaftlichen Umbrüchen geprägt. In dieser ersten Epoche einer ökonomischen, aber auch lebensweltlichen Globalisierung (international steigende Mobilität, wachsende Wahrnehmung des Auslands über die Medien, Arbeitsmigration usw.) waren die europäischen Gesellschaften auch mit sozial mobilen Mittelschichten und mit einer quantitativ wachsenden Arbeiterschaft konfrontiert.

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L’éducation des filles à la citoyenneté en Suisse romande (1815-1860)

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Nous publions sur ce blog les abstracts des interventions à la conférence Quelle éducation à la citoyenneté pour quelle démocratie? Perspectives transnationales du XIXe au XXIe siècle.

« Apprenez donc aux garçons à coudre » ! L’éducation des filles à la citoyenneté en Suisse romande, des représentations aux pratiques (1815-1860)

Nathalie Dahn-Singh

Dès les années 1820, munies d’une foi à toute épreuve en la compétence éducative de l’État, les élites politiques libérales puis radicales de plusieurs cantons suisses font la promotion de l’éducation du « peuple » à la citoyenneté au nom de la souveraineté populaire nouvellement acquise. Or, si les femmes se voient progressivement cantonner à la sphère privée et refuser l’accès aux droits politiques en Suisse – et ce jusqu’au dernier tiers du XXe siècle –, bien des manuels scolaires et des discours mettent en avant leur influence sur les mœurs de la nation à titre de mères, épouses et même institutrices. L’éducation civique scolaire introduite dans plusieurs cantons dès la Régénération (1830-1831) s’adresse ainsi aux garçons comme aux filles des classes populaires.

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