Social Equality in Education (eBook, PDF) - Doyle, Ann Margaret
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This book explores the development of education in France and England from the French Revolution to the outbreak of World War II. The author uses social equality as a framework to compare and contrast the educational systems of both countries and to emphasise the distinctive ideological legacies at the heart of both systems. The author analyses how the French Revolution prompted the emergence of an egalitarian ideology in education that in turn was crucial for propagating the values of equality, patriotism and unity. In tandem, the volume discusses the equally dramatic consequences of the…mehr

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Produktbeschreibung
This book explores the development of education in France and England from the French Revolution to the outbreak of World War II. The author uses social equality as a framework to compare and contrast the educational systems of both countries and to emphasise the distinctive ideological legacies at the heart of both systems. The author analyses how the French Revolution prompted the emergence of an egalitarian ideology in education that in turn was crucial for propagating the values of equality, patriotism and unity. In tandem, the volume discusses the equally dramatic consequences of the Industrial Revolution for English society: while England led the world by 1800 in trade, commerce and industry, a strict form of liberalism and minimal state intervention impeded the reduction of educational inequality. This pioneering book will be of interest to students and scholars of educational equality as well as the history of education in France and England.
Autorenporträt
Ann Margaret Doyle is Honorary Research Associate at the Institute of Education, University College London, UK. Her research specialises in comparative historical sociology, and she has published widely on this topic.
Rezensionen
"Ann Margaret Doyle's book offers a timely and original contribution to the understanding of the relationship between (in)equality and education in France and England. The book is a very fine example of the potential of comparative historical sociology." (Vincent Carpentier, London Review of Education, Vol. 18 (2), 2020)
"The book provides a thorough comparison of the two cases, contrasting developments in distinct historical periods and capturing their specificities relative to each other, rather than simply re-narrating the modern history of education in succession for the two countries. ... this is a well-researched book presenting interesting material and important insights for both scholars and policymakers." (Kaspar Burger, History of Education, August 22, 2019)