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See detailTrajectories of Development of Modern Schooling— Between the National and the Global
Tröhler, Daniel UL; Lenz, Thomas UL

in Tröhler, Daniel; Lenz, Thomas (Eds.) TRAJECTORIES IN THE DEVELOPMENT OF MODERN SCHOOL SYSTEMS (2015)

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See detailCalling for Sustainability: WWF’s Global Agenda and Educating Swedish Exceptionalism
Ideland, Malin; Tröhler, Daniel UL

in Tröhler, Daniel; Lenz, Thomas (Eds.) Trajectories in the Development of Modern School Systems: Between the National and the Global (2015)

This chapter explores to what extent the global agenda of Education for Sustainable Development (ESD) is an imagined global agenda or, in fact, an extrapolated cultural agenda imposing culturally ... [more ▼]

This chapter explores to what extent the global agenda of Education for Sustainable Development (ESD) is an imagined global agenda or, in fact, an extrapolated cultural agenda imposing culturally-imprinted views of the world as a whole, including the framing of its bearers (the sustainable eco-citizen). Two questions are of interest here: How did environmentalism become simultaneously globalized and educationalized issues? What happens when this practice, justified as a global movement, is translated in a specific national culture? We illustrate this by referring to the example of WWF and WWF teaching materials for ESD that were developed in the specific Swedish context. [less ▲]

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See detailBerufsausbildung in Luxemburg: historische Ursprünge, institutionelle Struktur und aktuelle Herausforderungen
Graf, Lukas UL; Tröhler, Daniel UL

in Lenz, Thomas; Bertemes, Jos (Eds.) Bildungsbericht Luxemburg 2015. Band 2: Analysen und Befunde (2015)

Luxembourg has a well differentiated and highly complex national vocational training system. Like many other countries, Luxembourg has a binary secondary education system, consisting of the largely ... [more ▼]

Luxembourg has a well differentiated and highly complex national vocational training system. Like many other countries, Luxembourg has a binary secondary education system, consisting of the largely institutionally separate areas of classical general education (secondaire générale) and rather more practical vocational training (secondaire technique). In the school year 2012–2013, there were 12,958 pupils enrolled in general secondary education (33%) and 26,627 in technical secondary education (67%). In the Luxembourg vocational education system at least four different qualifications can be distinguished; these are associated with very different possibilities for routes to subsequent education, such as access to higher education or training as a master craftsman. As compared to the other options, the régime technique provides the best opportunity to start university studies or, after one year of vocational training, to begin to train as a master craftsman. Of particular interest at the moment is the 2008 reform of vocational training, which is being implemented in stages between 2010 and 2015 and which is focusing more on skills and work processes, providing a more modular structure to the training and a more systematic combination of on-the-job- and school-based learning phases. International influences on the Luxembourg vocational training system are visible at different levels: first, the Luxembourg system itself contains elements of the dual German system and the more school-orientated and predominantly state-organised French system. Secondly, international cooperation with neighbouring countries – especially cross-border dual training – is essential because of the country's small size and the small number of qualified vocational trainers. Thirdly, the predominantly German-speaking Luxembourg vocational training system faces major challenges because of the high proportion of immigrants. It is clear that the Luxembourg system contains a certain degree of 'mix-and-match' of different elements and educational principles, which contribute to the strong separation between different pathways in secondary education. The vocational and practical training must not be a dead end for academically talented but linguistically disadvantaged pupils with an immigrant background, nor must vocational training be educationally unattractive for practically inclined and talented Luxembourgers for reasons of prestige. In order to formulate appropriate solutions in the context of these inequality-related problems, more international comparative research seems inevitable. An additional area for in-depth analysis is assessing the impact of the reform of 2008 on vocational training. Currently, it is not clear what lies behind a number of potentially problematic developments within the system. For example, there needs to be discussion on whether the modularisation measures have led to an unintended fragmentation of vocational training, which would be contrary to the principles and uniformity of the various professions. In this context, there is also the question of how the number of modules could be reduced. [less ▲]

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See detailJohann Heinrich Pestalozzi: Léonard et Gertrude. Un livre pour le peuple Troisième et quatrième parties
Tröhler, Daniel UL; Soëtard, Michel

Book published by Lep (2015)

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See detailIntroduction Daniel Tröhler: Léonard et Gertrude , 3 e et 4 e parties, 1785 et 1787, Pestalozzi
Tröhler, Daniel UL

in Tröhler, Daniel; Soëtard, Michel (Eds.) Johann Heinrich Pestalozzi. Léonard et Gertrude Un livre pour le peuple Troisième et quatrième parties (2015)

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See detailPeople, Citizens, Nations. Organizing Modern Schooling in Western Europe in the 19th Century: The Cases of Luxembourg and Zurich
Tröhler, Daniel UL

in Tröhler, Daniel; Lenz, Thomas (Eds.) Trajectories in the Development of Modern School Systems: Between the National and the Global. (2015)

Whereas school laws and syllabi are designed to normatively define the ideal of the future citizen, the actual organization of the school shows precisely what it means to be a current citizen of a ... [more ▼]

Whereas school laws and syllabi are designed to normatively define the ideal of the future citizen, the actual organization of the school shows precisely what it means to be a current citizen of a particular nation-state. The thesis of the paper is that within the actual organizations of the school systems we find organizational rules and practices that represent traditions (understood as handed-down cultural models of order or cultural systems of reasoning) that are older than new school laws and syllabi. And when the latter are “imported,” they are always translated into these systems of reasoning. These handed-down systems of reasoning and organizing ensured cultural continuities, allowing the new school systems to be established in the context of nation building. These cultural continuities, expressed foremost in the organizational structures of the school, allowed the new school laws or the syllabi to be successfully implemented in the first place. [less ▲]

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See detailTrajectories in the Development of Modern School Systems: Between the National and the Global.
Tröhler, Daniel UL; Lenz, Thomas UL

Book published by Routledge (2015)

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 ... [more ▼]

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. [less ▲]

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See detailLas personas, los ciudadanos, las naciones. La organisación de la escuela moderna en Europa Occiedental en el siglo xix: los casos de Luxemburgo y Zúrich
Tröhler, Daniel UL

in Tröhler, Daniel; Lenz, Thomas (Eds.) Trayectorias del desarrollo de los sistemas educativos modernos. Entre lo nacional y lo global (2015)

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See detailLa llamada a lo sostenibilidad: la agenda global des WWF y la excepconalidad de la enseñanza en Suecia
Ideland, Malin; Tröhler, Daniel UL

in Tröhler, Daniel; Lenz, Thomas (Eds.) Trayectorias del desarrollo de los sistemas educativos modernos. Entre lo nacional y lo global (2015)

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See detailPestalozzi (Japanese)
Tröhler, Daniel UL

Book published by Toshindo (2015)

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See detailChallenging national boundaries in the history of education. An outline of the journal «Bildungsgeschichte: International Journal for the Historiography of Education» (IJHE)
Fuchs, Eckhardt; Horlacher, Rebekka; Oelkers, Jürgen et al

in History of Education & Children’s Literature (2015), 10(1), 23-27

The journal «Bildungsgeschichte / International Journal for the Historiography of Education» is a bilingual forum (German and English) that aims to provide for, strengthen, and further develop both meta ... [more ▼]

The journal «Bildungsgeschichte / International Journal for the Historiography of Education» is a bilingual forum (German and English) that aims to provide for, strengthen, and further develop both meta-theoretical and specific-topic discussions. At the metatheoretical level, the journal promotes the de-nationalization of research and its central research questions, calls into question both «great theories» of history and epochalizations, and pursues the combination of historical and comparative research approaches in the field of education. At the specific content level, it focuses on the rise and development of the school system; nationalization and internationalization of education policy; history of science, history of education, and history of theory since the Renaissance; and issues in historiography. [less ▲]

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See detailJohann Heinrich Pestalozzi
Tröhler, Daniel UL

in Jugendhilfe (2015), 53(4), 251-256

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See detailTrayectoiria del desarrolleo de la escuela moderna. Entre lo nacional y lo global: introducción
Tröhler, Daniel UL; Lenz, Thomas UL

in Tröhler, Daniel; Lenz, Thomas (Eds.) Trayectorias del desarrollo de los sistemas educativos modernos. Entre lo nacional y lo global (2015)

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See detailSämtliche Briefe an Johann Heinrich Pestalozzi. Band 6
Horlacher, Rebekka; Tröhler, Daniel UL

Book published by NZZLibro (2015)

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See detailCurriculum unter Beschuss? Luxemburger Schulreform im Kontest des Ersten Welkrieges
Schreiber, Catherina UL; Gardin, Matias UL; Tröhler, Daniel UL

in Majerus, Benoît; Roemer, Charles; Thommes, Gianna (Eds.) 1914-1918: Guerre(s) au Luxembourg - Kriege in Luxemburg (2014)

Sowohl die öffentlichen als auch die innerprofessionellen Diskussionen und die sich daraus ergebenden curricularen Verhandlungen belegen, dass die Schulpolitik in Luxemburg während des Ersten Weltkriegs ... [more ▼]

Sowohl die öffentlichen als auch die innerprofessionellen Diskussionen und die sich daraus ergebenden curricularen Verhandlungen belegen, dass die Schulpolitik in Luxemburg während des Ersten Weltkriegs als ein Mittel zur Konstruktion einer neutralen, pazifistischen, alternativen Realität verstanden wurde, mit Hilfe derer soziale Gegebenheiten und aus dem Krieg resultierende Probleme reguliert werden konnten. Dennoch zeigte die Curriculumspolitik der Nachkriegszeit, dass solche optimistischen Konzeptionen auf Dauer nicht beizubehalten waren. [less ▲]

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See detailFrom the Sacred Nation to the Unified Globe: Changing Leitmotifs in Teacher Training in the Western World, 1870–2010
Rohstock, Anne UL; Tröhler, Daniel UL

in Bruno-Jofré, Rosa; Johnston, James Scott (Eds.) Teacher Education in a Transnational World (2014)

The educational turn of the late eighteenth century, nation building of the nineteenth century, and efforts to promote global unity after the two world wars had effects not only on educational ... [more ▼]

The educational turn of the late eighteenth century, nation building of the nineteenth century, and efforts to promote global unity after the two world wars had effects not only on educational organizations, policies, and materials, but also on the manner with which the major actors in the world of education – namely, teachers – were trained. The leitmotifs that emerged in teacher training reflected the major cultural concerns of each era: in the nineteenth century, this was national uniqueness and supremacy; in the postwar period, it was internationalization and global standardization. These leitmotifs were associated with the emergence of particular academic subfields and heavily shaped pedagogical ideals. In the era of nation building, the history of education dominated teacher education. In the context of the Cold War, teacher training was aligned with a new internationalist and scientific paradigm. [less ▲]

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See detailThe construction of society and conceptions of education. Comparative Visions in Germany, France, and the United States Around 1900
Tröhler, Daniel UL

in Popkewitz, Thomas S. (Ed.) The Reason of Schooling: Historicizing Curriculum Studies, Pedagogy, and Teacher Education (2014)

This chapter engages with emergence of the “social” as a distinguishable category and argues that from its very beginning, the “social” bore different meanings according to the different visions of ... [more ▼]

This chapter engages with emergence of the “social” as a distinguishable category and argues that from its very beginning, the “social” bore different meanings according to the different visions of political life: The “social” was obviously culturally biased, but it mostly showed up in a generalized or globalized “theory.” The chapter demonstrates this cultural construction of the “social” with its temptation to globalization, taking the example of the “social question” and the academic reaction toward the “social question,” especially in connection with sociology and the educational sciences, by comparing France, Germany, and the United States. [less ▲]

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See detailChange Management in the Governance of Schooling: The Rise of Experts, Planners, and Statistics in the Early OECD
Tröhler, Daniel UL

in Teachers College Record (2014), 116(9), -

This paper asks how educational accountability could possibly have become a core concept in educational policy within the 10 years after the Sputnik shock. This paper argues that this introduction ... [more ▼]

This paper asks how educational accountability could possibly have become a core concept in educational policy within the 10 years after the Sputnik shock. This paper argues that this introduction included a Second World War and Cold War ideology of problem solving, the faith in experts and some skepticism towards democracy, and a considerable Trust in Numbers (Theodore Porter) combined with a “‘horse race’ mentality.” This article will reconstruct that first part of this transformation after Sputnik, that is, the rise of the new faith in experts, the rise of educational planners, and statistics. The thesis it demonstrates is that this process was possible mainly by a specific rhetoric that was developed as a core means of the change management. This rhetoric was able to level cultural and national differences, and this allowed these new ideals of educational governance to become accepted by the participants and thus to be implemented in their respective places. The example is the period leading up to 1965, when the individual member countries of the Organization for Economic Co-operation and Development (OECD) had to take over the funding of educational programs that had previously been funded by the OECD (and that means it was funded to 50% by the United States). This ideology was transported and disseminated by a specific rhetoric that bypassed politically taboo themes and that covered up the clear strategies of governance. This paved the way for the process of standardization and the implementation of not only a formal adaptation of the organization of education but also, and in particular, specific ways of educational planning, such as statistics, and with them specific ideologies of how society and its citizens should be shaped. Only a few years later on, educational accountability had become a “normal” part in educational policy with a tendency to be treated as fetish. The thesis is demonstrated in five steps. First, the papers sheds some light on the broader ideological context of the early years of the OECD, that is, of its educational commitment as an expression of a highly educationalized Cold War culture. Then it focuses on the specific rhetoric developed in the think tanks and transnational organizations, settled in between science and politics, which includes the exclusion of taboo themes. Next to the analyses of the exclusion practices the rhetoric is identified as disguising, that is, suggesting help and support, but in fact creating coercing realities with hardly any way out. In the fourth step these rhetorical practices are being analyzed in one major project of the early OECD, with six Mediterranean countries at the center, in order to check in the final section the sustainability of the early efforts in educational planning after a fundamental revision of the OECD activities in 1964. [less ▲]

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See detailAccountability – Antecedents, Power, and Processes
Tröhler, Daniel UL; Meyer, Heinz-Dieter

in Teachers College Record (2014), 119(9),

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