The subject of this analysis is the practice of school closures, since it constitutes a key response to demographic decline and is usually hotly disputed in regional discussions on demographic change. Our research is guided by two questions: How do political and administrative responses to demographic decline emerge? How is the practice of school closure publicly portrayed and discussed in the newspapers? We assume that in democratic welfare regimes, the spatial allocation of school infrastructures is mediated by the use of key administrative indicators allowing the calculation and public deliberation of questions related to education infrastructure policy. However, in transformation societies, a democratic political culture of “governing by numbers” only develops as a result of collective learning processes in which the participants acquire what we refer to as “democratic numeracy”. In the stratified German school system, social prestige is conferred unequally among the different school types, with the grammar school (Gymnasium) being the most prestigious school type. It is therefore likely that the elements of the school system are not affected equally by policy responses to demographic decline and public attention, which results in spatial inequalities. Empirically, the article follows a mixed-methods approach, whilst emphasising a quantitative and qualitative content analysis of school closures in the regional press of Saxony-Anhalt from 1990 to 2014. The results show that, in the transformation process, the relevance of indicator-based governance of the school infrastructure increases both in practice and in discourse. However, as the participants gain in democratic numeracy, the use of numbers becomes politicised. With respect to the pattern of school closures, grammar schools receive a disproportionately large share of public attention. This has a positive effect on their survival chances and diminishes differences in spatial distances between grammar schools and integrated secondary schools.
Crisis-induced refugee migration raises questions of fair responsibility-sharing among political territories. This is relevant for nation states and for subnational territories alike. Theories addressing this problem have mainly been developed with regard to international responsibility-sharing. They assume collective action problems when it comes to organising intergovernmental transfer schemes, something which cannot be easily overcome. It is not well understood how effective transfer schemes can be institutionalised when no hierarchical decision-making is in place. Complementary to that perspective, this paper builds upon constructivist institutional theories that suggest paying more attention to guiding ideas, which can be called upon when intergovernmental transfer schemes are at stake, and to criteria of rationality that can legitimately claim to embody this idea. Legitimate criteria of rationality are typically the result of “investments in form”, i.e. social practices which imbue material objects with certain qualities so that they stand for particular guiding ideas. The article tests this assumption empirically by tracing the institutionalisation process of the Königstein key (Königsteiner Schlüssel) as a dynamic formula for determining state quotas in Germany's refugee federalism. While important precedents of physical intergovernmental responsibility-sharing in refugee matters had already existed in West Germany, their translation to the territorial dispersal of non-German asylum seekers was highly controversial in the 1970s. In this case, resorting to the Königstein key proved to be feasible in part because, by then, the formula had already become a symbol of the idea of federal justice through its use in a variety of different and far less controversial policy fields. However, during the recent wave of refugee immigration it has increasingly become the object of critique.
SummaryCurrent sociological debate on the effects of demographic change on education systems still swings between the extremes of “demography as destiny,” which conceives of demographic change as a phenomenon with immediate impact, and “demography as ideology,” which questions any relevance of demographic factors at all. This article adopts a Durkheimian perspective and checks whether changes in the division of labor moderate the effects of demographic change. This hypothesis is tested by analyzing panel data at the regional level of counties on the differentiation of the German secondary school system for the years 1995-2010. In addition to demography, the effects of path dependency, party politics, and German re-unification are modeled as well. The analysis shows a moderate effect of demographic change on the (de-)differentiation of the German secondary school system.
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