Women Educators in the Progressive Era

Durst, Anne

doi:10.1057/9780230109957

Cited by 21 publications

(4 citation statements)

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“…That article has been interpreted to guarantee the school as an organized institution with a minimum duration that conveys certain learning and educational goals in a variety of subjects, 59 but does not guarantee an individual's right to education. When the Basic Law was adopted in 1949, it was agreed that education, although supervised by the national government, would fall within the competencies of the individual German states, 60 unlike under the Weimar Constitution of 1919. The Basic Law does not specify how the individual German states have to implement the responsibility of the states concerning education.…”

Section: German Constitutionmentioning

confidence: 99%

A Comparative Analysis of Child Right to Education in India, Germany, and the United State of America

Wasiq

2022

SSRN Journal

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Section: German Constitutionmentioning

confidence: 99%

A Comparative Analysis of Child Right to Education in India, Germany, and the United State of America

Wasiq

2022

SSRN Journal

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“…There was no mention of God, the Bible, or sacred events. As Ellis explains, "Webster began to construct a secular 60 MacDonald, Victoria (2004). Latino Education in the United States: A Narrated History from 1513-2000.…”

Section: Textbooksmentioning

confidence: 99%

A Comparative Analysis of Child Right to Education in Germany, and the United State of America

Wasiq

2021

SSRN Journal

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“…Mothers could no longer enroll their children in a day nursery simply because they were employed; eventually, the day nurseries' focus changed to offer 'casework' services for particularly deficient families. 67 Thus in particular during the early post-war period, day nurseries became marginal institutions for marginal families again, poorly accepted and stigmatized as "necessary evils." 68…”

Section: The Day Nursery Movement During the Progressive Eramentioning

confidence: 99%

A Social History of Ideas Pertaining to Childcare in France and in the United States

Burger

2012

Journal of Social History

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To link to this article: http://jsh.oxfordjournals.org/content/45/4/1005 A Social History of Ideas Pertaining to Childcare in France and in the United StatesChildcare institutions have developed within social, cultural, and political contexts. Their historical trajectories are linked with nation-specific societal and political discourses. Thereby, prevailing ideas about childcare and child-rearing are underpinned by theories and beliefs about parenting, the role of women in raising children, and the duties and functions of families and the nation state. Although the developments of institutional childcare and ideas pertaining thereto in France and the United States show remarkable parallels, the two countries differ in respect to their childcare approaches. Today, different rates of enrollment in childcare facilities suggest that historically institutional childcare might have been embedded more deeply in the French than in the American society. Currently, 43 percent of children less than three years old are enrolled in France whereas 31 percent are enrolled in the United States. 1 Moreover, while parents in France cover 27 percent of the costs of institutional childcare for children up to three years, parents in the United States pay 60 percent of these costs on average. 2 In view of this discrepancy in the use and funding of institutional childcare, it is important to study both the societal conditions within which childcare facilities have developed and the evolution of theoretical concepts underlying childcare in both countries.This study outlines relationships between societal contexts and major historical developments in two corresponding daycare facilities, the French crèche and the American day nursery, summarizing paramount processes in the evolution of these facilities and accompanying conceptual ideas that substantiated their existence. By enlightening discursive paradigms about childcare since the inception of the first formal daycare facilities, the study seeks to contribute to the understanding of current approaches in and societal attitudes toward institutional childcare in France and in the United States.The analysis draws on a comparative-historical approach. 3 It reviews primary sources of founders of childcare institutions, educational theorists, and administrative authorities as well as secondary sources from historical and social science research. The historic-pedagogical investigation thereby contrasts discursive and political frameworks within which French and American childcare institutions have been shaped. A Brief Comparison of France and the U.S. TodayToday, both France and the U.S. are industrial states with a high gross domestic product per capita in international comparison ($27,200 and $36,700, respectively), a relatively comparable fertility rate (1.89 and 2.07, respectively), and a similar labor force participation (63.7% in France, 23.6% of whom are in part-time employment; and 69.8% in the U.S., 18.8% of whom in part-time employment). The labor force participation of women with ...

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Women Educators in the Progressive Era

Cited by 21 publications

References 0 publications

A Comparative Analysis of Child Right to Education in India, Germany, and the United State of America

A Comparative Analysis of Child Right to Education in India, Germany, and the United State of America

A Comparative Analysis of Child Right to Education in Germany, and the United State of America

A Social History of Ideas Pertaining to Childcare in France and in the United States

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