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CHILDREN, FAMILIES, AND STATES

Time Policies of Childcare, Preschool, and Primary Education in Europe

Edited by Karen Hagemann, Konrad H. Jarausch and Cristina Allemann-Ghionda

456 pages, 18 tables, 8 figs, bibliog., index

ISBN  978-0-85745-096-8 $120.00/£75.00 Hb Published (March 2011)

ISBN  978-1-78238-095-5 $34.95/£22.00 Pb Published (December 2013)

eISBN 978-0-85745-097-5 $34.95/£22.00 eBook Published


Hb Pb eBook $34.95
 

"This is a very strong collection of essays by some of the top scholars in the field of European social policy, including both historians and social scientists. The individual chapters are richly detailed, well written, and informative, documenting a wide range of thinking and practices about children, families, and states over more than two centuries.  ·  Sonya Michel, University of Maryland

"[A] very useful collection. The editors have taken an inclusive approach to Europe: chapters cover not only the large countries such as France, Germany, or Britain but also many smaller nations like Switzerland, the Czech Republic, or Hungary. Each of the national case studies provides a concise and well-organized account of historical background and present-day contours of educational time policy.  ·  Ann Taylor Allen, University of Louisville

Due to the demand for flexible working hours and employees who are available around the clock, the time patterns of childcare and schooling have increasingly become a political issue. Comparing the development of different “time policies” of half-day and all-day provisions in a variety of Eastern and Western European countries since the end of World War II, this innovative volume brings together internationally known experts from the fields of comparative education, history, and the social and political sciences, and makes a significant contribution to this new interdisciplinary field of comparative study.

Cristina Allemann-Ghionda is Professor of Comparative Education at the University of Cologne.

Karen Hagemann is James G. Kenan Distinguished Professor of History at the University of North Carolina at Chapel Hill.

Konrad H. Jarausch is Lurcy Professor of European Civilization at the University of North Carolina at Chapel Hill.

Series: Volume 8, Contemporary European History


LC: HQ778.7.E85C57 2011

BL: YK.2011.a.40953

BISAC: HIS010000 HISTORY/Europe/General; EDU000000 EDUCATION/General; SOC032000 SOCIAL SCIENCE/Gender Studies

BIC: HBJD European history; JN Education



Contents

List of Tables, Figures, and Illustrations

Preface  
Cristina Allemann-Ghionda, Karen Hagemann, and Konrad H. Jarausch

Part I: Introduction: Time Policy – A New Approach for the Comparative Analysis of Childcare and Education

Chapter 1. Children, Families, and States: Time Policies of Childcare and Schooling in a Comparative Historical Perspective
Karen Hagemann, Konrad H. Jarausch, and Cristina Allemann-Ghionda

Chapter 2. The Politics of Time: Comparing and Explaining Current Work-Family Policies – Theoretical and Methodological Reflections
Kimberly J. Morgan

Part II: Background and Context: Family Policies in Comparison

Chapter 3. Family Law and Gender Equality: Comparing Family Policies in Postwar Western Europe
Ute Gerhard

Chapter 4. From Equality to Difference? Comparing Gendered Family Policies in Post-1945 Eastern Europe
Jacqueline Heinen

Chapter 5. Family Policies and Birth Rates: Childbearing, Female Work, and the Time Policy of Early Childhood Education in Postwar Europe
Livia Sz. Oláh

Part III:  Case Studies: Time Policies of Childcare, Preschool and Primary Education in Europe

A.  All-Day Childcare and Education Systems in Western Europe

Chapter 6. The Best Interest of the Child: Early Childhood Education in Norway and Sweden since 1945
Tora Korsvold

Chapter 7. The Scandinavian Model: The Time Policy of Primary Education in Twentieth-Century Sweden
Lisbeth Lundahl

Chapter 8. Continuities and Changes – Tensions and Ambiguities: Childcare and Preschool
Policies in France
Jeanne Fagnani

Chapter 9. Contrasting Policies of All-day Education: Primary Schools in France and Italy since 1945
Cristina Allemann-Ghionda

Chapter 10. (Pre)School is not Childcare: Preschool and Primary Education Policies in Spain since the 1930s
Celia Valiente

Chapter 11. From Weak Social Democracy to Hybridized Neo-liberalism: Early Childhood Education in Britain since 1945
Kevin J. Brehony and Kristen D. Nawrotzki

Chapter 12. Gender, Class, and Schooling: Education Policy, School Time, and Labor Market in Post-1945 Britain
Sally Tomlinson

B.  Part-Time Pre- and Primary School Systems with Additional Childcare in West-Central Europe

Chapter 13. A West-German “Sonderweg”? Family, Work, and the Half-Day Time Policy of Childcare and Schooling
Karen Hagemann

Chapter 14. From Part-Time to All-Day? Time Policies in the Swiss Childcare, Pre- and Primary School System since 1945
Claudia Crotti

C.  All-Day Childcare and Part-Time Pre- and Primary School Systems in Eastern Europe

Chapter 15. Beyond Ideology: The Time Policy of Russian School Education since 1945
Anatoli Rakhkochkine

Chapter 16. Economy and Politics:  The Time Policy of the East German Childcare and Primary School System
Monika Mattes

Chapter 17. Tradition Matters: Childcare, Preschool and Primary Education in Modern Hungary
Dorottya Szikra

Chapter 18. Female Employment, Population Policy, and Childcare: Early Childhood Education in Post-1945 Czech Society
Hana Hašková

Notes on Contributors
Index

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