2019, Westberg, Johannes, Boser Hofmann, Lukas, Brühwiler, Ingrid, Westberg, Johannes, Boser Hofmann, Lukas, Brühwiler, Ingrid

2019, Viehhauser, Martin, Westberg, Johannes, Boser Hofmann, Lukas, Brühwiler, Ingrid

This chapter focuses on the school act General School Ordinance (Allgemeine Schulordnung) enacted by Austrian Empress Maria Theresa in 1774 and formulated by Johann Ignaz Felbiger. The main objective is to contextualize the school act with respect to the politics and institutional reforms of the Habsburg Monarchy in the eighteenth century. That period, characterized by enlightened absolutism, fostered a public sphere by creating bureaucratic structures and by defining new areas of public interest, including the school system, that Maria Theresa emphatically declared a matter of political concern. From this perspective, schooling appears to be a means of establishing a supranational political sphere for the territories of the Habsburg Monarchy, which became known as Monarchia Austriaca.

2019, Boser Hofmann, Lukas, Hofmann, Michèle, Brühwiler, Ingrid, Westberg, Johannes, Boser Hofmann, Lukas, Brühwiler, Ingrid

In this chapter, the authors raise the question of what makes the Swiss case worth presenting to an international audience. They argue that Switzerland is an interesting case because Swiss formal education lacks much of the structural systematization a system of mass schooling is expected to have. A close examination of the formal schooling in Switzerland reveals that every canton is given the autonomy to organize primary and most of secondary education. School structures and school legislation are mainly cantonal affairs, not guided by centralized agency or national body of law. However, given that similarities undoubtedly exist between those cantonal school systems, it is important to examine how those similarities came into being, as it is likely that the cantons are not as independent in their decision-making as it might appear at a first glance.

2019, Westberg, Johannes, Boser Hofmann, Lukas, Brühwiler, Ingrid

This book examines school acts in the long nineteenth century, traditionally considered as milestones or landmarks in the process of achieving universal education. Guided by a strong interest in social, cultural, and economic history, the case studies featured in the book rethink the actual value, the impact, and the ostensible purpose of school acts. The thirteen national case studies focus on the manner in which school acts were embedded in their particular historical contexts, offering a comprehensive and multidisciplinary overview of school acts and the role they played in the rise of mass schooling. Drawing together research from countries across the West, the editors and contributors analyse why these acts were passed, as well as their content and impact. This seminal collection will appeal to students and scholars of school acts and the history of mass schooling.