Classroom Struggle

Teaching large groups of children required the systematization of interactions. Models of organizing teaching attempted to systematize interactions and to control activities. The contributions explore diverse paths of transition towards modern classroom organization in different countries allowing transnational perspectives and comparisons.

During the institutionalization of mass schooling in the 19th century, teaching large groups of children became both a necessity and a matter of regulation. For officials and inspectors the systematization of classroom interactions was important for effective results. However, while systematization could bring about the constant attention of children and their uninterrupted work, interactions themselves were difficult to control. Rationalized models of classroom organization provided alternatives for managing large groups before age grading became the dominant pattern of organizing interactions. The contributions in this volume explore diverse paths of transition towards modern classroom organization in different countries, allowing transnational perspectives and comparisons.

Autorentext

Marcelo Caruso is Professor of History of Education at Humboldt University, Berlin. His research interests focus on technologies of compulsory schooling and their transnational circulation, the transformation of educational cultures, and the historical relations between politics and education.

Klappentext

During the institutionalization of mass schooling in the 19th century, teaching large groups of children became both a necessity and a matter of regulation. For officials and inspectors the systematization of classroom interactions was important for effective results. However, while systematization could bring about the constant attention of children and their uninterrupted work, interactions themselves were difficult to control. Rationalized models of classroom organization provided alternatives for managing large groups before age grading became the dominant pattern of organizing interactions. The contributions in this volume explore diverse paths of transition towards modern classroom organization in different countries, allowing transnational perspectives and comparisons.

Zusammenfassung
«By paying attention to detail and context, this collection of local, regional and national analyses of teaching is an important contribution to the international history of nineteenth century pedagogical practices.»
(Johannes Westberg, International Journal for the Historiography of Education 1-2017)

Inhalt
Contents: Marcelo Caruso: Classroom Struggle: Organizing Elementary Teaching in the 19th Century Niels Reeh/Jesper Eckhardt Larsen: From Competing Technologies of Mass Schooling to the Spiritual Enlightenment of the Nation: The Reception of the Monitorial System of Education in Denmark 1814-1849 Andrés Baeza: Educational Reform, Political Change, and Penury: Primary Schooling and the Monitorial System of Education in Chile, approx. 1810-1833 Frank Simon/Christian Vreugde/Marc Depaepe: Perfect Imperfection: Lancasterian Teaching and the Brussels Educational System (1815-1875) Marcilaine Soares Inácio/Carla Simone Chamon/Luciano Mendes de Faria Filho: The Invention of the Modern School in Brazil: Methods and Materials in Brazilian Schools in the 19th Century Esbjörn Larsson: Mass Teaching without the Masses: Challenges during the Rise of Mass Education in Sweden, approx. 1810-1880 Eugenia Roldán Vera: From Monitorial to Graded Schooling in 19th Century Mexico: Politics and Pedagogy in the Definition of Modern Education Gianfranco Bandini: From Tutor to Teacher: The Birth of Popular Schooling in Early 19th Century Italy Marcelo Caruso: Grappling with the Unavoidable: Mixing Systems of Teaching in Schleswig and Holstein (1819-1830) Carlos Manique da Silva: Adopting Different Teaching Systems. Data from the Portuguese Extraordinary Inspection of 1875 Marcelo Caruso/Till Eble: **Pax Hispanica?: The Mixed System of Teaching and Competing Groups of 'Experts' in Spain during the 19th Century Melissa Vick: Retrospect and Prospects.