Two Decades of Non-Reform in West German Education

Robinsohn, Saul B.; Kuhlmann, Jurgen

doi:10.1086/445309

Cited by 24 publications

(4 citation statements)

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“…The perception of the 1950s and 1960s as a time of pedagogical stagnation has dominated the literature for decades (Hearnden 1974 ;Herrlitz et al 1981 ;Lange-Quassowski 1979 ;Robinsohn and Kuhlmann 1995 ). Interestingly, contemporary examinations of postwar history textbooks often cast doubt on this notion of non-reform; see Huebener ( 1962 ), Mattheisen ( 1968 ), and Mielcke ( 1961 ).…”

Section: Methodology and Historiographymentioning

confidence: 99%

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

Gross¹,

Stevick²

2015

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Section: Methodology and Historiographymentioning

confidence: 99%

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

Gross¹,

Stevick²

2015

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“…The deep conservatism of German educationalists was successful in preventing major organizational restructuring of this system from the post-war to recent days. The strong historical tradition explains the ultra-conservative secondary school system and 'nonreforms' (Robinson and Kuhlman, 1967). Therefore, policy stability is mainly attributed to institutional veto points.…”

Section: Germanymentioning

confidence: 99%

Managerial and political accountability: the widening gap in the organization of welfare

Mattei

2007

International Review of Administrative Sciences

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This article revisits the assumption that the welfare delivery state does not fit into the vertical or hierarchical model of political accountability in light of its recent organizational arrangements. Although a distinction in any analytical framework between managerial and political accountability bears some fruit, the replacement of the latter with the former is contestable and misleading. In contrast to the claims that managerial accountability is a technical and neutral exercise in the application of politics-free criteria, and, as such, it more readily fits the complexity of the 21st-century welfare state, this article suggests that the new organizational arrangements of state schools and hospitals indicate that traditional forms of accountability to elected officials have not withered. The process of developing new welfare state organizational arrangements cannot be divorced from fundamental institutional questions about each democracy. By empirically investigating the effects of the introduction of managerialism on democratic accountability in Britain and Germany, the article aims to further our understanding of the link between the managerial and political dimensions of accountability in the welfare delivery state.

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“…7. See Robinsohn and Kuhlmann ([1967]1992) for more on the causes of non-reform in the early post-war years. 8.…”

Section: Allgemeine Bevolkerungsumfrage Der Sozialwissenschaftenmentioning

confidence: 99%

Prolonging inequality? Education in Germany after unification

Arps¹

2005

Journal of Education Policy

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Two Decades of Non-Reform in West German Education

Cited by 24 publications

References 0 publications

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

Managerial and political accountability: the widening gap in the organization of welfare

Prolonging inequality? Education in Germany after unification

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