The diversity of 'progressive school pedagogues' 1929-1960: A space of opposites making society making the child
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The diversity of 'progressive school pedagogues' 1929-1960 : A space of opposites making society making the child. / Øland, Trine.
I: Praktiske Grunde. Tidsskrift for kultur- og samfundsvidenskab, Bind 2013, 7, Nr. 4, 21.01.2015, s. 5-24.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - The diversity of 'progressive school pedagogues' 1929-1960
T2 - A space of opposites making society making the child
AU - Øland, Trine
PY - 2015/1/21
Y1 - 2015/1/21
N2 - This article examines the structure and dynamics ofprogressive school pedagogues’ ‘collective ideology’which emerged and institutionalised itself in Denmarkin the period 1929-1960. A common methodologicalculture was promoted as opposed to a traditional academicschool culture. The article uses a social spacialapproach and depicts a collective biography usingprosopographical data from existing biographicallexicons regarding 549 progressive school pedagogues.First, a space of social positions is identified,i.e., opposites between teachers from rural areas versusart professions and biological professions fromurban districts. Second, a space of pedagogical position-taking is portrayed, i.e., opposites between scientificrationalisation of the population’s potential versushumanistic cultivation of the individual’s potential.It is suggested that, in the small state of Denmark,progressive pedagogy developed as a heterogeneousmiddle-class project of consensus-making within thestate structure, seeking cohesion of society in a timeof emergency around WWII.
AB - This article examines the structure and dynamics ofprogressive school pedagogues’ ‘collective ideology’which emerged and institutionalised itself in Denmarkin the period 1929-1960. A common methodologicalculture was promoted as opposed to a traditional academicschool culture. The article uses a social spacialapproach and depicts a collective biography usingprosopographical data from existing biographicallexicons regarding 549 progressive school pedagogues.First, a space of social positions is identified,i.e., opposites between teachers from rural areas versusart professions and biological professions fromurban districts. Second, a space of pedagogical position-taking is portrayed, i.e., opposites between scientificrationalisation of the population’s potential versushumanistic cultivation of the individual’s potential.It is suggested that, in the small state of Denmark,progressive pedagogy developed as a heterogeneousmiddle-class project of consensus-making within thestate structure, seeking cohesion of society in a timeof emergency around WWII.
KW - Faculty of Humanities
KW - progressivism
KW - social space approach
KW - collective biography
KW - professions
KW - welfare state
KW - nation state
KW - progressivism
KW - social space approach
KW - collective biography
KW - professions
KW - welfare state
KW - nation state
M3 - Journal article
VL - 2013, 7
SP - 5
EP - 24
JO - Praktiske Grunde: Nordisk tidsskrift for kultur- og samfundsvidenskab
JF - Praktiske Grunde: Nordisk tidsskrift for kultur- og samfundsvidenskab
SN - 1902-2271
IS - 4
ER -
ID: 96623586