World systems, world society, world polity: Theoretical insights for a global history of education

History of Education

Volumn 37, Issue 6, 2008, Pages 825-840

  Caruso, Marcelo ^a  

^a HUMBOLDT UNIVERSITY   (Germany)

Author keywords

Comparative; Historiography; Interpretations; Scholarship; Theory

Indexed keywords

EID: 55649117768     PISSN: 0046760X     EISSN: 14645130     Source Type: Journal    
DOI: 10.1080/00467600802158256     Document Type: Conference Paper

References (83)

1. For a review of the positions, see Raymond Grew, 'Expanding Worlds of World History', Journal of Modern History 78 (2006): 878-98,
2. Michael Lang, 'Globalization and Its History', The Journal of Modern History 78 (2006): 899-931,
3. Dominic Sachsenmeier, 'Global History and Critiques of Western Perspectives', Comparative Education 42 (2006): 451-70.
4. C.A. Bayly, The Birth of the Modern World, 1780-1914 (Malden, MA: Blackwell, 2004), 12-17.
5. For instance, Theotonio dos Santos, 'The Structure of Dependence', in Development and Underdevelopment: The Political Economy of Inequality, ed. Mitchell A. Seligson and John T. Passé-Smith (Boulder, London: Lynne Rienner, 1993), 193-202.
6. Shmuel N. Eisenstadt, Die Vielfalt der Moderne (Weilerwist: Velbrück, 2000).
7. I have followed the proposal advanced by Thomas Schwinn for re-describing globalisation from a macro-sociological perspective. See Thomas Schwinn, 'Weltgesellschaft, multiple Moderne und die Herausforderungen für die soziologische Theorie. Plädoyer für eine mittlere Abstraktionshö he', Zeitschrift für Soziologie Sonderheft 'Weltgesellschaft' (2005): 205-22, esp. 210.
8. Jens Greve and Bettina Heintz, 'Die "Entdeckung" der Weltgesellschaft. Entstehung und Grenzen der Weltgesellschaftstheorie', Zeitschrift für Soziologie Sonderheft 'Weltgesellschaft' (2005): 89-119, esp. 100.
9. See, from different perspectives, Albert Bergesen, 'The Critique of World-System-Theory: Class Relations or Division of Labor?', Sociological Theory 2 (1984): 365-72,
10. Theda Skocpol, 'Wallerstein's World Capitalist System: A Theoretical and Historical Critique', in Development and Underdevelopment: The Political Economy of Inequality, ed. Mitchell A. Seligson and John T. Passé-Smith (Boulder, London: Lynne Rienner Publishers, 1993), 231-8.
11. Wallerstein has widened his focus and increasingly taken into account a number of cultural factors as religions. See Immanuel Wallerstein, 'Islam, the West, and the World', Journal of Islamic Studies 10 (1999): 109-25.
12. For a series of rich essays on this perspective, see Robert A. Denemark, Jonathan Friedman, Barry K. Gills and George Modelski, eds., World System History: The Social Science of Long-Term Change (London: Routledge, 2000).
13. Immanuel Wallerstein, Die Sozialwissenschaft 'Kaputt-Denken' (Weinheim: Beltz, 1995), 274-75.
14. See also Immanuel Wallerstein, The Modern World System: Capitalist Agriculture and the Origins of the European World-Economy in the Sixteenth Century (New York: Academic Press, 1974).
15. Joyce Goodman, 'Languages of Female Colonial Authority: The Educational Network of the Ladies Commitee of the British and Foreign School Society, 1813-1837', Compare 30 (2000): 7-19,
16. Christopher J. Hawes, Poor Relations: The Making of a Eurasian Community in British India 1773-1833 (Richmond: Curzon, 1996),
17. David Hogan, 'The Market Revolution and Disciplinary Power: Joseph Lancaster and the Psychology of the Early Classroom System', History of Education Quarterly 29 (1989): 381-417,
18. Paul D. Sedra, 'John Lieder and His Mission in Egypt: The Evangelical Ethos at Work among Nineteenth-Century Copts', Journal of Religious History 28 (2004): 219-39,
19. Brian Stanley, The History of the Baptist Missionary Society, 1792-1992 (Edinburgh: T&T Clark, 1992).
20. Ben Eklof, 'Worlds in Conflict: Patriarchal Authority, Discipline, and the Russian School, 1861-1914', Slavic Review 50 (1991): 792-806,
21. Richard Hawkins, 'The "Irish Model" and the Empire: A Case for Reassessment', in Policing the Empire: Government, Authority and Control, 1830-1940, ed. David M. Anderson and David Killingray (Manchester, New York: Manchester University Press, 1991), 18-32.
22. Eliaou Gaston Guedj, L'enseignement indigéne en Algérie au cours de la colonisation, 1832-1962 (Éditions des écrivains: Paris, 2000),
23. Robert W. Strayer, 'The Making of Mission Schools in Kenya: A Microcosmic Perspective', Comparative Education Review 17 (1973): 313-30,
24. Barbara A: Yates, 'The Triumph and Failure of Mission Vocational Education in Zaire 1879-1908', Comparative Education Review 20 (1976): 193-208.
25. François Denord, 'Le prophète, le pèlerin et le missionaire. La circulation internationale du néolibéralisme et ses acteurs', Actes de la recherche en sciences sociales, no. 145 (2002): 9-20,
26. Kerstin Martens and Anja Jakobi, 'Diffusion und Konvergenz durch internationale Organisationen: Die Bildungspolitik der OECD' (Universität Bremen, 2006),
27. Gita Steiner-Khamsi, 'Re-Framing Educational Borrowing as a Policy Strategy', in Internationalisierung/Internationalisation. Semantik und Bildungssystem in vergleichender Perspektive/Comparing Educational Systems and Semantics, ed. Marcelo Caruso and Heinz-Elmar Tenorth (Frankfurt/M.: Peter Lang, 2002), 57-90.
28. Greve and Heintz, 'Die 'Entdeckung' der Weltgesellschaft', 109-10.
29. Rudolf Stichweh, Die Weltgesellschaft. Soziologische Analysen (Frankfurt/M.: Suhrkamp, 2000), 17.
30. David Held, Anthony McGrew, David Goldblatt and Jonathan Perraton, Global Transformations: Politics, Economics, and Culture (Stanford: Stanford University Press, 1999), 430-31.
31. Stichweh, Die Weltgesellschaft, 35.
32. Michael Giesecke, Die Entdeckung der kommunikativen Welt. Studien zur kulturvergleichenden Mediengeschichte (Frankfurt/M.: Suhrkamp, 2006), 218.
33. Claudio Baraldi, Giancarlo Corsi, and Elena Esposito, GLU - Glossar zu Niklas Luhmanns Theorie sozialer Systeme (Frankfurt/M.: Suhrkamp, 1997), 33-7.
34. Werner Helsper, 'Wandel der Schulkultur', Zeitschrift für Erziehungswissenschaft 3 (2000): 35-60,
35. Niklas Luhmann, Das Erziehungssystem der Gesellschaft (Frankfurt/M.: Suhrkamp, 2002), 72-6.
36. Alex Drace-Fancis, The Making of Modern Romanian Culture: Literacy and the Development of National Identity (London, New York: Taurus Academic, 2006),
37. Lucien Febvre and Henri-Jean Martin, The Coming of the Book (London: Verso, 1997),
38. Anindita Ghosh, 'An Uncertain "Coming of the Book": Early Print Cultures in Colonial India', Book History 6 (2003): 24-55,
39. Víctor Peralta, 'La Revolución silenciada. Hábitos de lectura y pedagogía política en el Perú, 1790-1814', Anuario de Estudios Americanos LIV (1997): 107-34,
40. Eugenia Roldán Vera, British Books and Spanish American Independence: Useful Knowledge for Export (Aldershot: Ashgate, 2003).
41. Jürgen Schriewer and Marcelo Caruso, 'Globale Diffusionsdynamik und kontextspezifische Aneignung. Konzepte und Ansätze historischer Internationalisierungsforschung', in Nationalerziehung und Universalmethode. Frühe Formen Schulorganisatorischer Globalisierung, ed. Jürgen Schriewer and Marcelo Caruso (Leipzig: Leipziger Universitätsverlag, 2005), 7-30.
42. See the early case of the invention of 'comparative education', Noah W. Sobe, 'Travel, Social Science and the Making of Nations in Early 19th Century Comparative Education', in Internationalisierung/Internationalisation. Semantik und Bildungssystem in vergleichender Perspektive/Comparing Educational Systems and Semantics, ed. Marcelo Caruso and Heinz-Elmar Tenorth (Frankfurt/M. etc.: Peter Lang, 2002), 141-66.
43. On South America, Domingo Faustino Sarmiento, Viajes por Europa, África y América, 1845-1847 y diarios de gastos (Buenos Aires: FCE et al., 1993).
44. David P. Baker and Gerald K. LeTendre, National Differences, Global Similarities: World Culture and the Future of Schooling (Stanford: Stanford University Press, 2005),
45. Hannu Simola, 'The Finnish Miracle of Pisa: Historical and Sociological Remarks on Teaching and Teacher Education', Comparative Education 41 (2005): 455-70.
46. Raimund Hasse and Georg Krücken, 'Der Stellenwert von Organisationen in der Theorie der Weltgesellschaft. Eine kritische Weiterentwicklung systemtheoretischer und neo-institutionalistischer Forschungsperspektiven', Zeitschrift für Soziologie Sonderheft 'Weltgesellschaft' (2005): 186-204.
47. Armin Nassehi, 'Die Organisationen der Gesellschaft. Skizze einer Organisationssoziologie in gesellschaftstheoretischer Absicht', Kölner Zeitschrift für Soziologie und Sozialpsychologie Sonderheft 42 (2002): 454-72.
48. Febvre and Martin, The Coming of the Book,
49. Michael Giesecke, Sinnenwandel, Sprachwandel, Kulturwandel. Studien zur Vorgeschichte der Informationsgesellschaft (Frankfurt/M.: Suhrkamp, 1998).
50. Matthias Buschkühl, Katechismus der Welt: Weltkatechismus (Eichstätt: Universitätsbibliothek, 1993),
51. Ian Green, The Christian's ABC: Catechisms and Catechizing in England, c.1530-1740 (Oxford: Clarendon Press, 1996).
52. Gabriel Codina Mir, Aux sources de la pédagogie des Jésuites. Le 'Modus Parisiensis' (Rom: Institutum Historicum S. I., 1968),
53. Jean-Baptiste de LaSalle, Conduite des Écoles Chrétiennes. Édition comparée du manuscrit dit de 1706 et du texte imprimé de 1720 (Rom: Maison Jean-Baptiste de la Salle, 1965),
54. Wolfgang Schmale, 'Die europäische Entwicklung des Schul- und Bildungswesens im Verhältnis zu Kirche und Staat im 17. und 18. Jahrhundert', in Im Spannungsfeld von Staat und Kirche. 'Minderheiten' und 'Erziehung' im deutsch-französischen Gesellschaftsvergleich 16.-18. Jahrhundert, ed. Heinz Schilling and Marie-Antoinette Gross (Berlin: Duncker & Humblot, 2003), 175-89.
55. Wolfgang Mager, 'Jansenistische Erziehung und die Entstehung des modernen Individuums', in Im Spannungsfeld von Staat und Kirche. 'Minderheiten' und 'Erziehung' im deutsch-französischen Gesellschaftsvergleich, 16.-18. Jahrhundert, ed. Heinz Schilling and Marie-Antoinette Gross (Berlin: Duncker & Humblot, 2003), 313-56,
56. Ratio studiorum et institutiones scholasticae Societatis Jesu (Berlin: A. Hofmann & Comp., 1887),
57. James van Horn Melton, Absolutism and the Eighteenth-Century Origins of Compulsory Schooling in Prussia and Austria (Cambridge: Cambridge University Press, 1988).
58. Marcelo Caruso and Heinz-Elmar Tenorth, '" Internationalisierung" vs. "Globalisierung": Ein Versuch der Historisierung', in Internationalisierung/Internationalisation. Semantik und Bildungssystem in vergleichender Perspektive/Comparing Educational Systems and Semantics, ed. Marcelo Caruso and Heinz-Elmar Tenorth (Frankfurt/M. et al.: Peter Lang, 2002), 13-32,
59. Diana Mishkova, 'Literacy and Nation-Building in Bulgaria, 1878-1912', East European Quarterly XXVIIII (1994), 63-93,
60. Jürgen Schriewer, 'Multiple Internationalities: The Emergence of a World-Level Ideology and the Persistence of Idiosyncratic World Views', in Transnational Intellectual Networks: Forms of Academic Knowledge and the Search for Cultural Identities, ed. Christophe Charle, Jürgen Schriewer and Peter Wagner (Frankfurt/M., New York: Campus, 2004), 473-533.
61. Torsten Husén, 'Policy Impact of IEA Research', Comparative Education Review 31 (1987): 29-46.
62. General descriptions of the neo-institutionalist theory can be found in: John Meyer and Francisco Ramirez, 'The World Institutionalization of Education', in Discourse Formation in Comparative Education, ed. Jürgen Schriewer (Frankfurt/M. et al.: Peter Lang, 2000), 111-32,
63. John W. Meyer and Francisco Ramirez, 'National Curricula: World Models and National Historical Legacies', in Internationalisierung/ Internationalisation. Semantik und Bildungssystem in vergleichender Perspektive/Comparing Educational Systems and Semantics, ed. Marcelo Caruso and Heinz-Elmar Tenorth (Frankfurt/M. et al.: Peter Lang, 2002), 91-107.
64. Francisco Ramirez and John Boli, 'The Political Construction of Mass Schooling: European Origins and Worldwide Institutionalization', Sociology of Education 60 (1987): 2-17.
65. See also John M. Headley, 'The Universalizing Principle and Process: On the West's Intrinsic Commitment to a Global Context', Journal of World History 13 (2002): 291-321.
66. Meyer and Ramirez, 'Institutionalization', 119.
67. David Strang and John W. Meyer, 'Institutional Conditions for Diffusion', Theory and Society 22 (1993): 487-511.
68. From another perspective, see Bertrand Badié, L'etat importé. Essai sur la occidentalisation de l'ordre politique (Paris: Fayard, 1992).
69. George M. Thomas, John W. Meyer, Francisco O. Ramirez and John Boli, Institutional Structure: Constituting State, Society, and the Individual (Newbury Park: Sage, 1987).
70. John Boli and George. Thomas, eds., Constructing World Culture: International Nongovernmental Organizations since 1875 (Stanford: Stanford University Press, 1999).
71. Francisco Ramirez and John Boli, 'The Political Institutionalization of Compulsory Education: The Rise of Compulsory Schooling in the Western Cultural Context', in A Significant Social Revolution: Cross Cultural Aspects of the Evolution of Compulsory Education, ed. J. A. Mangan (London: Woburn Press, 1994), 1-20.
72. John W. Meyer, Francisco O. Ramirez and Yasemin Soysal, 'World Expansion of Mass Education, 1870-1970', Sociology of Education 65 (1992): 128-49.
73. John Meyer, David Kamens, and Aaron Benavot, School Knowledge for the Masses: World Models and National Primary Curricular Categories in the Twentieth Century (Washington, DC, London: Falmer Press, 1992).
74. Ramirez and Boli, 'Political Construction'.
75. Recent works in Baker and LeTendre, National Differences, Global Similarities.
76. John Boli, New Citizens for a New Society: The Institutional Origins of Mass Schooling in Sweden (Oxford et al.: Pergamon Press, 1989).
77. Florian Waldow, 'The Neo-Institutionalist Account of the Emergence of Mass Schooling: Some Remarks on the Swedish Case', in Internationalisierung/ Internationalisation. Semantik und Bildungssystem in vergleichender Perspektive/Comparing Educational Systems and Semantics, ed. Marcelo Caruso and Heinz-Elmar Tenorth (Frankfurt/M. et al.: Peter Lang, 2002), 109-24, esp. 114-22.
78. Schriewer, 'Multiple Internationalities'. Further, on local meanings of global patterns, see Kathryn M. Anderson-Levitt, ed., Local Meanings, Global Schooling: Anthropology and World Culture Theory (New York: Palgrave, 2003).
79. This position has been outlined in Jürgen Schriewer, Welt-System und Interrelations-Gefüge. Die Internationalisierung der Pädagogik als Problem vergleichender Erziehungswissenschaft (Berlin: Humboldt- Universität zu Berlin, 1994).
80. Bruce Mazlish and Akira Iriye, 'Introduction', in The Global History Reader, ed. Bruce Mazlish and Akira Iriye (New York, London: Routledge, 2005), 11.
81. Bruce Mazlish, 'Comparing Global History to World History', Journal of Interdisciplinary History 28 (1998): 385-395, esp. 393.
82. See also Grew, 'Expanding Worlds',
83. Michael, 'Globalization and Its History'.