Suchergebnisse

Politics, institutions, and secularization -- Forging the nineteenth-century settlement, 1800-1880 -- State-building and secularization in comparative perspective -- The nineteenth-century settlement in transition, 1880-1945 -- Slow secularization in the permeable American state -- Settlement stability in the insulated Australian state -- Forging the twentieth-century settlement, 1945-2000 -- Secularization and the courts in postwar America -- Desecularization and electoral institutions in postwar Australia -- Implications -- Toward a twenty-first century settlement?

The draft report of the Committee on Open University, Open Tertiary Education, is criticized on the grounds that it is overly conservative and makes little contribution to the opening up of tertiary education in Australia. The problems inherent in government committees, particularly in the field of education, are considered. Using the data provided in the report, the current closed system of tertiary education is criticized and a number of proposals, alternative to those made in the report, are presented for consideration.

"This book provides an up-to-date and well-grounded analysis of education in Australia, New Zealand and the Pacific, including Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, and Vanuatu. Leading writers from throughout this region identify contemporary educational challenges, issues, and priorities while drawing upon their own ongoing empirical research. Key themes include the impact of international trends and developments; educational reform and the quality of education; indigenous learning; inclusivity; aid and development co-operation; and the changing role and place of tertiary education. Detailed studies of specific educational systems and developments are considered in the light of broader analyses that run throughout the volume"--

Although sociologists have increasingly abandoned the assumption that secularization is an inevitable byproduct of modernity, they have yet to develop a compelling account for why similar modern countries nevertheless accord religion substantially different roles in public life. This dissertation engages this problem by examining how the United States and Australia came to develop contrasting policies toward religious education in the late twentieth century. Prior to World War II, both countries adopted similar stances on the proper relationship of the state to religion in education: devotional practices were permitted in public schools, while financial support for religious schools was prohibited. Since the late 1940s, however, the two countries have moved in opposite directions. Australia has retained a place for religion in its public schools, while inaugurating generous government support for religious schools. The United States, meanwhile, has retained restrictions on public aid for religious schools while prohibiting devotional practices in its public schools. These changes have occurred, moreover, despite many apparent similarities: both nations are modern, religiously pluralist democracies with common-law legal systems and constitutions with explicit disestablishment clauses.Drawing upon original archival research, as well as a wide array of other primary and secondary sources, this dissertation accounts for these divergent "secular settlements" by detailing how each country's administrative, judicial, and electoral institutions advanced or constrained three common secularizing processes: state-building, professionalization, and religious conflict. In brief, it argues that American political institutions constituted a "permeable state" which facilitated the progress of these processes, while Australian institutions constituted an "insulated state" which inhibited them. The first part of the dissertation describes the genesis of the parallel secular settlements of the nineteenth century, focusing on how the state-building process generated public educational systems with similar policies toward religion, but divergent administrative structures. This prologue sets the stage for the second part, which examines how those administrative institutions affected the fate of religious education in state schools in the late nineteenth and early twentieth centuries. America's decentralized system of educational administration advanced two long-term secularizing processes, professionalization and religious conflict, between 1880 and 1945, while Australia's centralized administrative system constrained them. The permeable American state facilitated challenges to pan-Protestant religious exercises in the public schools by religious minorities and educational professionals, leading to a slow attenuation of religion's position in public education over the early twentieth century. By contrast, the insulated Australian state made these kinds of challenges much more difficult, reducing the leverage religious minorities could bring to bear on policies they opposed, and actively suppressing professionalization among Australian teachers--both of which helped to sustain traditional religious instruction into the third quarter of the twentieth century.The third part of the dissertation demonstrates how courts and parties provided contrasting opportunities and obstacles for concerted campaigns by religious minorities who sought to renegotiate each country's policy toward religion after 1945. Taxpayer standing and a realist hermeneutic made the American courts accessible and open to sustained litigation in ways that Australia's restrictive standing rules and legalist hermeneutic did not allow. By contrast, Australia's system of preference-voting and flexible party structure facilitated Catholics' political campaign to obtain state support for their school system--a campaign that foundered in the United States thanks to unfavorable coalition dynamics within a rigid two-party system. This dissertation makes a number of contributions to contemporary debates about secularization. First, it develops a new, "political-institutional" approach to the study of secularization. Drawing on insights from institutional theory and historical sociology, this approach asserts that secular settlements emerge, not simply from broad modernizing trends or the self-interested calculations of political leaders, but instead from the interaction of general secularizing processes (such as state-building, religious conflict, and professionalization) and each country's specific political institutions. This approach offers increased explanatory power relative to four existing formulations. Second, it reveals that the state, as an institutional structure, has both mediating and constitutive effects on secularization. Both by conditioning the political and professional activities of would-be secularizing actors, and by actively calling into being the very actors who subsequently seek more secular outcomes, the state is a key factor in explaining variation in secularization. Finally, it demonstrates that the actors advancing more secular outcomes are animated by a wider variety of motivations than has typically been acknowledged. Although most existing studies focus on anticlerical or self-interested motives, this study reveals that practical administrative considerations and religious commitments have also been important forces driving the development of new secular settlements.

1 The Role of Parental Labour in Career Transitions: Introduction -- How This Book Came to Be -- Our Positionality -- Chapter Structure -- Terminology -- References -- 2 Care Experience and Transitions to Higher Education: How Our Understanding of a Particular Cohort's Experience Illuminates Wider Experiences of Disparity in Education -- Introduction -- Bourdieu and the Bachelors' Ball -- OOHC and Care Experience -- Histories of Abuse and Trauma -- Care Experience and Criminal Justice Over-representation -- Data Collection Issues -- Care, Careers, and Education -- Research Design and Methods -- References -- 3 Parenting as a Part of the School Ecosystem -- Introduction -- Parents Becoming Responsibilised and Part of the Schooling System -- Expectations of Parents -- Summary -- References -- 4 The Development of Career-Related Early Intentions in the Home -- Introduction -- Social Reproduction and Career Influences -- How Ideas About Careers Develop -- Career Support -- Expectations -- The Absence of Parental Support -- Role of Parents -- Summary -- References -- 5 Parents' Assumed Role in Higher Education Transition -- Introduction -- Massification of Higher Education -- Transition Awareness -- Higher Education Institutions Marketing to Students -- Populations with Less Likelihood of Support -- Institutional Programmatic Support -- Institutional Support -- Summary -- References -- 6 Attenuated Youth: Support from Parents into Adulthood -- Introduction -- Support Needed in Higher Education -- National and Institutional Policy Support for All Students -- Gaps in Intergovernmental/Agency Collaboration -- Institutional Support in Higher Education -- Summary -- References -- 7 The Responsibilisation of Parental Labour in Education Practice: A Framework for Analysis -- Introduction -- Governmentality and Technologies of the Self -- Neoliberalism and Political Rationalities -- Neoliberalism, Governmentality, and Parenting -- The Parental Role -- The 'Ideal Parent' -- Responsibilisation, Schools, and Parental Labour -- Responsibilisation, Deficit, and Parental Labour -- Parental Involvement in Higher Education -- Goldilocks Zone -- Conclusion -- References -- 8 Conclusion -- Introduction -- Recommendations -- Data Collection -- Systemic Focus on 'Traditional' Students and Deficit Discourse -- Institutional Resourcing and Support -- Future Research -- References -- Appendix A: Participant Pseudonyms -- Appendix B: Interview Schedule.