Session Information
28 SES 07, The Post-Comprehensive School In Europe. The Role of Journals in the Elaboration of a Critical and Reflexive Analysis
symposium
Contribution
In the 50s and 60s the school served as a social policy instrument of attaining social justice and equality of education followed by an expert belief in the strong state and political power to realize these objectives. The disappointment generated by the implementation of the egalitarian project elements have resulted in an incremental shift in educational policies which was marked by the emergence of post-comprehensive, post-egalitarian school project. This shift has gone alongside the decline of communist regime. Still in the 80s Hungary switched from centralism to the decentralization of education, from a highly state controlled system to gradual marketization. The growing local autonomy of institutions created diversity in institutional types, structures and curricula (showing the officially non-existent social, cultural, ethnic and value cleavages). These social and economic changes with free school choice resulted in a strongly stratified and selective educational system. In this context the comprehensive school and egalitarianism lost entirely their social support. The expert community (educational researchers gathered around the journal Educatio and more recently HERJ) sustained their critical perspective and maintained on the policy agenda some elements of the comprehensive school.
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