The Coming of 'Age': Educational and Bureaucratic Dimensions of the Classification of Children in Elementary Schools (Western Europe, 19th Century)

Autor/in	Caruso, Marcelo
Titel	The Coming of 'Age': Educational and Bureaucratic Dimensions of the Classification of Children in Elementary Schools (Western Europe, 19th Century)
Quelle	In: European Educational Research Journal, 22 (2023) 3, S.394-412 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caruso, Marcelo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211062017
Schlagwörter	Educational History; Elementary School Students; School Administration; Classification; Age Differences; Educational Theories; Grouping (Instructional Purposes); Instructional Program Divisions; Guides; Learning Motivation; Intelligence; Teaching Methods; Foreign Countries; Instructional Materials; Europe; Spain; United Kingdom; Ireland; France + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Classification system; Klassifikation; Klassifikationssystem; Age; Difference; Age difference; Altersunterschied; Educational theory; Theory of education; Bildungstheorie; Grouping; Gruppenbildung; Handbuch; Leitfaden; Motivation for studies; Lernmotivation; Intelligenz; Klugheit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Europa; Spanien; Großbritannien; Irland; Frankreich
Abstract	Age-classes are a salient feature of modern schooling. Yet how did age-grouping come to prevail in entire school systems? And how was this form of grouping related to educational and pedagogic discussions at the time of its emergence? The article addresses these issues by looking at the historical context within which age classes came to a dominant position: the European nineteenth century. From the perspective of a governmental theorising of modern schooling, the article reconstructs the pace of their imposition and the main arguments in their favour through the analysis of a sample of 125 manuals of school management and organization of teaching. Against the usual description of age classification as a clear sign of the bureaucratic nature of modern schooling, the manuals show a concern about educational issues such as (de)motivation, encouragement and intelligence when discussing the role of age for the organization of elementary schools. The general idea of the modern school as an 'assembling' calls for more nuanced historical analyses of different combinations of the pastoral and the bureaucratic as techniques defining this institution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01