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My dissertation research examined local efforts in the western department of Maine-et-Loire to build and maintain public primary education over the course of the nineteenth century. The department was selected for being active in promoting public schools at all levels (private, communal, and departmental), had a range of actors participating in the process, and not having a distinctive patois or culture (in Eugen Weber's formulation, it was more "French" than "Peasant").
Consulted Archives
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Dissertation: "Ceding to the Circumstances"
"Ceding to the Circumstances": In the nineteenth century, public schools transformed how French citizens understood the relationship between the individual, local authorities, and the nation-state—but not just through classroom lessons. Through an analysis of primary education development in the western department of Maine-et-Loire between the Bourbon Restoration (1815) and the solidification of the Third Republic (1875), my dissertation argues that debates over funding, operating and monitoring primary schools became a field to negotiate and delineate local and national values and responsibilities, ultimately structuring French attitudes and policies towards public institutions and collective ideals of citizenship. Rather than the still-influential state-centric model of development in the 1870s exemplified by Eugen Weber's Peasants into Frenchmen, functional systems of schools were developed locally by municipal authorities and an active education-oriented civil society starting in 1816. This education civil society comprised a range of non-state actors, from individuals leaving endowments for schools to subscription-based organizations promoting specific pedagogies to parish councils (fabriques) who owned local school buildings. Although state interest increased following the Guizot Law of 1833, this education civil society continued to work closely with communes to expand primary education. By the 1850s, however, the relationship between the communes, education civil society (especially Catholic organizations), and an increasingly powerful state education bureaucracy had resulted in open competition between the providers of French primary education. This competition forced new debates on the roles and responsibilities of communes, local civil society, and the state in the provision of primary education. The culmination of these debates was a political culture that privileged a direct relationship between the local community and a national body—either the state or the Catholic Church—that provided vital resources and direction; the institutional result was the emergence of a preference for centralized national systems by the mid-1870s. The trade-off was that local civil society, the providers of primary education earlier in the century, became merely pressure groups to support education policy determined elsewhere—a retreat of civil society from local praxis in favor of national politics. Table of Contents
Introduction The Historiography of French Primary EducationChapter One: The Development of Primary Schooling in Maine-et-Loire Chapter Two: Not-So-Silent Partners: Educational Civil Society in Nineteenth-Century France Educational Civil Society under French LawChapter Three: Building and Running Schools in Maine-et-Loire CholetChapter Four: L'État comme propriétaire? Owning the Schools in Maine-et-Loire The Legal Environment: Schools as a Form of PropertyChapter Five: Alternatives to the State--Liberalités, Dons et Legs Chapter Six: Pedagogies of Primary Education Pedagogical Effervescence: The Pedagogies of Primary EducationChapter Seven: The Decline and Rise of Civil Society Educational Civil Society and the New Generation |
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Scott A. Gavorsky (775) 753-2122 |
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