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Due to the demand for flexible working hours and employees who are available around the clock, the time patterns of childcare and schooling have increasingly become a political issue. Comparing the development of different "time policies" of half-day and all-day provisions in a variety of Eastern and Western European countries since the end of World War II, this innovative volume brings together internationally known experts from the fields of comparative education, history, and the social and political sciences, and makes a significant contribution to this new interdisciplinary field of comparative study.
About the Author
Cristina Allemann-Ghionda is Professor of Comparative Education at the University of Cologne.
Karen Hagemann is James G. Kenan Distinguished Professor of History at the University of North Carolina at Chapel Hill.
Konrad H. Jarausch is Lurcy Professor of European Civilization at the University of North Carolina at Chapel Hill.
Table of Contents
List of Tables, Figures, and Illustrations
Cristina Allemann-Ghionda, Karen Hagemann, and Konrad H. Jarausch
Part I: Introduction: Time Policy – A New Approach for the Comparative Analysis of Childcare and Education
Chapter 1. Children, Families, and States: Time Policies of Childcare and Schooling in a Comparative Historical Perspective
Karen Hagemann, Konrad H. Jarausch, and Cristina Allemann-Ghionda
Chapter 2. The Politics of Time: Comparing and Explaining Current Work-Family Policies – Theoretical and Methodological Reflections
Kimberly J. Morgan
Part II: Background and Context: Family Policies in Comparison
Chapter 3. Family Law and Gender Equality: Comparing Family Policies in Postwar Western Europe
Chapter 4. From Equality to Difference? Comparing Gendered Family Policies in Post-1945 Eastern Europe
Chapter 5. Family Policies and Birth Rates: Childbearing, Female Work, and the Time Policy of Early Childhood Education in Postwar Europe
Livia Sz. Oláh
Part III: Case Studies: Time Policies of Childcare, Preschool and Primary Education in Europe
A. All-Day Childcare and Education Systems in Western Europe
Chapter 6. The Best Interest of the Child: Early Childhood Education in Norway and Sweden since 1945
Chapter 7. The Scandinavian Model: The Time Policy of Primary Education in Twentieth-Century Sweden
Chapter 8. Continuities and Changes – Tensions and Ambiguities: Childcare and Preschool
Policies in France
Chapter 9. Contrasting Policies of All-day Education: Primary Schools in France and Italy since 1945
Chapter 10. (Pre)School is not Childcare: Preschool and Primary Education Policies in Spain since the 1930s
Chapter 11. From Weak Social Democracy to Hybridized Neo-liberalism: Early Childhood Education in Britain since 1945
Kevin J. Brehony and Kristen D. Nawrotzki
Chapter 12. Gender, Class, and Schooling: Education Policy, School Time, and Labor Market in Post-1945 Britain
B. Part-Time Pre- and Primary School Systems with Additional Childcare in West-Central Europe
Chapter 13. A West-German "Sonderweg"? Family, Work, and the Half-Day Time Policy of Childcare and Schooling
Chapter 14. From Part-Time to All-Day? Time Policies in the Swiss Childcare, Pre- and Primary School System since 1945
C. All-Day Childcare and Part-Time Pre- and Primary School Systems in Eastern Europe
Chapter 15. Beyond Ideology: The Time Policy of Russian School Education since 1945
Chapter 16. Economy and Politics: The Time Policy of the East German Childcare and Primary School System
Chapter 17. Tradition Matters: Childcare, Preschool and Primary Education in Modern Hungary
Chapter 18. Female Employment, Population Policy, and Childcare: Early Childhood Education in Post-1945 Czech Society
Notes on Contributors