List of Illustrations Preface Introduction 1. War-time Planning for Education in a Defeated Germany 2. The Occupation and the Evolution of Control in Education 3. Policy in Practice: Opening the Schools, Emergency Teacher Training, Re-educating Youth 4. Policy in Practice: Opening and Supervising the Universities 5. School Reform 6. University Reform 7. Culture, Adult Education, Women's Affairs 8. The Achievements of British Occupation Policy in Education Bibliography Index
It examines how Britain intervened in German education and social development in the years immediately following the Second World War.
David Phillips is Emeritus Professor of Comparative Education at the University of Oxford, UK, and an Emeritus Fellow of St Edmund Hall, Oxford, UK.
The painstakingly researched book sheds a welcome light on the
immense human and material British investment in reshaping German
educational and cultural life … Phillips’s monograph will
undoubtedly become an indispensable read for any scholar interested
in the role of education in occupied Germany.
*H-War*
Throughout the book, Phillips provides a wealth of lengthy quotes
from a variety of primary sources, which flesh out the characters
of the relevant policymakers and education officers and should be
very useful to researchers and students.
*History: Reviews of New Books*
[T]his book is a great result of David Phillips’ devotion and
commitment to his lifelong research on German education.
*Masako Shibata, Pedagocia Historica*
David Philips masterfully surveys the German education
reconstruction after 1945! It is a rich account of a critical
period of institution building, relevant to scholars of history and
comparative education alike.
*Heinz-Dieter Meyer, Professor of Education, State University of
New York, USA*
This book provides an ably written and detailed account of the
evolution and development of education policy in the British zone
of Germany between 1945 and 1949. Phillips carefully traces the
complexities of policy-making, assessing the practical difficulties
and constraints faced by the key protagonists as they tried to
implement educational reconstruction informed by three main aims -
denazification, re-education and democratisation. The book offers
an extensive coverage of all levels of school education, as well as
university and adult education.
*Lisa Pine, Associate Professor of History, South Bank University,
London, UK*
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