TY - JOUR

T1 - The diversity of 'progressive school pedagogues' 1929-1960

T2 - A space of opposites making society making the child

AU - Øland, Trine

PY - 2015/1/21

Y1 - 2015/1/21

N2 - This article examines the structure and dynamics ofprogressive school pedagogues’ ‘collective ideology’which emerged and institutionalised itself in Denmarkin the period 1929-1960. A common methodologicalculture was promoted as opposed to a traditional academicschool culture. The article uses a social spacialapproach and depicts a collective biography usingprosopographical data from existing biographicallexicons regarding 549 progressive school pedagogues.First, a space of social positions is identified,i.e., opposites between teachers from rural areas versusart professions and biological professions fromurban districts. Second, a space of pedagogical position-taking is portrayed, i.e., opposites between scientificrationalisation of the population’s potential versushumanistic cultivation of the individual’s potential.It is suggested that, in the small state of Denmark,progressive pedagogy developed as a heterogeneousmiddle-class project of consensus-making within thestate structure, seeking cohesion of society in a timeof emergency around WWII.

AB - This article examines the structure and dynamics ofprogressive school pedagogues’ ‘collective ideology’which emerged and institutionalised itself in Denmarkin the period 1929-1960. A common methodologicalculture was promoted as opposed to a traditional academicschool culture. The article uses a social spacialapproach and depicts a collective biography usingprosopographical data from existing biographicallexicons regarding 549 progressive school pedagogues.First, a space of social positions is identified,i.e., opposites between teachers from rural areas versusart professions and biological professions fromurban districts. Second, a space of pedagogical position-taking is portrayed, i.e., opposites between scientificrationalisation of the population’s potential versushumanistic cultivation of the individual’s potential.It is suggested that, in the small state of Denmark,progressive pedagogy developed as a heterogeneousmiddle-class project of consensus-making within thestate structure, seeking cohesion of society in a timeof emergency around WWII.

KW - Faculty of Humanities

KW - progressivism

KW - social space approach

KW - collective biography

KW - professions

KW - welfare state

KW - nation state

KW - progressivism

KW - social space approach

KW - collective biography

KW - professions

KW - welfare state

KW - nation state

M3 - Journal article

VL - 2013, 7

SP - 5

EP - 24

JO - Praktiske Grunde: Nordisk tidsskrift for kultur- og samfundsvidenskab

JF - Praktiske Grunde: Nordisk tidsskrift for kultur- og samfundsvidenskab

SN - 1902-2271

IS - 4

ER -