Preliminary Programme

Tue 13 April
    8.30
    10.45
    14.15
    16.30

Wed 14 April
    8.30
    10.45
    14.15
    16.30

Thu 15 April
    8.30
    10.45
    14.15
    16.30

Fri 16 April
    8.30
    10.45
    14.15
    16.30

All days
Go back

Tuesday 13 April 2010 14.15
W-3 THE02 Do Levels of Interpretation Matter?
M210, Marissal
Network: Theory Chair: Chris Lorenz
Organizers: - Discussant: Willeke Los
Carla Aubry : Financing schools: Money and Morals
This paper analyses the relation between normative intentions and tangible assets. I presume that resources are always limited and each decision with financial impact is predefined by normative values on one side and by the material resources on the other side.
Also, education must be seen as valuable and worthy ... (Show more)
This paper analyses the relation between normative intentions and tangible assets. I presume that resources are always limited and each decision with financial impact is predefined by normative values on one side and by the material resources on the other side.
Also, education must be seen as valuable and worthy of support. Expectations and beliefs regarding how and for whom schools should be organised are accompanied by material resources. The central question is: who, with what kind of normative expectations, provides resources for whom and under which conditions?
This paper exemplifies the relation between the two levels (socio-economic structures and normative values) and the decisions (level of actors) and discusses the limits and possibilities of the combination of the methodological approaches in historical research. (Show less)

Anne Bosche : Governing School Reforms: Choosing determinants of explanation in historical research
This paper examines the question of how to choose determinants of explanation on different levels of interpretation to analyse a historical phenomenon. The assumption is that the choice of particular determinants can either result from theoretical assumptions or from the particular analysis of a historical case study. The question of ... (Show more)
This paper examines the question of how to choose determinants of explanation on different levels of interpretation to analyse a historical phenomenon. The assumption is that the choice of particular determinants can either result from theoretical assumptions or from the particular analysis of a historical case study. The question of the determinants of explanation will become more important when aspiring to compare several historical case studies.
In order to explore this question, school reforms in the 1960’s and 1970’s will be researched. First, particular school reforms will be described relating to the action of the actors. But the question of why actors act as they do, shouldn’t be answered according to the intentions of the actors, but should focus rather on structural information (such as finances or discourses). The question for the mentioned determinants of explanation for a historical phenomenon appears exactly at this point of research. If you consider theoretical assumptions as well as the analytical results of the particular school reform case studies, while choosing those determinants of explanation, you will be able to compare the singular case studies which is the thesis of this paper. In conclusion, I would like to discuss the advantages and drawbacks of my research approach. (Show less)

Andrea De Vincenti, Michael Geiss : Shaping Schools: Agency and structure in historical research practice
In order to explore the subject matter of our panel, we propose a comparative look at two different approaches to describe structured reality. One approach focuses on space and the other on communication as its main research category. With both approaches, we will explore what or who shapes schools. We ... (Show more)
In order to explore the subject matter of our panel, we propose a comparative look at two different approaches to describe structured reality. One approach focuses on space and the other on communication as its main research category. With both approaches, we will explore what or who shapes schools. We claim that the choice of the approach already anticipates the way we empirically describe our research object. Furthermore, it predetermines even the level of interpretation on which we will be able to base our explanations. Focusing on communication, the empirical description is on a micro-level, whereas, the focus on space is aiming at a macro-level. This paper discusses the interrelation between the choice of a research approach, the focus of our empirical descriptions and the level of interpretation presented by the two different approaches with their ensuing benefits and drawbacks. (Show less)



Theme by Danetsoft and Danang Probo Sayekti inspired by Maksimer