
Contents
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The Why and the Who of Education Reform: A Conceptual Framework The Why and the Who of Education Reform: A Conceptual Framework
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What We Know about the Historical Political Economy of Education What We Know about the Historical Political Economy of Education
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“Governments Provide Education in Response to Mass Demand for Skills and Social Mobility” “Governments Provide Education in Response to Mass Demand for Skills and Social Mobility”
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“Governments Provide Education in Response to Economic Elites’ Pressure for a Skilled Workforce” “Governments Provide Education in Response to Economic Elites’ Pressure for a Skilled Workforce”
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“Governments Provide Education out of Their Own Interest in Nation-Building” “Governments Provide Education out of Their Own Interest in Nation-Building”
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“Governments Provide Education out of Their Own Interest in State-Building” “Governments Provide Education out of Their Own Interest in State-Building”
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Open Questions Open Questions
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Conclusion Conclusion
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Notes Notes
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Bibliography Bibliography
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42 The Historical Political Economy of Education
Get accessAgustina S. Paglayan is an assistant professor of political science at the University of California, San Diego. She is the author of the award-winning articles “The Non-Democratic Roots of Mass Education: Evidence from 200 Years,” “Education or Indoctrination? The Violent Origins of Public School Systems in an Era of State-Building,” and “Public-Sector Unions and the Size of Government.” Dr. Paglayan studies why governments choose to expand or restrict access to education, what motivates governments to improve the quality of education, and what are the long-term repercussions of education policy choices.
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Published:19 December 2022
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Abstract
Although primary education systems are a central feature of modern states, many students are not acquiring basic skills that improve productivity and social mobility. Looking at history can help explain this disconnection between schooling and learning. Social scientists have disagreed on whether education systems emerged mostly to promote skills or to mold political values and behaviors. They have also disagreed on whether educational expansion was a consequence of democratization and mass demand for social mobility, or an elite-driven process to advance industrialization, nation-building, or state-building goals. This chapter synthesizes recent historical political economy (HPE) studies on the origins, centralization, and expansion of primary education systems, and finds greater empirical support for nation- and state-building theories than for democratization or industrialization theories. While today education systems seek to promote skills for social mobility and economic growth, they are often constrained by institutional foundations that never intended to promote these goals.
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