Titlebook: Social Equality in Education; France and England 1 Ann Margaret Doyle Book 2018 The Editor(s) (if applicable) and The Author(s) 2018 Histor

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Introduction,pulations. Yet there are important differences between them which are manifested in their education systems. Social equality in education is used here to frame this difference and the distinctive ideological legacy at the heart of both systems i.e. republicanism in France and liberalism in England,

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Further Elaboration of the Hypotheses, there is a stronger discourse of egalitarianism in French than in English education during the period 1789–1939. Each of these factors: persistence of ideology, social-class alliances and, the nature of the state is expanded on here and an explanation as to why they are essential to explaining this

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The Development of Education in France from 1789 to 1870,education for a new era with some interesting experimentation in its form and content. Its legacy for education was in providing a blueprint for a secular state-controlled education as a vehicle for social equality. State control of education was consolidated under Napoleon Bonaparte and this gave r

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The Development of Education in England from 1789 to 1870,was opposed to state involvement in education and the voluntary and religious societies assumed responsibility for this. An early burgeoning of science and technology led by industrialists such as Matthew Boulton and the Dissenting Academies ended in the reactionary climate following the Revolution

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,France: The Third Republic 1870–1939,e during the 1880s was the setting up of the free, compulsory and secular primary school. The school had a special mission to unite the nation around the values of republicanism and secure social cohesion. Free secondary schooling was introduced from 1930 and a campaign for common secondary schoolin

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Conclusion,to how political ideologies in France and England have impacted on social equality in education. These conclusions are based on the hypotheses that a revolutionary/republican ideology, as well as a progressive social class alliance, together with a centralised state in France would be conducive to a

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Reflections on the More Recent Period,lter the balance of power in a world shrunk through globalization and both countries have had pressure from international agencies to conform to transnational models of education. This chapter focuses on the progress and recent decline of comprehensive education in England and on the . in France. It