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The first fully comparative empirical analysis of the relationship
between education and social cohesion, this book develops a new
"distributional theory" of the effects of educational inequality on
social solidarity. Based on a wide-ranging theoretical critique,
and extensive analysis of data on inequality and social attitudes
for over 25 developed countries, the study shows how educational
inequality undermines social trust, civic co-operation and the rule
of law. It is not how much education a country has that matters for
social cohesion but how it is distributed and the co-operative
values that people learn.
In an original, and highly interdisciplinary, mixed method
approach, Green and Janmaat identify four major traditions of
social cohesion in developed societies, analyzing how these various
mechanisms are withstanding the strains of the current global
financial crisis.
Some scholars argue that education systems across the western world
are becoming increasingly similar due to the influence of
transnational discourses and organizations. Others believe that
education is the panacea for all problems of social cohesion. After
all, aren't the well-educated usually more tolerant, civically
engaged and trusting than the poorly educated? This book critically
examines both claims. It finds that western countries still differ
markedly on key aspects of their education systems and that these
differences reflect distinct political traditions and different
responses to a set of competing normative and political principles.
The findings further suggest that raising the average education
level is unlikely to be an effective strategy for promoting social
cohesion. Instead, more promising are policies targeting the
opposite ends of the lifelong learning continuum: universalizing
pre-school education and care and promoting adult education with a
pronounced second chance character.
Building on Green and Janmaat's previous work on education,
equality and social cohesion, this book, now in paperback, analyses
the various mechanisms that hold different societies together and
how these are withstanding the strains of the current economic
crisis. In an original, and highly interdisciplinary, mixed method
approach, drawing on evidence from historical sociology, political
science and political economy, Green and Janmaat identify four
major traditions of social cohesion in developed western and east
Asian societies, each with specific institutional and cultural
foundations. An extensive statistical analysis of contemporary
administrative and attitudinal data for over 30 countries
demonstrates that there are still distinctive 'regimes of social
cohesion' in 'liberal, ' 'social market' and 'social democratic'
countries and that they achieve social bonding in quite different
ways. As the crisis of globalization unfolds in the wake of the
global financial crisis, social cohesion in each regime is
vulnerable at different points.
In an original, and highly interdisciplinary, mixed method
approach, Green and Janmaat identify four major traditions of
social cohesion in developed societies, analyzing how these various
mechanisms are withstanding the strains of the current global
financial crisis.
The first fully comparative empirical analysis of the relationship
between education and social cohesion, this book develops a new
"distributional theory" of the effects of educational inequality on
social solidarity. Based on extensive analysis of data on
inequality and social attitudes for over 25 developed countries.
Some scholars argue that education systems across the western world
are becoming increasingly similar due to the influence of
transnational discourses and organizations. Others believe that
education is the panacea for all problems of social cohesion. After
all, aren't the well-educated usually more tolerant, civically
engaged and trusting than the poorly educated? This book critically
examines both claims. It finds that western countries still differ
markedly on key aspects of their education systems and that these
differences reflect distinct political traditions and different
responses to a set of competing normative and political principles.
The findings further suggest that raising the average education
level is unlikely to be an effective strategy for promoting social
cohesion. Instead, more promising are policies targeting the
opposite ends of the lifelong learning continuum: universalizing
pre-school education and care and promoting adult education with a
pronounced second chance character.
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