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Ketelhut, Klemens; Reh, Sabine:

Power and disempowerment in German experimental schools
Politicization, parental demands and teacher reactions in the early 20th century

In: Jahrbuch für Historische Bildungsforschung, 21 (2016) , 175-191

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Document type
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Beeinflussung, Berlin, Einflussfaktor, Eltern, Elternbeirat, Elternmitwirkung, Erziehung, Erziehungsstil, Fallbeispiel, Familie, Hamburg, Konflikt, Kooperation, Lehrer, Öffentliche Schule, Politik, Preußen, Privatschule, Rechtsgrundlage, Reformpädagogik, Schule, Schulleiter, Strafe, Unterrichtsinhalt, Weimarer Republik

Debates concerning the relationship between home and school had continued throughout the 19th century, they culminated at the turn of the 20th century, leading up to the time of the Weimar Republic. This is [] the time which [the authors] wish to examine more closely in [this article] because it shows a complex fabric of contradictory interests. [The authors] suspect that questions of influence among teachers and parents arose time and again in the field of progressively oriented schools, which aspired to implement changes with respect to lessons as well as school organisation. Progressive schools furthermore propagated participation in the Free School Community. These schools were particularly dependent on parents, regardless of whether the school was a private or test school that had to be politically approved. [The authors] will exemplarily depict activities and discussions of headmasters and parents and between teaching staff and parent councils at two Prussian schools. One school is a private school with what one could call progressive teaching: Berthold-Otto Schule in Berlin-Lichterfelde. The other is a progressive oriented "Sammelschule", i.e. a school based on a newly initiated comprehensive form, which was also understood as an endorsement of progressive teaching. [The authors'] choice of these schools was guided by the assumption that these schools considered themselves progressive, which forced them to find new ways to develop their cooperation with parents. First [the authors] would like to explain the historical background in Prussia from a legal perspective, how legislation evolved concerning parent councils (which were legally recognized in 1919), and which reactions this provoked on the teachers' side. Given the two examples, [they] will show how parents positioned themselves in relation to teachers and in what way and in what areas they gained power in the Foucauldian sense of influence. Finally, [the authors] will briefly discuss the question of whether this should be conceived of as a disempowerment of teachers, and if so, in what respect. (DIPF/Orig.)

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