26. Organization of Schooling in Three Countries

  1. D. Douglas Caulkins4 and
  2. Ann T. Jordan5
  1. Edmund T. Hamann1,
  2. Saloshna Vandeyar2 and
  3. Juan Sánchez García3

Published Online: 2 OCT 2012

DOI: 10.1002/9781118325513.ch26

A Companion to Organizational Anthropology

A Companion to Organizational Anthropology

How to Cite

Hamann, E. T., Vandeyar, S. and García, J. S. (2012) Organization of Schooling in Three Countries, in A Companion to Organizational Anthropology (eds D. D. Caulkins and A. T. Jordan), John Wiley & Sons, Ltd, Chichester, UK. doi: 10.1002/9781118325513.ch26

Editor Information

  1. 4

    Social Entrepreneurs of Grinnell, USA

  2. 5

    University of North Texas, USA

Author Information

  1. 1

    University of Nebraska-Lincoln, USA

  2. 2

    University of Pretoria, South Africa

  3. 3

    Institute for Research, Innovation, and Postgraduate Studies in Education (IIIEPE), Monterrey, Mexico

Publication History

  1. Published Online: 2 OCT 2012
  2. Published Print: 29 OCT 2012

ISBN Information

Print ISBN: 9781405199827

Online ISBN: 9781118325513

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Keywords:

  • cross-national congruence;
  • history of education;
  • organizational anthropology;
  • schools

Summary

One starting point for an organizational anthropology take on schools is the related sub-discipline of the anthropology of education. Following the lead blazed by Eric Wolf (1982), the chapter turns to history to gain a clearer sensibility of from whence the ideas related to what and how schools should be have come. Recently, Elsie Rockwell (2011) nicely synthesized arguments for locating anthropology within history. By looking across the history of education in three societies – the United States, Mexico, and South Africa – this chapter tries to explain the cross-national congruence across so many societies in what is now called school. In discussing the history of schools in these three countries, the chapter emphasizes that the introduction of schooling has occurred in multiple contexts with different particular problem diagnoses that schooling has been intended to address. Yet schools and school management systems in these three different societies look remarkably similar.