Details

<p> List of Tables, Figures, and Illustrations</p>
<p> Preface <strong>&#xa0;</strong><br> <em>Cristina Allemann-Ghionda, Karen Hagemann, and Konrad H. Jarausch </em></p>
<p> <strong>Part I: Introduction: Time Policy – A New Approach for the Comparative Analysis of Childcare and Education</strong></p>
<p> <strong>Chapter 1.</strong> Children, Families, and States: Time Policies of Childcare and Schooling in a Comparative Historical Perspective<br> <em>Karen Hagemann, Konrad H. Jarausch, and Cristina Allemann-Ghionda</em></p>
<p> <strong>Chapter 2.</strong> The Politics of Time: Comparing and Explaining Current Work-Family Policies – Theoretical and Methodological Reflections<br> <em>Kimberly J. Morgan </em></p>
<p> <strong>Part II: Background and Context: Family Policies in Comparison </strong></p>
<p> <strong>Chapter 3.</strong> Family Law and Gender Equality: Comparing Family Policies in Postwar Western Europe<br> <em>Ute Gerhard </em></p>
<p> <strong>Chapter 4.</strong> From Equality to Difference? Comparing Gendered Family Policies in Post-1945 Eastern Europe<br> <em>Jacqueline Heinen</em></p>
<p> <strong>Chapter 5. </strong>Family Policies and Birth Rates: Childbearing, Female Work, and the Time Policy of Early Childhood Education in Postwar Europe<br> <em>Livia Sz. Oláh </em></p>
<p> <strong>Part III:&#xa0; Case Studies: Time Policies of Childcare, Preschool and Primary Education in Europe</strong></p>
<p> <strong><em>A.&#xa0; All-Day Childcare and Education Systems in Western Europe</em></strong></p>
<p> <strong>Chapter 6.</strong> The Best Interest of the Child: Early Childhood Education in Norway and Sweden since 1945<br> <em>Tora Korsvold </em></p>
<p> <strong>Chapter 7. </strong>The Scandinavian Model: The Time Policy of Primary Education in Twentieth-Century Sweden<br> <em>Lisbeth Lundahl </em></p>
<p> <strong>Chapter 8.</strong> Continuities and Changes – Tensions and Ambiguities: Childcare and Preschool<br> Policies in France<br> <em>Jeanne Fagnani </em></p>
<p> <strong>Chapter 9. </strong>Contrasting Policies of All-day Education: Primary Schools in France and Italy since 1945<br> <em>Cristina Allemann-Ghionda </em></p>
<p> <strong>Chapter 10.</strong> (Pre)School is not Childcare: Preschool and Primary Education Policies in Spain since the 1930s<br> <em>Celia Valiente </em></p>
<p> <strong>Chapter 11. </strong>From Weak Social Democracy to Hybridized Neo-liberalism: Early Childhood Education in Britain since 1945<br> <em>Kevin J. Brehony and Kristen D. Nawrotzki </em></p>
<p> <strong>Chapter 12.</strong> Gender, Class, and Schooling: Education Policy, School Time, and Labor Market in Post-1945 Britain<br> <em>Sally Tomlinson </em></p>
<p> <strong><em>B.&#xa0; Part-Time Pre- and Primary School Systems with Additional Childcare in West-Central Europe</em></strong></p>
<p> <strong>Chapter 13.</strong> A West-German “<em>Sonderweg</em>”? Family, Work, and the Half-Day Time Policy of Childcare and Schooling<br> <em>Karen Hagemann</em></p>
<p> <strong>Chapter 14. </strong>From Part-Time to All-Day? Time Policies in the Swiss Childcare, Pre- and Primary School System since 1945<br> <em>Claudia Crotti </em></p>
<p> <strong><em>C.&#xa0; All-Day Childcare and Part-Time Pre- and Primary School Systems in Eastern Europe</em></strong></p>
<p> <strong>Chapter 15. </strong>Beyond Ideology: The Time Policy of Russian School Education since 1945<br> <em>Anatoli Rakhkochkine </em></p>
<p> <strong>Chapter 16. </strong>Economy and Politics:&#xa0; The Time Policy of the East German Childcare and Primary School System<br> <em>Monika Mattes </em></p>
<p> <strong>Chapter 17.</strong> Tradition Matters: Childcare, Preschool and Primary Education in Modern Hungary<br> <em>Dorottya Szikra</em></p>
<p> <strong>Chapter 18.</strong> Female Employment, Population Policy, and Childcare: Early Childhood Education in Post-1945 Czech Society<br> <em>Hana Hašková</em></p>
<p> Notes on Contributors<br> Index</p>

<p> <strong>Cristina Allemann-Ghionda </strong>is Professor of Comparative Education at the University of Cologne.</p>