Table of Contents

List of Illustrations Preface Introduction 1. War-time Planning for Education in a Defeated Germany 2. The Occupation and the Evolution of Control in Education 3. Policy in Practice: Opening the Schools, Emergency Teacher Training, Re-educating Youth 4. Policy in Practice: Opening and Supervising the Universities 5. School Reform 6. University Reform 7. Culture, Adult Education, Women's Affairs 8. The Achievements of British Occupation Policy in Education Bibliography Index

Promotional Information

It examines how Britain intervened in German education and social development in the years immediately following the Second World War.

About the Author

David Phillips is Emeritus Professor of Comparative Education at the University of Oxford, UK, and an Emeritus Fellow of St Edmund Hall, Oxford, UK.

Reviews

The painstakingly researched book sheds a welcome light on the immense human and material British investment in reshaping German educational and cultural life … Phillips’s monograph will undoubtedly become an indispensable read for any scholar interested in the role of education in occupied Germany.
*H-War*

Throughout the book, Phillips provides a wealth of lengthy quotes from a variety of primary sources, which flesh out the characters of the relevant policymakers and education officers and should be very useful to researchers and students.
*History: Reviews of New Books*

[T]his book is a great result of David Phillips’ devotion and commitment to his lifelong research on German education.
*Masako Shibata, Pedagocia Historica*

David Philips masterfully surveys the German education reconstruction after 1945! It is a rich account of a critical period of institution building, relevant to scholars of history and comparative education alike.
*Heinz-Dieter Meyer, Professor of Education, State University of New York, USA*

This book provides an ably written and detailed account of the evolution and development of education policy in the British zone of Germany between 1945 and 1949. Phillips carefully traces the complexities of policy-making, assessing the practical difficulties and constraints faced by the key protagonists as they tried to implement educational reconstruction informed by three main aims - denazification, re-education and democratisation. The book offers an extensive coverage of all levels of school education, as well as university and adult education.
*Lisa Pine, Associate Professor of History, South Bank University, London, UK*