By Jan Germen Janmaat, Marie Duru-Bellat, Philippe Méhaut, Andy Green
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Extra info for The Dynamics and Social Outcomes of Education Systems
New Jersey: Princeton University Press. Esping-Andersen, G. (1999) Social Foundations of Post-Industrial Economies. Oxford: Oxford University Press. Epstein, E. and Carroll, K. (2005) ‘Abusing Ancestors: Historical Functionalism and the Postmodern Deviation in Comparative Education,’ Comparative Education Review, 49, 1, pp. 62–88. Fukuyama, F. (1992) The End of History and the Last Man. New York: Free Press. Gray, J. (2007) Black Mass: Apocalyptic Religion and the Death of Utopia. London: Allen Lane.
5 AUS, CAN, DEU GBR, IRL, JPN, NZL, USA 4 NLD 3 2 LUX, PRT Cluster mean 2 0 ESP, GRC, LUX PRT DEU, IRL, AUT, BEL, ITA 2 1 DNK, FIN, ISL, NOR, SWE AUS, CAN, GBR, JPN, NZL, USA, NLD, CHE. 19 2 Clustergram 6 FIN, ESP, GRC, CAN 5 AUT, BEL, CHE, ITA, GBR, SWE, DNK 1 DNK, FIN, ISL, NOR, SWE, CAN, CHE 4 NLD 3 AUS, DEU, IRL, JPN, NZL, USA 3 4 Number of clusters 5 1 ISL, NOR 6 Andy Green and Tarek Mostafa 41 countries (cluster 2). The only exceptions are: Germany, which is part of the liberal cluster; Italy, which is part of the Social Market cluster; Luxembourg, which belongs to the Mediterranean cluster; and the Netherlands, which forms a cluster of its own.
And Ramirez, F. (2010) ‘Human Rights in Social Science Textbooks. Cross-national Analyses, 1970–2008,’ Sociology of Education, 83, 2, pp. 111–134. Mons, N. (2007) Les Nouvelles Politiques Educatives. Paris: Presses Universitaires de France. Mostafa, T.