A Systematic Literature Review of Constructions of the Historical “Grammar of Schooling”

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Abstract

The grammar of schooling signifies underlying patterns that shape schooling. This systematic literature review explores its constructions beyond its historical characteristics and its contemporary, largely metaphorical uses. Initially, 216 English and German texts were identified; 69 remained for analysis after excluding those that merely mentioned the concept. Preliminary results include the slow reception of the concept before the 2020 AJoE special issue, and its increased traction in English-speaking academia after. German-speaking academia experienced no such increase. The concept is often used beyond its initial frame of reference, i.e. U.S. schooling, and connotes an outdated, rigid, and teacher-centered organizational form of schooling, juxtaposed against a progressive ideal of schooling. The grammar’s stability is also read as a protection against undue influence.

Authors

• Stefan Michael Becks, University of Duisburg-Essen

• Christine Dr. Becks, University Duisburg - Essen

• Annika Wilmers, Frankfurt UAS