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The book explores the transformative impact of decolonization on education, emphasizing the shift from merely reproducing societal norms to actively creating a new society. It examines the necessity for innovative educational methods while acknowledging the relevance of traditional practices. Through a series of scholarly chapters, it delves into various decolonization processes and the educational challenges faced over the past two centuries, providing a comprehensive analysis of this significant historical transition.

During the institutionalization of mass schooling in the 19th century, teaching large groups of children became both a necessity and a matter of regulation. For officials and inspectors the systematization of classroom interactions was important for effective results. However, while systematization could bring about the constant attention of children and their uninterrupted work, interactions themselves were difficult to control. Rationalized models of classroom organization provided alternatives for managing large groups before age grading became the dominant pattern of organizing interactions. The contributions in this volume explore diverse paths of transition towards modern classroom organization in different countries, allowing transnational perspectives and comparisons.