• Ann Margaret Doyle


This chapter draws conclusions from the hypothesis testing in the historical chapters. It answers the question posed at the beginning of the study as to how political ideologies in France and England have impacted on social equality in education. These conclusions are based on the hypotheses that a revolutionary/republican ideology, as well as a progressive social class alliance, together with a centralised state in France would be conducive to a discourse of egalitarianism and a reduction of social inequality in education during the period from 1789 to 1939, and that the absence of these factors in England would not be conducive to this.


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© The Author(s) 2018

Authors and Affiliations

  • Ann Margaret Doyle
    • 1
  1. 1.UCL Institute of EducationUniversity College LondonLondonUK

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