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Article ID: CBB035327462

Social Scientization and the Schooling State in UK Parliamentary Discourse, 1803–1909 (2022)

Social Science History
Volume: 46
Issue: 1
Pages: 223-254
Publication date: 2022
Language: English

DOI: 10.1017/ssh.2021.35

URI: http://www.cambridge.org/core/journals/social-science-history/article/social-scientization-and-the-schooling-state-in-uk-parliamentary-discourse-18031909/DD7B0D4993CDF03231513858CBD96579

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Rhetorical analysis Law and legislation Education Social sciences 20th century, early 19th century United Kingdom

Traditional accounts of state expansion and of the rise of state schooling in the nineteenth century emphasize economic, political, and social development as well as conflict and domination. These accounts explain the introduction of new state structures, like ministries of education, rules of compulsion, and the general elaboration of bureaucracies. This article contributes to the historical sociological study of state expansion with specific regard to schooling by refocusing on the role that macrocultural processes of social scientization played in shaping the discursive construction and expansion of the state. Designed to analyze the 1.3 million speeches given in the UK parliament during the nineteenth century, the research reported here supports the argument that the development, professionalization, and institutionalization of the social sciences—social scientization—was a powerful force of cultural construction across the West and was positively associated with expanded notions of the state, as evidenced with the case of the United Kingdom. This article therefore not only provides an important alternative view to those who emphasize economic and social transformation but it also advances the empirical study of the powerful role that social science, as generative institution of cultural construction, played in shaping official discourses of the state—in this instance, the schooling state.

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