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Creating Economic Space for Social Innovation$
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Alex Nicholls and Rafael Ziegler

Print publication date: 2019

Print ISBN-13: 9780198830511

Published to Oxford Scholarship Online: January 2020

DOI: 10.1093/oso/9780198830511.001.0001

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Trajectories of Social Innovation

Trajectories of Social Innovation


(p.208) 8 Trajectories of Social Innovation
Creating Economic Space for Social Innovation

Martijn Jeroen van der Linden

Oxford University Press

This chapter revisits the main theoretical arguments for freedom of education put forward in the Dutch School Struggle (1806–1920). The first phase of the struggle (1806–57) focused on the right to establish private schools and the second phase (1857–1920) on equal unconditional funding for public and private schools. The conclusion is that freedom of education has yet still not been achieved in the Netherlands due to a failure to prevent encroachment of the cultural sphere by the legal-political and economic-financial sphere. Freedom of education requires ‘sphere sovereignty’; that is, the separation of three tasks: (a) guaranteeing equitable access (rights) to education; (b) ensuring unconditional funding of education; and (c) controlling the quality of education.

Keywords:   education, freedom, funding, rights, quality, sphere sovereignty, Dutch School Struggle, private schools, public schools

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