This book provides an overview of the relationship between the sweeping social changes of the post-war period and education in England. It outlines the major demographic cultural and socio-economic developments which made new demands of the education service during the twenty years following the War and analyses the responses made by schools, colleges and universities. The book provides not only an informed narrative of the development of formal education, but also an authoritative account of the ways in which suburbanisation and the growth of the new property-owning middle class determined both the rhetoric of education and the structure of the system which emerged through the implementation of the 1944 Education Act.
First published in 1992, David Kirk’s book analyses the public debate leading up to the 1987 General Election over the place and purpose of physical education in British schools. By locating this debate in a historical context, specifically in the period following the end of the Second World War, it attempts to illustrate how the meaning of school physical education and its aims, content and pedagogy were contested by a number of vying groups. It stresses the influence of the culture of postwar social reconstruction in shaping these groups’ ideas about physical education. Through this analysis, the book attempts to explain how physical education has been socially constructed during the postwar years and, more specifically, to suggest how the subject came to be used as a symbol of subversive, left wing values in the campaign leading to the 1987 election. In more general terms, the book provides a case study of the social construction of school knowledge. The book takes an original approach to the question of curriculum change in physical education, building on increasing interest in historical research in the field of curriculum studies. It adopts a social constructionist perspective, arguing that change occurs through the active involvement of competing groups in struggles over limited material and ideological (discursive) resources. It also draws on contemporary developments in social and cultural theory, particularly the concepts of discourse and ideological hegemony, to explain how the meaning of physical education has been constructed, and how particular definitions of the subject have become orthodoxes. The book presents new historical evidence from a period which had previously been neglected by researchers, despite the fact that 1945 marked a watershed in the development of the understanding and teaching of physical education in schools.
This book is concerned with historical growth and change in higher education in Britain, as well as with the economic, social, cultural and political context in which these have taken place. The work examines polytechnics and the growth of institutes of higher education.
This book addresses one the most contentious issues of postwar Western Europe, namely the organization of the primary and secondary stages of schooling in state education systems. In examining the politics of continuity and change in postwar schooling in Britain and the Federal Republic Germany, Gregory Baldi seeks to contribute to more general understandings of education’s place in the welfare state, the development of social institutions, and the relationship between material and ideational factors in shaping political outcomes over time.
This biography illuminates the life and thought of Baroness Mary Warnock, whose active years spanned the second half of the twentieth century, a period during which opportunities for middle-class women rapidly and vastly improved. Warnock was described as ‘probably the most celebrated philosopher in Britain.’ She began her career as an Oxford University philosophy don and went on to become headmistress of an independent girls’ school. Warnock subsequently chaired two select committees which produced reports of lasting significance, first to children with special needs, and second to childless couples. She then became Mistress of Girton College, Cambridge, and an active member of the House of Lords. Alongside these positions, Warnock wrote twenty books, ranging from the fields of philosophy to education and medical ethics. Her ideas were largely in tune with contemporary progressive thinking but late in life Warnock’s extreme championing of assisted dying for older people won her enemies even among progressives. This authorised biography, written by a friend of the subject, will be of great value to the general reader with an interest in philosophy, ethics, twentieth-century cultural history, and the changing role of women from the 1950s onwards.
In the years following World War II the health and well-being of the nation was of primary concern to the British government. The essays in this collection examine the relationship between health and stress in post-war Britain through a series of carefully connected case studies.
How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction? History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives. This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.
Questioning popular belief, a historian and re-examines what exactly led to the British Empire’s loss of the American Revolution. The loss of America was an unexpected defeat for the powerful British Empire. Common wisdom has held that incompetent military commanders and political leaders in Britain must have been to blame, but were they? This intriguing book makes a different argument. Weaving together the personal stories of ten prominent men who directed the British dimension of the war, historian Andrew O’Shaughnessy dispels the incompetence myth and uncovers the real reasons that rebellious colonials were able to achieve their surprising victory. In interlinked biographical chapters, the author follows the course of the war from the perspectives of King George III, Prime Minister Lord North, military leaders including General Burgoyne, the Earl of Sandwich, and others who, for the most part, led ably and even brilliantly. Victories were frequent, and in fact the British conquered every American city at some stage of the Revolutionary War. Yet roiling political complexities at home, combined with the fervency of the fighting Americans, proved fatal to the British war effort. The book concludes with a penetrating assessment of the years after Yorktown, when the British achieved victories against the French and Spanish, thereby keeping intact what remained of the British Empire. “A remarkable book about an important but curiously underappreciated subject: the British side of the American Revolution. With meticulous scholarship and an eloquent writing style, O'Shaughnessy gives us a fresh and compelling view of a critical aspect of the struggle that changed the world.”—Jon Meacham, author of Thomas Jefferson: The Art of Power
The study of education and social mobility has been a key area of sociological research since the 1950s. The importance of this research derives from the systematic analysis of functionalist theories of industrialism. Functionalist theories assume that the complementary demands of efficiency and justice result in more ‘meritocratic’ societies, characterized by high rates of social mobility. Much of the sociological evidence has cast doubt on this optimistic, if not utopian, claim that reform of the education system could eliminate the influence of class, gender and ethnicity on academic performance and occupational destinations. This book brings together sixteen cutting-edge articles on education and social mobility. It also includes an introductory essay offering a guide to the main issues and controversies addressed by authors from several countries. This comprehensive volume makes an important contribution to our theoretical and empirical understanding of the changing relationship between origins, education and destinations. This timely collection is?also relevant to policy-makers as education and social mobility are firmly back on both national and global political agendas, viewed as key to creating fairer societies and more competitive economies. This book was originally published as a special issue of the British Journal of Sociology of Education.
