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Education for Democracy in England in World War II
Education for Democracy in England in World War II examines the educational discourse and involvement in wartime educational reforms of five important figures: Fred Clarke, R. H. Tawney, Shena Simon, H. C. Dent and Ernest Simon. These figures campaigned for educational reforms through their books, publishing articles in newspapers, delivering speeches at schools and conferences and by organizing pressure groups. Going beyond the literature in this key period, the book focuses on exploring the relationship between democratic ideals and reform proposals in each figure’s arguments. Displaying a variety of democratic forums for debates about education beyond parliament, the book re-interprets wartime educational reforms from a different perspective and illustrates the agreements and contradictions in the educational discourse itself.
Brian Simon and the Struggle for Education
This is the first full-length study of the life and career of Brian Simon (1915-2002), leading Marxist intellectual and historian of education in twentieth-century Britain. Using documentary sources that have only recently become publicly available, it reveals the remarkably broad range of Simon’s life as student, soldier and school teacher, Communist Party activist, and educational academic, campaigner and reformer. In a sympathetic biography that yet retains critical distance, the authors analyse Simon’s contribution to Marxism and the CP, explore the influence of both on his work as a historian of education and trace the significance of his Marxist beliefs, political associations and ...
Educational Reconstruction
This book presents a clear overview of the debates that surrounded the making of the 1944 Act, which affected every aspect of education in this country. It gives a detailed account of the tripartite divisions into 'three types of child' that were sanctioned in the reforms of the 1940s. At the same time, it also emphasises the idea of education as a civic project which underlay the reforms and which was such an important part of their lasting authority. The education policies of the past decade and the current attempts to shape a new education settlement need to be interpreted in a long-term historical framework and in particular, in relation to the aims and problems of the last great cycle of reform in the 1940s. This book makes an important contribution to the development of such a framework and the social history of education policy in this country.
For God and Country
This postsecular study on Conservative and Christian thinkers’ intellectual ferment leading to England’s 1944 Education Act examines how politicians and educationalists promoted Christian-civic humanism as the educational philosophy underlying the Act. It argues that Religious Education and secondary and further educational proposals were meant to go hand-in-hand to shape a national educational system that promoted an English national identity based on ideals of tradition and progress for the war-weary nation. The 1944 Act’s historic Religious Education mandate, however, was overshadowed by the hopes and fears for “secondary education for all” in the postwar, class-conscious English society. The book focuses on the work and collaborations of politicians, educationalists, and intellectuals with special attention to three men: Minister of Education R. A. Butler, educationalist Fred Clarke, and sociologist Karl Mannheim. As Christian, political, and social thinkers these men worked in public—and behind the scenes—to create the landmark Education Act in order to bolster postwar England through appeals to God and country.
Theories of Mathematics Education
Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM—The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt für - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincaré (1854–1912), who said “To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.
The Struggle for the History of Education
In The Struggle for History Education, Gary McCulloch sets out a vision for a future of study in the history of education which contributes to education, history and social sciences alike.
The Liberal Party and the Economy, 1929-1964
The Liberal Party and the Economy, 1929-1964 explores the reception, generation, and use of economic ideas in the British Liberal Party between its electoral decline in the 1920s and 1930s, and its post-war revival under Jo Grimond. Drawing on archival sources, party publications, and the press, this volume analyses the diverse intellectual influences which shaped British Liberals' economic thought up to the mid-twentieth century, and highlights the ways in which the party sought to reconcile its progressive identity with its longstanding commitment to free trade and competitive markets. Peter Sloman shows that Liberals' enthusiasm for public works and Keynesian economic management - which D...
