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Shena Simon
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Workers' Worlds
Manchester and Salford have a special place in the history of the British working class. They lay at the heart of the cotton industry, the spark of the industrial revolution, and as a consequence were among the first places to experience the application of steam power and the factory system to production. As a result, the Manchester-Salford conurbation was the first to see a fully-formed industrial working class. Whilst industrialization went through its heroic phase, the two cities seemed to be blazing a trail, not only for the rest of the country, but for the world. During the first half of the 19th century, social observers came from across Europe to see what they supposed to be their future. Manchester was, in Asa Briggs's influential phrase, the shock city of the age. The city demonstrated the ability of science to control nature: this was why, in 1843, Benjamin Disraeli described Manchester as the modern Athens. However, as Alexis de Tocqueville had noted eight years earlier, there was another side to increasing productivity -
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.
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.
The Simons of Manchester
The Simons of Manchester revives the history of one of Manchester’s most influential families, the Simons. The book investigates the lives and public work of Henry and Emily Simon, and Ernest and Shena Simon. Through philanthropy and work in social reform, the two generations of the Simons greatly enriched Manchester’s cultural and civic institutions, worked to improve the lives of its citizens, and helped to spearhead profound national reforms in health, housing, planning and education. While many people in Manchester are familiar with the Simon name through Shena Simon College, Simonsway, and the Simon Building at the University of Manchester, there is scant public knowledge of who the Simons were and their legacy. As such, this edited volume of collected essays aims to illuminate their fascinating lives and public service to rehabilitate the Simons and examine their local and national significance. An electronic edition of this book is freely available under a Creative Commons (CC BY-NC-ND) licence.
Citizenship and Community
In 1883 the radical journalist W. E. Adams described community self-government as 'the essence of all political liberalism that is worthy of the name'. This collaborative volume of essays enlarges upon Adams' thesis, applying it to the study of various 'currents of radicalism' in Britain and Ireland, and ranging from Victorian advanced liberals to Irish and Welsh socialists in the 1920s. Citizenship and Community explores the links between liberalism, social democracy and nationalism within the framework of classical republican ideals of 'civic virtue' and active citizenship. Its strong comparative emphasis breaks down conventional views of the state, and focuses attention on the regions of Britain, revealing how different forms of collective identity interacted in popular attitudes to political and social debates at a national level.
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 ...
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.
Women, Educational Policy-Making and Administration in England
The role of women in policy-making has been largely neglected in conventional social and political histories. This book opens up this field of study, taking the example of women in education as its focus. It examines the work, attitudes, actions and philosophies of women who played a part in policy-making and administration in education in England over two centuries, looking at women engaged at every level from the local school to the state. Women, Educational Policy-Making and Administration in England traces women's involvement in the establishment and management of schools and teacher training; the foundation of the school boards; women's representation on educational commissions, and the...
Manchester
This work offers an examination of Manchester's architecture, from its origins to the present-day rebuilding of the city centre. It follows Manchester's growth from a village to what many see as England's second city.
