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E-grāmata: RoutledgeFalmer Reader in the History of Education

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Edited by (University of London, United Kingdom)
  • Formāts: 304 pages
  • Izdošanas datums: 25-Nov-2020
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000100884
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RoutledgeFalmer Reader in the History of EducationPalielināt
  • Formāts: 304 pages
  • Izdošanas datums: 25-Nov-2020
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781000100884
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This Reader brings together a wide range of material to present an international perspective on topical issues in history of education today. Focusing on the enduring trends in this field, this lively and informative Reader provides broad coverage of the subject and includes crucial topics such as:
* higher education
* informal agencies of education
* schooling, the state and local government
* education and social change and inequality
* curriculum
* teachers and pupils
* education, work and the economy
* education and national identity.
With an emphasis on contemporary pieces that deal with issues relevant to the immediate real world, this book represents the research and views of some of the most respected authors in the field today. Gary McCulloch also includes a specially written introduction which provides a much-needed context to the role of history in the current educational climate.
Students of history and history of education will find this Reader an important route map to further reading and understanding.
Introduction: history of education 1(12)
Gary McCulloch
PART I Higher education
13(36)
Social control and intellectual excellence: Oxbridge and Edinburgh (1560-1983)
15(18)
Lawrence Stone
Introduction: the functions of a university
15(2)
The rise of the Oxbridge College tutorial system (1560-1660)
17(5)
Edinburgh (1583-1660)
22(1)
The fall of the Oxbridge College tutorial system (1670-1770)
22(3)
The rise of Edinburgh (1660-1780)
25(2)
The reform of Oxbridge (1770-1960)
27(3)
The decline of discipline
30(1)
Conclusion
31(2)
Going to university in England between the wars: access and funding
33(16)
Carol Dyhouse
Conclusion
45(4)
PART II Informal agencies of education
49(32)
On literacy in the Renaissance: review and reflections
51(17)
Harvey J. Graff
Preface and overview
51(3)
Trends and levels of literacy
54(2)
Uses of literacy
56(4)
The Renaissance's relationships to literacy
60(3)
Literacies: alphabetic and visual
63(5)
Schoolgirl to career girl: the city as educative space
68(13)
Stephanie Spencer
The lure of the city
69(2)
The career novel
71(3)
The interviews
74(7)
PART III Schooling, the State and local government
81(56)
Family formation, schooling and the patriarchal state
83(17)
Pavla Miller
Ian Davey
Church and state
83(1)
Revisionist critique: industrialisation, urbanisation and wage labour
84(1)
Feminist critique
85(1)
Patriarchalist vs liberal political theory
86(1)
Proletarianisation and the demise of the patriarchalist family economy
87(1)
Industrialisation and the early proletarian family
88(1)
The fully proletarian family
89(1)
The proletarian family and the male breadwinner ideal
90(1)
The middle class and the remaking of the separate spheres
91(1)
Industrialisation and urbanisation revisited
92(2)
Church and state revisited
94(3)
Conclusion
97(3)
Technical education and state formation in nineteenth-century England and France
100(18)
Andy Green
Introduction
100(1)
The underdevelopment of scientific and technical education in nineteenth-century England
100(3)
Explanations of English underdevelopment
103(4)
The development of French technical education
107(2)
The development of technical education in England
109(9)
To `blaise the trail for women to follow along': sex, gender and the politics of education on the London School Board (1870-1904)
118(19)
Jane Martin
Introduction
118(1)
Political candidature
119(3)
The political culture of the London School Board
122(4)
Women's careers as educational policy-makers
126(1)
The schoolgirls' curriculum
126(3)
Women teachers
129(1)
School attendance
130(2)
Conclusion
132(5)
PART IV Education and social change and inequality
137(24)
Can education change society?
139(12)
Brian Simon
Schooling as an impediment to social mobility in nineteenth and twentieth century Britain
151(10)
Roy Lowe
PART V Curriculum
161(32)
Eton in India: the imperial diffusion of a Victorian educational ethic
163(16)
J. A. Mangan
Catholic influence and the secondary school curriculum in Ireland, 1922-1962
179(14)
Thomas A. O'Donoghue
General background
179(2)
The Church's pursuit of its interests through the secondary school curriculum
181(1)
An historical explanation for the Church's great influence over the secondary school curriculum
182(4)
Changes since 1962
186(7)
PART VI Teachers and pupils
193(38)
The symbiotic embrace: American Indians, white educators and the school, 1820s-1920s
195(19)
Michael C. Coleman
Classroom teachers and educational change 1876-1996
214(17)
Philip Gardner
Three generations of teachers
214(2)
Classroom and pedagogies
216(2)
Practical autonomy
218(2)
Post-war change
220(3)
The second-generation legacy
223(1)
New expectations
224(3)
Interviewees
227(4)
PART VII Education, work and the economy
231(32)
Entering the world of work: the transition from youth to adulthood in modern European society
233(13)
John Springhall
Politicians and economic panic
246(17)
Alison Wolf
Introduction
246(1)
The current panic: players and panaceas
246(5)
Education and the CBI
251(4)
An older panic: the findings of the Samuelson Report
255(4)
The 1880s and the 1980s: why the same - and why so different?
259(4)
PART VIII Education and national identity
263(21)
Education in Wales: a historical perspective
265(8)
Gareth Elwyn Jones
`There's no place like home': education and the making of national identity
273(11)
Ian Grosvenor
Empire Day
273(1)
Images in schools
274(1)
Children and `race-thinking'
275(1)
Attitudes to Europe
275(1)
Living in an age of anxiety
276(3)
`Home' and national identity
279(2)
The contingency of identity
281(2)
Educating the nation
283(1)
Into the future: national identity and education
284


Gary McCulloch is Brian Simon Chair of History of Education at the Institute of Education, University of London. He is also Vice President of the History of Education Society, and Editor of the international History of Education journal, published by T&F. His current research is on the history of secondary education and on theory, methodology and biography in the history of education. He has published widely in the field, including a major works set for Routledge.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97810001008842e.html
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