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The Wesley high schools were extraordinarily successful during the early years of the twentieth century ( figure 6 ). They were centres of learning, producers of public servants and much sought after by Burmese parents. 1 The early missionaries intended their schools to be nurseries for church leaders and proselytisers of new members. In the event the Mandalay Leper Home probably produced more converts than all the schools put together. The schools lost their lustre in the 1920s, caused many headaches during the
In 1960–62, a large number of white autochthonous parents in Southall became very concerned that the sudden influx of largely non-Anglophone Indian immigrant children in local schools would hold back their children’s education. It was primarily to placate such fears that ‘dispersal’ (or ‘bussing’) was introduced in areas such as Southall and Bradford, as well as to promote the integration of mostly Asian children. It consisted in sending busloads of immigrant children to predominantly white suburban schools, in an effort to ‘spread the burden’. This form of social engineering went on until the early 1980s. This book, by mobilising local and national archival material as well as interviews with formerly bussed pupils in the 1960s and 1970s, reveals the extent to which dispersal was a flawed policy, mostly because thousands of Asian pupils were faced with racist bullying on the playgrounds of Ealing, Bradford, etc. It also investigates the debate around dispersal and the integration of immigrant children, e.g. by analysing the way some Local Education Authorities (Birmingham, London) refused to introduce bussing. It studies the various forms that dispersal took in the dozen or so LEAs where it operated. Finally, it studies local mobilisations against dispersal by ethnic associations and individuals. It provides an analysis of debates around ‘ghetto schools’, ‘integration’, ‘separation’, ‘segregation’ where quite often the US serves as a cognitive map to make sense of the English situation.
179 7 Schools, ethos and inclusion As we have seen, there is a basic conflict between the dominant discourse in the Republic of Ireland on the ‘inclusive’ character of Irish schools from a religious perspective and the continuing structural reality of religious segregation. Despite this structural reality, as a result of social developments, most Irish schools now have a much more diversified population than in the past along cultural and religious lines (taking into account the religious beliefs of parents), even if there are significant variations depending
113 5 The ‘national’ school system: still denominational and private In this chapter I will examine recent structural developments in the Irish educational system and the place of religion in its current make-up. In the Republic of Ireland, ‘diversity’ from a structural viewpoint above all means religious diversity, in terms of both administrative control and school attendance. Beyond an overview of the major characteristics of the system and of the contemporary debates about the opportunity of more or less far-reaching structural changes, the main question
240 The emergence of footballing cultures 11 School, work and leisure By 1919 the Manchester region housed multiple leagues and competitions for all ages and there were tournaments for women, developed during the war, with several factory teams such as those representing female railway workers, ironfounders and area munitions works.1 There was a Manchester Ladies Football League which also played representative games and had sought affiliation to the FA. Women’s football was popular even though the footballing authorities were not supportive, and teams such
I was re-reading your initial email and it seems to me that you probably haven’t picked the best school for your study as not much has changed in Eastbank with academy status. (Field notes, Head of Academy) I open with a field note that
After ten years of prep and public school you were part of the gang; and if you weren't you were either a freak or a fairy. Luckily for me, I was both. 1 —Rupert Everett Julian Mitchell's play, Another Country , debuted at the Greenwich Theatre on 5 November 1981, almost exactly two years after Anthony Blunt was unmasked as
reception of these films has been uneven, mostly because the Shakespearean source material can easily disappear among the conventions of the high school subgenre of teen films. Yet, if we give the genre the benefit of the doubt, it is easy to notice how these conventions, which reinforce the films’ generic identity, can be combined with Shakespeare’s oeuvre in a variety of ways and use the popular genre’s framework to turn teen viewers into Shakespeare fans. The first films discussed are the obvious ones: 10 Things I Hate About You (1999, dir. Gil Junger), Never
Special day schools, hospital schools, charities 3 SPECIAL DAY SCHOOLS, HOSPITAL SCHOOLS AND THE ROLE OF CHARITIES Special day schools Special day schools in neutral and reception areas managed, on the whole, to carry on as normal during the war years, while in evacuating areas they were re- established as residential schools in safer areas, as has been discussed. In some cases, however, parents of both the disabled and the able-bodied were unwilling to allow their children to be evacuated, leaving the problem of where they could be educated. As all schools
In October 1925, parents were invited to an open day at the boys’ department of Central Street School. Leaflets were prepared for distribution: The primary object of ‘open day’ is to give the parents of our children an opportunity to come and see the boys at work . What you see is not presented as perfect work nor in the nature of a show or entertainment , but that you may see how from day to day we carry on our work, striving to shape your boys into true men and