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Education 4 ➤ The background to education after World War II ➤ The principles of the 1944 Education Act ➤ The change to comprehensive schooling ➤ Analysis of Conservative policy in the 1980s ➤ The importance of the 1988 Education Act ➤ The effects of the National Curriculum, testing and league tables ➤ New Labour policies on education Until World War II the involvement of the state in British education has been variable and, at times, has even seemed reluctant. Being fundamentally a liberal culture, there has been a fear that state intervention might
How educational systems operate in divided societies is an increasingly important question for conflict resolution. Traditionally seen as an institution which reflects social differences, more recent views of education are that it has the capacity to generate significant social change, by identifying sources of conflict and by developing strategies to ameliorate them. As a result
Introduction Since you are presumably actually reading this book, and not merely scanning its pages before settling it on your shelves, nestled between Ayn Rand's Fountainhead and Dan Brown's DaVinci Code , to impress visitors, it is probably safe to assume that literacy, and even numeracy, are not overwhelming obstacles in your daily life. Imagine if that were not the case. Imagine not being able to read street signs, drug prescriptions or even a ballot. A National Center for Education Statistics adult
A remote utopian ideal Education was one of the most important and most divisive issues in British politics during the 1970s. It may also have been the one area of policy in which there was such a coherent, persistent and persuasive campaign to bring about a fundamental re-thinking in Britain. If the 1960s had been dominated by progressive conceptions of bringing about a fairer and more open society, then by the following decade these had been overthrown by reactionary concerns about simply improving standards and getting value for money. 1
Introduction One of the goals of the photographers hired by the Canadian International Development Agency (CIDA) during the 1990s and 2000s was to create images for the education of children and youth. For twenty years, CIDA sent these reproductions of images to schools in a multitude of formats, from magazines to videos, slide shows, games, picture books, and maps, produced in collaboration with academic specialists in education and the National Film Board of Canada (NFB). The attention and resources the international agency invested in the dissemination
In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.
4883 Social Change PT bjl.qxd 13/6/07 11:07 Page 42 3 Education Introduction The French word éducation refers to all aspects of a person’s upbringing, including the formal acquisition of knowledge. The world of schooling in the nineteenth century cannot be understood without appreciating that going to school made up only part of children’ s ‘education’, and whether this was a small or a large part (or no part at all) depended largely on family priorities. Almost all children (except those in rich families) were trained to help around the house, business
4 Traveller education: policy and practice in Northern Ireland Jennifer Hamilton, Fiona Bloomer and Michael Potter This chapter addresses the ways in which social exclusion, discrimination and disadvantage are experienced by the Traveller community in Northern Ireland with respect specifically to education. Drawing on empirical research, it evaluates the adequacy and effectiveness of primary-level education from the perspective of Travellers, and assesses the broader policy context for Traveller educational provision in Northern Ireland, providing some insights
2 National education: promise and paralysis In April 1762, when the Parlement of Paris ordered the Society of Jesus to relinquish control of the thirty-eight collèges it administered within the Parlement’s jurisdiction, it set off a tremendous debate about the purpose, personnel, and politics of French education. When, four months later, the Parlement expelled the Jesuits altogether and, two years after that, Louis XV expelled the order from all of France, it became apparent that the debate over education would become national in scope and that it would require
Kucinskas shows in her research, the Mindfulness Industry echoes this elitism. Its edicts hide its cultural appropriation, authoritarianism, and whiteness. Education and training play an important role in the pretence of sameness and the performance of equality. In fact, White Mindfulness’ pedagogical mechanisms further bind it to the instruments of postracial neoliberalism. One form