Kirjahaku

Documentary sources have become increasingly neglected in education and the social sciences. This book seeks to emphasise their potential value and importance for an understanding of modern societies, while also recognising their limitations, and explores their relationship with other research strategies. This up-to-date examination of how to research and use documents analyzes texts from the past and present, considering sources ranging from personal archives to online documents and including books, reports, official documents, works of fiction and printed media. This comprehensive analysis of the use of documents in research includes sections covering: * analysing documents * legal frameworks and ethical issues * records and archives * printed media and literature * diaries, letters and autobiographies.

The history of education is a contested field of study, and has represented a site of struggle for the past century of its development. It is highly relevant to an understanding of broader issues in history, education and society, and yet has often been regarded as being merely peripheral rather than central to them.Over the years the history of education has passed through a number of approaches, more recently engaging with a different areas such as curriculum, teaching and gender, although often losing sight of a common cause. In this book McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future on a number of topics, including:finding a set of common causes for the field as a wholeengaging more effectively with social sciences and humanities while maintaining historical integrityforming a rationale of missions and goals for the fielddefining the overall content of the subject, its priorities and agendasand reassessing the relevance of educational history to current educational and social issues.Throughout this book the origins of unresolved debates and tensions about the nature of the field of history of education are discussed and key examples are analysed to present a new view of future development.The Struggle for the History of Education demonstrates the key changes and continuities in the field and its relationship with education, history and the social sciences over the past century. It also reveals how the history of education can build on an enhanced sense of its own past, and the common and integrating mission that makes it distinctive, interesting and important for a wide range of scholars from different backgrounds.

The history of education is a contested field of study, and has represented a site of struggle for the past century of its development. It is highly relevant to an understanding of broader issues in history, education and society, and yet has often been regarded as being merely peripheral rather than central to them.Over the years the history of education has passed through a number of approaches, more recently engaging with a different areas such as curriculum, teaching and gender, although often losing sight of a common cause. In this book McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future on a number of topics, including:finding a set of common causes for the field as a wholeengaging more effectively with social sciences and humanities while maintaining historical integrityforming a rationale of missions and goals for the fielddefining the overall content of the subject, its priorities and agendasand reassessing the relevance of educational history to current educational and social issues.Throughout this book the origins of unresolved debates and tensions about the nature of the field of history of education are discussed and key examples are analysed to present a new view of future development.The Struggle for the History of Education demonstrates the key changes and continuities in the field and its relationship with education, history and the social sciences over the past century. It also reveals how the history of education can build on an enhanced sense of its own past, and the common and integrating mission that makes it distinctive, interesting and important for a wide range of scholars from different backgrounds.

Philosophers and Kings examines how the theme of ‘education for leadership’ has developed, changed and declined in English secondary education during the twentieth century. Once celebrated as an authentic and distinctive English tradition, education for leadership has fallen into decline and disrepute, usurped by the ideals of equality and competitive individualism and discredited by its own inherent limitations and implications. There have, however, been important attempts during the present century to revive and reassert education for leadership by adapting it to a rapidly changing social and political context. These efforts at rehabilitation originally centred on the elite public schools, but increasingly involved state secondary schools that catered for larger groups of the population: the classic tradition began to mutate in directions that allowed it to support the claims of industry and science. Indeed, education for leadership could prove attractive to radical and even socialist educational initiatives, but the perceived failure of the latter, and the deepening of other forms of educational and social inequality, rendered the concept increasingly suspect in the changing educational and political climate of the 1980s.

Philosophers and Kings examines how the theme of ‘education for leadership’ has developed, changed and declined in English secondary education during the twentieth century. Once celebrated as an authentic and distinctive English tradition, education for leadership has fallen into decline and disrepute, usurped by the ideals of equality and competitive individualism and discredited by its own inherent limitations and implications. There have, however, been important attempts during the present century to revive and reassert education for leadership by adapting it to a rapidly changing social and political context. These efforts at rehabilitation originally centred on the elite public schools, but increasingly involved state secondary schools that catered for larger groups of the population: the classic tradition began to mutate in directions that allowed it to support the claims of industry and science. Indeed, education for leadership could prove attractive to radical and even socialist educational initiatives, but the perceived failure of the latter, and the deepening of other forms of educational and social inequality, rendered the concept increasingly suspect in the changing educational and political climate of the 1980s.

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.

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.