This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the past forty years, ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain.
Table of Contents
Gary McCulloch (Institute of Education, University of London), Joyce Goodman (University of Winchester), William Richardson (University of Exeter) – Introduction
Rosemary O’Day (Open University) – Perspectives on the emergence of learned professions in England, 1500-1800
Deirdre Raftery (University College Dublin), Jane McDermid (University of Southampton), Gareth Elwyn Jones (University of Wales Swansea) – Social change and education in Ireland, Scotland and Wales: a review of scholarship in nineteenth century schooling
Michael Sanderson (University of East Anglia) – The history of education and economic history – the good neighbours
Harold Silver – Higher education and social change: purpose in pursuit?
Tom Woodin (Institute of Education, University of London) – Working class education and social change in nineteenth and twentieth century Britain
Joyce Goodman – Social change and secondary schooling for girls in the ‘long 1920s’: European engagements
Jane Martin (Institute of Education, University of London) – Gender, politics and the revisioning of education histories
Philip Gardner (University of Cambridge) – The ‘life-long draught’: from learning to teaching and back
Felicity Armstrong (Institute of Education, University of London) – Disability, education and social change since 1960
William Richardson – British historiography of education in international context at the turn of the century, 1996-2006
Jonathan Rose (Drew University, USA) – The history of education as the history of reading
Ian Grosvenor (University of Birmingham) – From the ‘eye of history’ to ‘a second gaze’: the visual archive and the marginalised in history of education
JOYCE GOODMAN is Professor of History of Education at the University of Winchester, president of the History of Education Society, secretary of the International Standing Conference for the History of Education and a past Editor of History of Education
GARY McCULLOCH is Brian Simon Professor of the History of Education at the Institute of Education, University of London, and is past president of the History of Education Society and a past Editor of History of Education
WILLIAM RICHARDSON is Professor of Education and Head of the School of Education and Lifelong Learning at the University of Exeter.