Education in the Post-War Years

Education in the Post-War Years
Title Education in the Post-War Years PDF eBook
Author Roy Lowe
Publisher Routledge
Pages 230
Release 2011-12-08
Genre Education
ISBN 0415689228

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This book provides an overview of the relationship between the sweeping social changes of the post-war period and education in England. It outlines the major demographic cultural and socio-economic developments which made new demands of the education service during the twenty years following the War and analyses the responses made by schools, colleges and universities. The book provides not only an informed narrative of the development of formal education, but also an authoritative account of the ways in which suburbanisation and the growth of the new property-owning middle class determined both the rhetoric of education and the structure of the system which emerged through the implementation of the 1944 Education Act.

Post War Education in Great Britain

Post War Education in Great Britain
Title Post War Education in Great Britain PDF eBook
Author
Publisher
Pages 30
Release 1943
Genre Education
ISBN

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Higher Education in Post-war Great Britain

Higher Education in Post-war Great Britain
Title Higher Education in Post-war Great Britain PDF eBook
Author W. Stewart
Publisher Springer
Pages 371
Release 1989-06-18
Genre Education
ISBN 1349070645

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This book is concerned with historical growth and change in higher education in Britain, as well as with the economic, social, cultural and political context in which these have taken place. The work examines polytechnics and the growth of institutes of higher education.

Defining Physical Education (Routledge Revivals)

Defining Physical Education (Routledge Revivals)
Title Defining Physical Education (Routledge Revivals) PDF eBook
Author David Kirk
Publisher Routledge
Pages 191
Release 2012-11-12
Genre Education
ISBN 1136451862

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First published in 1992, David Kirk’s book analyses the public debate leading up to the 1987 General Election over the place and purpose of physical education in British schools. By locating this debate in a historical context, specifically in the period following the end of the Second World War, it attempts to illustrate how the meaning of school physical education and its aims, content and pedagogy were contested by a number of vying groups. It stresses the influence of the culture of postwar social reconstruction in shaping these groups’ ideas about physical education. Through this analysis, the book attempts to explain how physical education has been socially constructed during the postwar years and, more specifically, to suggest how the subject came to be used as a symbol of subversive, left wing values in the campaign leading to the 1987 election. In more general terms, the book provides a case study of the social construction of school knowledge. The book takes an original approach to the question of curriculum change in physical education, building on increasing interest in historical research in the field of curriculum studies. It adopts a social constructionist perspective, arguing that change occurs through the active involvement of competing groups in struggles over limited material and ideological (discursive) resources. It also draws on contemporary developments in social and cultural theory, particularly the concepts of discourse and ideological hegemony, to explain how the meaning of physical education has been constructed, and how particular definitions of the subject have become orthodoxes. The book presents new historical evidence from a period which had previously been neglected by researchers, despite the fact that 1945 marked a watershed in the development of the understanding and teaching of physical education in schools.

Mary Warnock

Mary Warnock
Title Mary Warnock PDF eBook
Author Philip Graham
Publisher Open Book Publishers
Pages 334
Release 2021-12-10
Genre Biography & Autobiography
ISBN 1800643411

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This biography illuminates the life and thought of Baroness Mary Warnock, whose active years spanned the second half of the twentieth century, a period during which opportunities for middle-class women rapidly and vastly improved. Warnock was described as ‘probably the most celebrated philosopher in Britain.’ She began her career as an Oxford University philosophy don and went on to become headmistress of an independent girls’ school. Warnock subsequently chaired two select committees which produced reports of lasting significance, first to children with special needs, and second to childless couples. She then became Mistress of Girton College, Cambridge, and an active member of the House of Lords. Alongside these positions, Warnock wrote twenty books, ranging from the fields of philosophy to education and medical ethics. Her ideas were largely in tune with contemporary progressive thinking but late in life Warnock’s extreme championing of assisted dying for older people won her enemies even among progressives. This authorised biography, written by a friend of the subject, will be of great value to the general reader with an interest in philosophy, ethics, twentieth-century cultural history, and the changing role of women from the 1950s onwards.

Stress in Post-War Britain, 1945–85

Stress in Post-War Britain, 1945–85
Title Stress in Post-War Britain, 1945–85 PDF eBook
Author Mark Jackson
Publisher Routledge
Pages 268
Release 2016-12-05
Genre History
ISBN 1317318048

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In the years following World War II the health and well-being of the nation was of primary concern to the British government. The essays in this collection examine the relationship between health and stress in post-war Britain through a series of carefully connected case studies.

Postwar History Education in Japan and the Germanys

Postwar History Education in Japan and the Germanys
Title Postwar History Education in Japan and the Germanys PDF eBook
Author Julian Dierkes
Publisher Routledge
Pages 338
Release 2010-12-14
Genre Political Science
ISBN 1135193630

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How did East and West Germany and Japan reconstitute national identity after World War II? Did all three experience parallel reactions to national trauma and reconstruction? History education shaped how these nations reconceived their national identities. Because the content of history education was controlled by different actors, history education materials framed national identity in very different ways. In Japan, where the curriculum was controlled by bureaucrats bent on maintaining their purported neutrality, materials focused on the empirical building blocks of history (who? where? what?) at the expense of discussions of historical responsibility. In East Germany, where party cadres controlled the curriculum, students were taught that World War II was a capitalist aberration. In (West) Germany, where teachers controlled the curriculum, students were taught the lessons of shame and then regeneration after historians turned away from grand national narratives. This book shows that constructions of national identity are not easily malleable on the basis of moral and political concerns only, but that they are subject to institutional constraints and opportunities. In an age when post-conflict reconstruction and reconciliation has become a major focus of international policies, the analysis offers important implications for the parallel revision of portrayals of national history and the institutional reconstruction of policy-making regimes.