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Education in Britain: 1944 to the Present
 
 
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Education in Britain: 1944 to the Present (Paperback)

by Ken Jones (Author) "Between 1943 and 1947, the coalition government led by Churchill and the Labour government of Attlee committed themselves to full employment, instituted a more effective..." (more)
2.0 out of 5 stars See all reviews (1 customer review)
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Product details

  • Paperback: 208 pages
  • Publisher: Polity Press (20 Dec 2002)
  • Language English
  • ISBN-10: 0745625754
  • ISBN-13: 978-0745625751
  • Product Dimensions: 22.4 x 15.2 x 1.8 cm
  • Average Customer Review: 2.0 out of 5 stars See all reviews (1 customer review)
  • Amazon.co.uk Sales Rank: 127,182 in Books (See Bestsellers in Books)

    Popular in these categories:

    #34 in  Books > Study Books > Professional > Education Studies & Teaching > History of Education
    #93 in  Books > Science & Nature > Chemistry > Education > Teaching Aids

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Product Description

Review
"Ken Jones provides a plausible and clear overview for the beginner reader in history and sociology of education...The writing is extremely accessible. A great strength is that the book could introduce a novice in the field to important ideas with a minimum of fuss ... Overall, this is a timely and very well written book, providing a clear and provocative ′mapping of the field." Political Studies Review

‘In this beautifully crafted book, Ken Jones offers an eloquent, compelling and richly textured exposition of the shifting social, cultural and political struggles and collisions that have constituted the messy dynamic of educational change in England, Wales, Scotland and Northern Ireland since 1944. This absolutely stunning text deserves to become a classic.’ – Sharon Gewirtz, Centre for Public Policy Research, King’s College London

‘This book offers an elegant and incisive cultural analysis in education, rooted in historical understanding and distinguished by careful attention to the significance of different within the various national systems of the UK. The analysis is unique in its comparative grounding, which highlights the peculiarities of the English and offers opportunities for policy learning to policy researchers, practitioners and policy–makers alike. In describing and illuminating the differentiated and exclusionary education spaces of schooling in England, Ken Jones reminds us that there are alternatives, and in so doing contributes to our understating of the relationship between national education policy and possibilities for practice in a globalizing age.’ – Jenny Ozga, Centre for Educational Sociology, University of Edinburgh

Product Description
Education in Britain has been transformed over the last 50 years. State education systems have expanded hugely, and levels of achievement and participation have continuously risen. At the same time, society has become ‘educationalized′: the home, the workplace, the holiday and the playgroup are seen as sites for learning, in ways that increasingly connect to the acquisition of formally–defined skills and knowledges.

Yet for most of the postwar period, education policy has been dominated by questions of ‘failure′ ‘crisis′ and ‘decline′. Half a century of reform has far from eliminated substantial inequalities, and the ‘conservatism′ of education in the face of major cultural and economic change remains a central political issue. This book seeks to describe and explain the patterning of change and continuity in British education, and to account for the persistence of the controversies which have accompanied it. In doing so, it combines economic, political, cultural and social approaches to the study of education.

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Inside This Book (Learn More)
First Sentence
Between 1943 and 1947, the coalition government led by Churchill and the Labour government of Attlee committed themselves to full employment, instituted a more effective system of social security, and-in Labour's case-constructed a National Health Service, freely available. Read the first page
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Front Cover | Copyright | Table of Contents | Excerpt | Index | Back Cover
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4 of 9 people found the following review helpful:
2.0 out of 5 stars Class and Education: A Hidden Agenda?, 5 Jan 2004
By T. MacFarlane "Tommacf" (Fylde Coast, North West England) - See all my reviews
(TOP 1000 REVIEWER)    (REAL NAME)   
Struggling to read this highly impenetrable text, it is difficult to be certain that the 'lay' reader has grasped any central message, or messages.

In his Introduction, Ken Jones states that " ... class remains central" and rightly highlights the long term and unresolved issues around 'working class' childrens' access to higher education.

However, he is clearly keen to promote an education based (on) " ... the cultures of subordinate groups ... a resource which pedagogy and the curriculum had necessarily to take into account."

He goes on to highlight the events at the William Tyndale Junior School in the 1970s where "Teachers implemented a radical version of a progressive curriculum, centring on free choice and the celebration of unauthorised cultures."

Writing as a retired teacher who was involved for many years with children who had either not started to learn to read, or were functionally illiterate, I was constantly distressed by the fact that more 'left-wing' colleagues in the teaching profession did not consider this problem a priority.

What people do with their literacy should, of course, be their choice, but to deny them the means to make that choice seems the ultimate in elitism, from whichever end of the political or philosophical spectrum it comes.

The central conundrum remains: neither a system based on segregation at 11, nor the current one-building-fits-all-needs has resolved Ken Jones' dilemma.

Sadly, Ken, neither does Rousseau's 'Emile'.

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