English Educational Policy

Contemporary Challenges in a Historical-Comparative Context

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The book concerns contemporary ideological discourses, preceded by a synthetic analysis of the roots of political changes in education in England. The author focusses on trends and stages of educational development from the tenth century to the post-war reform of the education system in England. Also presented are the neoliberal trend in English educational policy and the genesis of the 1998 educational reforms in England and their consequences up to 2013.
“The book constitutes an interesting proposal in the field of educational policy in a historical-comparative context [...]. A monograph-like approach to the subject and a combination of educational ideologies and historical traditions with the new challenges facing English education constitute the value of this book.”
Renata Nowakowska-Siuta, Dean of the Faculty of Education.
Head of the Department of Teaching and Education School.
Christian Theological Academy in Warsaw


Liczba stron168
WydawcaWydawnictwo Uniwersytetu Łódzkiego
ISBN-13978-83-8088-543-1
Numer wydania1
Język publikacjiangielski
Informacja o sprzedawcyRavelo Sp. z o.o.

Ciekawe propozycje

Spis treści

  Introduction    11
  1.1. State of knowledge of the ideologies of education and subject of study    11
  1.2. Methodological justification of the research    14
  1.3. Research methodology    15
  1.3.1. The politolinguistic approach in the analysis of political rhetoric    15
  1.3.2. Analysis of documents and study of discourses in political rhetoric    16
  Chapter 1. The political system of the state, the school system, and democracy    19
  1.1. The nature and content of the concept of “educational ideology”    19
  1.1.1. Development of the concept of “ideology”: its origin and content    19
  1.1.2. Features of contemporary ideology    25
  1.1.3. Ideology and political doctrine    25
  1.1.4. Pedagogical doctrine    26
  1.1.5. Classifications of political thought    27
  1.2. Democracy, the political system of the state and ideology education    29
  1.2.1. Development of the concept of “democracy”    29
  1.2.2. The political system: definition and development    32
  1.2.3. Fascist ideology and education    32
  1.2.3.1. The ideology of the Communism of Lenin and education    34
  1.2.3.2. Liberalism and education    36
  1.2.4. Conservatism and education    37
  1.3. Economy and state politics    38
  1.3.1. The functions of the state in a capitalist market economy in the context of economic policy    41
  1.4. Educational change and education policy    41
  1.4.1. The importance of educational change    43
  1.4.2. Reasons for initiating educational change and the associated processes    44
  1.4.2.1. Characteristics of change    44
  1.4.2.2. The teacher and educational change    45
  1.4.2.3. Planning educational change    46
  Chapter 2. The evolution of educational thought and the ideology of education in the history of England from the tenth to the end of the seventeenth century    51
  2.1. The Church’s monopoly on teaching    53
  2.2. Bourgeois education    54
  2.3. Education of youth    55
  2.4. The beginnings of higher education: the Universities of Cambridge, Oxford and London    56
  2.5. The monopoly of the Church in teaching and church schools    57
  2.6. The historical background of the development of Protestantism in England    60
  2.6.1. The doctrine of the Church of England    63
  2.7. British political thought and education in the Age of Enlightenment    63
  Chapter 3. Pedagogical thought and educational ideologies in the United Kingdom from 1707 to World War II    65
  3.1. The pedagogical views of Jean-Jacques Rousseau    65
  3.2. British political thought and education in the Age of Enlightenment    66
  3.3. The positivistic trend in British education    67
  3.4. The schools of mutual instruction of Lancaster and Bell    68
  3.5. The Chartist movement and educational changes associated with the creation of the London Working Men’s Association    69
  3.6. Pedagogical and educational thought of the European workers’ movement in England    70
  3.7. The English utopian socialism of Robert Owen    71
  3.8. Herbert Spencer and his pedagogical views    71
  3.9. The Elementary Education Act 1870    72
  3.10. Directions and stages of development of public education in the United Kingdom: primary and secondary schools    73
  3.11. The structure of higher education    75
  3.12. Christian education in the nineteenth century    75
  3.13. Fisher Education Act    77
  3.14. John Dewey and progressive pedagogy    80
  3.14.1. The assumptions of pedagogy of John Dewey and his school    81
  Chapter 4. Ideological contexts of the educational reforms of 1944 and 1988 in Britain and their consequences over the past twenty years    83
  4.1. The Education Act of 1944    83
  4.1.1. Primary schools    85
  4.1.2. Secondary education    85
  4.1.2.1. Public schools    85
  4.1.2.2. Grammar school    86
  4.1.2.3. Technical schools    87
  4.1.2.4. Modern school    88
  4.1.2.5. Further education    89
  4.2. Open University and the neo-liberal free market principles in universities    90
  4.3. The Plowden Report    91
  4.4. Genesis of educational reform in England and Wales, 1998    93
  4.5. The ideology of the New Right in Britain in the 1980s    93
  4.6. The ideology of neoliberalism and corporatism in the UK in the second period of educational change    95
  4.7. The Reform Act of 1988 in the light of the ideological contexts    99
  4.8. The consequences of the Education Reform Act of 1988    101
  4.9. Post-Thatcher education reform in the UK    103
  4.10. Teachers’ careers    104
  4.11. Local Education Authorities    105
  4.12. Headmasters and school governing bodies    106
  4.13. The system of compulsory education for children between the ages of 5 to 16 years in England, Wales, and Northern Ireland    107
  4.14. Pre-school education    108
  4.15. Education of students from 16 to 19 years    109
  4.16. Neoliberalism and universities    110
  4.17. Summary    112
  Chapter 5. The educational policy of the governments of Tony Blair, Gordon Brown, and David Cameron in the light of sociopolitical changes    115
  5.1. The political leadership of the Labour Party in the years 1997‒2007    115
  5.2. The cultural revolution during the Tony Blair era    116
  5.3. Detraditionalization in conservative terms    117
  5.4. The most important achievements of David Blunkett, Secretary of State for Education and Employment, 1997‒2001    119
  5.4.1. Social solutions and pro-family policy of the Labour Party    119
  5.4.2. Organizational solutions favorable to changes in British education    121
  5.4.3. Education Management    122
  5.4.4. The changing competencies of headmasters    124
  5.4.5. Changes in the field of early childhood education    125
  5.4.6. Education Action Zones    126
  5.4.7. Collecting data about students    126
  5.4.8. Adult education and the Learning Age    127
  5.4.9. Further education    129
  5.4.10. Higher education    130
  5.4.11. Summary    132
  5.5. Educational policy of Estelle Morris, 2001‒2002    132
  5.6. Policy of Charles Clarke, Secretary of State for Education and Skills (October 2002‒December 2004)    135
  5.6.1. The National Strategy for Child Care (2004)    135
  5.6.2. Faith-based schools in Britain in the twenty-first century    136
  5.6.3. Every Child Matters    137
  5.7. Educational policy of Ruth Kelly, Secretary of State for Education and Skills (December 2004‒May 2006)    139
  5.8. Educational policy of Alan Johnson as Secretary of State for Education and Skills (May 2006‒June 2007)    139
  5.8.1. Summary    140
  5.9. Educational policy of Prime Minister Gordon Brown and the end of the Labour government    141
  5.9.1. Educational policy of Ed Balls (2007‒2010)    142
  5.10. The world of the early twenty-first century from the perspective of postmodernism    144
  5.10.1. Foreign and domestic policy of David Cameron    147
  5.10.2. Education policy of David Cameron    148
  5.10.3. Hidden curriculum, social inequalities and cultural reproduction in British education    149
  5.10.4. Schools and Colleges    152
  5.10.5. The perception of the teacher in education under the government of David Cameron    154
  5.10.6. Global “Fourth Way” of educational change    155
  5.10.7. Summary    158
  Bibliography    161
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