Education And Politics For The 1990s (PDF)
Conflict Or Consensus?
(Sprache: Englisch)
Examines the ideological differences between the education policies of the two main political parties in the UK and discusses the emergence of these differences within the context of the 1988 Education Reform Act. It also looks at the world-wide influence...
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Examines the ideological differences between the education policies of the two main political parties in the UK and discusses the emergence of these differences within the context of the 1988 Education Reform Act. It also looks at the world-wide influence of the "e;New Right"e; politics on education.
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Chapter 2Education, Ideology and the Labour Party (p. 22-23)
The gravest weakness of British Labour is one which it shares with the greater part of the world, including British capitalists. It is its lack of a creed. The Labour Party is hesitant in action because divided in mind. It does not achieve what it could, because it does not know what it wants. It frets out of office and fumbles in it, because it lacks the assurance either to wait or to strike. Being without clear convictions as to its own meaning and purpose, it is deprived of the dynamic which only convictions can supply. (Tawney, 1934)
By the time of the Butler Education Act (1944) the Labour Party had existed for less than forty years. During that period (1906 1944) the Party was divided on many issues, including education. Many writers have shown that the origins of the Labour Party were not socialist; Barker (1972) has also shown that as late as 1910 about half of the Parliamentary Labour Party had started as members of the Liberal Party and remained Liberals in their beliefs and attitudes when they transferred their allegiance to the Labour Party. For many the function of the Labour Party was to present a working class view on industry, employment, housing and social conditions rather than to represent a new ideology. For some, education was a higher priority than for others, and Parkinson (1970) has given some interesting examples of education policy being regarded as subservient to employment policy - some Labour members were doubtful about raising the school leaving age because this would reduce family incomes; others supported it because it would reduce unemployment. In 1947 C.V.Alexander argued that compulsory military service was a reasonable substitute for County Colleges (Dean, 1986).
There has been surprisingly little discussion of socialist education throughout the history of the Party: utopian visions have been extremely rare, and the Labour Party has
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usually merely taken the existing education system and suggested minor adjustments to it in order to try to make it serve the interests of working class children more fairly. Tawneys Secondary Education for All (1922) came close to being an expression of desirable policy, but even that was essentially a criticism of the status quo and lacked the wholehearted support of the Party. When in 1923 the Labour Party formed its first minority government, C.P. Trevelyan, an ex- Liberal, became President of the Board of Education. He did not attempt to implement the 1922 document, but instead embarked upon a very modest programme of extending access to secondary schools. When the Labour Party fell in November 1924, Trevelyan made an interesting appeal for education to be kept out of politics. His view of consensus was that all parties should work for gradual expansion in education; this policy - or lack of policy - continued during the second Labour government (192931). When Trevelyan returned to the Board of Education, he had difficulty in convincing the rest of his Party of the feasibility of raising the school leaving age to 15.
In opposition in the pre-war years, the Labour Party still lacked any coherent policy (hence the criticism by Tawney which heads this chapter). The Labour Party policy document of that year (1934) was little more than a list of minor adjustments to Conservative practice - suggestions about fees and special places in grammar schools, rather than a policy on secondary education for all.
In opposition in the pre-war years, the Labour Party still lacked any coherent policy (hence the criticism by Tawney which heads this chapter). The Labour Party policy document of that year (1934) was little more than a list of minor adjustments to Conservative practice - suggestions about fees and special places in grammar schools, rather than a policy on secondary education for all.
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Bibliographische Angaben
- Autor: University of London Institute of Education. Denis Lawton formerly Director
- 1992, 176 Seiten, Englisch
- ISBN-10: 0203451384
- ISBN-13: 9780203451380
- Erscheinungsdatum: 08.04.1992
Abhängig von Bildschirmgröße und eingestellter Schriftgröße kann die Seitenzahl auf Ihrem Lesegerät variieren.
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