Lawrence Goldman
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205753
- eISBN:
- 9780191676765
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205753.003.0007
- Subject:
- History, British and Irish Modern History
In the late summers of 1914 and 1939 the Oxford Delegacy found itself planning for a new academic year as war was declared. Peripatetic educational programmes, administratively complex and dependent ...
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In the late summers of 1914 and 1939 the Oxford Delegacy found itself planning for a new academic year as war was declared. Peripatetic educational programmes, administratively complex and dependent on the goodwill and contributions of many separate institutions and individuals, were particularly vulnerable to disruption. It is hardly surprising that uncertainty pervaded the correspondence and reports of the early months of both wars. The first effect of the declaration of war on 4 August 1914 was physical: the delegacy lost its home when the examination schools were requisitioned as a military hospital. With lecturers and tutors engaged in the services or on war-related work, there were opportunities for new teachers as well. The attitude of the tutorial classes movement was rather different. The expectancy that flowed through the adult education movement from 1916 developed into two separate educational campaigns with roots in Oxford.Less
In the late summers of 1914 and 1939 the Oxford Delegacy found itself planning for a new academic year as war was declared. Peripatetic educational programmes, administratively complex and dependent on the goodwill and contributions of many separate institutions and individuals, were particularly vulnerable to disruption. It is hardly surprising that uncertainty pervaded the correspondence and reports of the early months of both wars. The first effect of the declaration of war on 4 August 1914 was physical: the delegacy lost its home when the examination schools were requisitioned as a military hospital. With lecturers and tutors engaged in the services or on war-related work, there were opportunities for new teachers as well. The attitude of the tutorial classes movement was rather different. The expectancy that flowed through the adult education movement from 1916 developed into two separate educational campaigns with roots in Oxford.
Marc Stears
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780199291632
- eISBN:
- 9780191700668
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199291632.003.0006
- Subject:
- Political Science, Political Theory
This chapter introduces the development of the adult education movement in Britain and the United States and challenges the prevailing scholarly orthodoxy that asserts that the pluralists and ...
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This chapter introduces the development of the adult education movement in Britain and the United States and challenges the prevailing scholarly orthodoxy that asserts that the pluralists and progressives engaged in educational activities in a ‘non-ideological’ and ‘non-partisan’ way. It analyses the manifold ways in which the pluralists and progressives employed their contrasting sets of ideals in constructing their accounts of the essential goals of educational reform. It identifies the goals that each movement was trying to achieve through its intervention in educational endeavours, seeking as it does so to understand the complexities of its evolving ideological programme. Finally, it examines the role that the different political environments of Britain and United States played in encouraging the two movements to reformulate their ideals.Less
This chapter introduces the development of the adult education movement in Britain and the United States and challenges the prevailing scholarly orthodoxy that asserts that the pluralists and progressives engaged in educational activities in a ‘non-ideological’ and ‘non-partisan’ way. It analyses the manifold ways in which the pluralists and progressives employed their contrasting sets of ideals in constructing their accounts of the essential goals of educational reform. It identifies the goals that each movement was trying to achieve through its intervention in educational endeavours, seeking as it does so to understand the complexities of its evolving ideological programme. Finally, it examines the role that the different political environments of Britain and United States played in encouraging the two movements to reformulate their ideals.
Lawrence Goldman
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205753
- eISBN:
- 9780191676765
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205753.003.0008
- Subject:
- History, British and Irish Modern History
Writing the history of university adult education after 1945 is considerably more difficult than doing it for any preceding period. In recent decades the ideals of the movement have become less ...
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Writing the history of university adult education after 1945 is considerably more difficult than doing it for any preceding period. In recent decades the ideals of the movement have become less clear; Above all, the disappearance of established working-class communities, institutions, and traditions — indeed the gradual decline of a self-conscious working class itself — and changes in the nature of academic life, have altered, if not destroyed the fundamental relationship between dons and workers. Though extramural departments obviously differed in how they responded to new circumstances, there is a sense in which the traditional adult education movement failed to take its opportunities in the 1950s and 1960sLess
Writing the history of university adult education after 1945 is considerably more difficult than doing it for any preceding period. In recent decades the ideals of the movement have become less clear; Above all, the disappearance of established working-class communities, institutions, and traditions — indeed the gradual decline of a self-conscious working class itself — and changes in the nature of academic life, have altered, if not destroyed the fundamental relationship between dons and workers. Though extramural departments obviously differed in how they responded to new circumstances, there is a sense in which the traditional adult education movement failed to take its opportunities in the 1950s and 1960s
Christopher Hilliard
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199695171
- eISBN:
- 9780199949946
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199695171.003.0006
- Subject:
- Literature, Criticism/Theory, 20th-century Literature and Modernism
Working from the huge archive of the Oxford extra-mural network and the previous untapped resource of the Richard Hoggart archive at the University of Sheffield, Chapter 5 examines the heyday of ...
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Working from the huge archive of the Oxford extra-mural network and the previous untapped resource of the Richard Hoggart archive at the University of Sheffield, Chapter 5 examines the heyday of Leavisism in adult education which was the fifteen years after the Second World War. It explores the ways in which practical criticism and the example of Knights's essays and Leavis and Thompson's Culture and Environment shaped adult ‘tutorial classes’. It traces the ways that initiatives in adult teaching informed the landmark books written in the moment of ‘left-Leavisism’: Hoggart's Uses of Literacy (1957) and Williams's Culture and Society, 1780–1950 (1958). The latter was among other things a critique of Leavis's conception of culture; Hoggart's book turned Scrutiny's critical practice against some of its guiding assumptions.Less
Working from the huge archive of the Oxford extra-mural network and the previous untapped resource of the Richard Hoggart archive at the University of Sheffield, Chapter 5 examines the heyday of Leavisism in adult education which was the fifteen years after the Second World War. It explores the ways in which practical criticism and the example of Knights's essays and Leavis and Thompson's Culture and Environment shaped adult ‘tutorial classes’. It traces the ways that initiatives in adult teaching informed the landmark books written in the moment of ‘left-Leavisism’: Hoggart's Uses of Literacy (1957) and Williams's Culture and Society, 1780–1950 (1958). The latter was among other things a critique of Leavis's conception of culture; Hoggart's book turned Scrutiny's critical practice against some of its guiding assumptions.
Lawrence Goldman
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205753
- eISBN:
- 9780191676765
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205753.001.0001
- Subject:
- History, British and Irish Modern History
This book is a history of university adult education since its origins in the mid-Victorian period. It focuses on the University of Oxford, which came to lead the movement for adult and working-class ...
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This book is a history of university adult education since its origins in the mid-Victorian period. It focuses on the University of Oxford, which came to lead the movement for adult and working-class education, and which imprinted it with a distinctive set of social and political objectives in the early years of the 20th century. It is also a study of the relationship between intellectuals and the working class, for it has been through the adult education movement that many of the leading figures in liberal and socialist thought have made contact with workers and their institutions over the last century and a half. The effect of adult education on such figures as T. H. Green, Arnold Toynbee, R. H. Tawney, G. D. H. Cole, William Temple, and Raymond Williams gives us an insight into the evolution of ideas from late-Victorian liberalism to 20th-century socialism. The book considers the political divisions within working-class adult education, and assesses the influence of this educational tradition on the development of the labour movement. The book is a contribution to the intellectual and political history of modern England, and one that presents an unfamiliar portrait of ‘elitist’ Oxford and its influence in the nation.Less
This book is a history of university adult education since its origins in the mid-Victorian period. It focuses on the University of Oxford, which came to lead the movement for adult and working-class education, and which imprinted it with a distinctive set of social and political objectives in the early years of the 20th century. It is also a study of the relationship between intellectuals and the working class, for it has been through the adult education movement that many of the leading figures in liberal and socialist thought have made contact with workers and their institutions over the last century and a half. The effect of adult education on such figures as T. H. Green, Arnold Toynbee, R. H. Tawney, G. D. H. Cole, William Temple, and Raymond Williams gives us an insight into the evolution of ideas from late-Victorian liberalism to 20th-century socialism. The book considers the political divisions within working-class adult education, and assesses the influence of this educational tradition on the development of the labour movement. The book is a contribution to the intellectual and political history of modern England, and one that presents an unfamiliar portrait of ‘elitist’ Oxford and its influence in the nation.
Lawrence Goldman
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205753
- eISBN:
- 9780191676765
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205753.003.0001
- Subject:
- History, British and Irish Modern History
This chapter discusses the history of the relationship between the University of Oxford and adult education since the mid-19th century. It thus explores one of the less well-known aspects of the ...
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This chapter discusses the history of the relationship between the University of Oxford and adult education since the mid-19th century. It thus explores one of the less well-known aspects of the University's past. This is also a study of the relationship between intellectuals and the working class in Britain, or perhaps more accurately, between a specific section of intellectuals and a specific section of workers. The relationship is described historically as it has developed through the shared enterprise of adult education. In the history of modern Oxford, adult education has a secure but essentially peripheral place. The history of Oxford's involvement in adult education is not without conflict, and these conflicts help define the development of the intellectual left in British politics over the past century.Less
This chapter discusses the history of the relationship between the University of Oxford and adult education since the mid-19th century. It thus explores one of the less well-known aspects of the University's past. This is also a study of the relationship between intellectuals and the working class in Britain, or perhaps more accurately, between a specific section of intellectuals and a specific section of workers. The relationship is described historically as it has developed through the shared enterprise of adult education. In the history of modern Oxford, adult education has a secure but essentially peripheral place. The history of Oxford's involvement in adult education is not without conflict, and these conflicts help define the development of the intellectual left in British politics over the past century.
Nicholas Lash
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780199216451
- eISBN:
- 9780191712173
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199216451.003.0006
- Subject:
- Religion, Theology, Religion and Society
This chapter begins by attempting to indicate something of what is and is not entailed in pleading for that fundamental transformation of understanding and imagination which would enable us to ...
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This chapter begins by attempting to indicate something of what is and is not entailed in pleading for that fundamental transformation of understanding and imagination which would enable us to recover and to sustain a sense of Catholic Christianity as a lifelong educational project. It then considers some of the obstacles which work against the achievement of such a programme. These obstacles are partly external and partly internal; or partly cultural and partly ecclesial. It is argued that it is the quality of our liturgy that will decide whether such a project succeeds or fails.Less
This chapter begins by attempting to indicate something of what is and is not entailed in pleading for that fundamental transformation of understanding and imagination which would enable us to recover and to sustain a sense of Catholic Christianity as a lifelong educational project. It then considers some of the obstacles which work against the achievement of such a programme. These obstacles are partly external and partly internal; or partly cultural and partly ecclesial. It is argued that it is the quality of our liturgy that will decide whether such a project succeeds or fails.
Christopher Hilliard
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199695171
- eISBN:
- 9780199949946
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199695171.001.0001
- Subject:
- Literature, Criticism/Theory, 20th-century Literature and Modernism
This book is a history of the most influential movement in modern British literary criticism. F. R. Leavis and his collaborators on the Cambridge journal Scrutiny in the 1920s and 1930s demonstrated ...
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This book is a history of the most influential movement in modern British literary criticism. F. R. Leavis and his collaborators on the Cambridge journal Scrutiny in the 1920s and 1930s demonstrated compelling ways of reading modernist poetry, Shakespeare, and the ‘texts’ of advertising. Crucially, they offered a way of teaching critical reading, an approach that could be adapted for schools and adult education classes, modelled in radio talks and paperback guides to English Literature, and taken up in universities as far afield as Colombo and Sydney. This book shows how a small critical school turned into a movement with an international reach. It tracks down Leavis's students, analysing the pattern of their social origins and subsequent careers in the context of twentieth-century social change. It shows how teachers transformed Scrutiny approaches as they tried to put them into practice in grammar and secondary modern schools. And it explores the complex, even contradictory politics of the movement. Champions of creative writing and enemies of ‘progressive’ education alike based their arguments on Scrutiny's interpretation of modern culture. ‘Left-Leavisites’ such as Raymond Williams, Richard Hoggart, and Stuart Hall wrought influential interpretations of social class and popular culture out of arguments with the Scrutiny tradition. This is the first book to examine major figures such as these alongside the hundreds of other teachers and writers in the movement whose names are obscure but who wrestled with the same challenges: how do you approach a baffling poem? How do you uncover what an advertisement is trying to do? How can literature inform our everyday experiences and judgements? What does ‘culture’ mean in modern times?Less
This book is a history of the most influential movement in modern British literary criticism. F. R. Leavis and his collaborators on the Cambridge journal Scrutiny in the 1920s and 1930s demonstrated compelling ways of reading modernist poetry, Shakespeare, and the ‘texts’ of advertising. Crucially, they offered a way of teaching critical reading, an approach that could be adapted for schools and adult education classes, modelled in radio talks and paperback guides to English Literature, and taken up in universities as far afield as Colombo and Sydney. This book shows how a small critical school turned into a movement with an international reach. It tracks down Leavis's students, analysing the pattern of their social origins and subsequent careers in the context of twentieth-century social change. It shows how teachers transformed Scrutiny approaches as they tried to put them into practice in grammar and secondary modern schools. And it explores the complex, even contradictory politics of the movement. Champions of creative writing and enemies of ‘progressive’ education alike based their arguments on Scrutiny's interpretation of modern culture. ‘Left-Leavisites’ such as Raymond Williams, Richard Hoggart, and Stuart Hall wrought influential interpretations of social class and popular culture out of arguments with the Scrutiny tradition. This is the first book to examine major figures such as these alongside the hundreds of other teachers and writers in the movement whose names are obscure but who wrestled with the same challenges: how do you approach a baffling poem? How do you uncover what an advertisement is trying to do? How can literature inform our everyday experiences and judgements? What does ‘culture’ mean in modern times?
Barry G. Sheckley and Victor Saliterman
- Published in print:
- 2004
- Published Online:
- January 2005
- ISBN:
- 9780199273393
- eISBN:
- 9780191601675
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199273391.003.0012
- Subject:
- Economics and Finance, Financial Economics
This chapter argues that employee education programs founded on research-based principles of how adults learn best can improve participants’ investment decisions, and in turn retirement security. A ...
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This chapter argues that employee education programs founded on research-based principles of how adults learn best can improve participants’ investment decisions, and in turn retirement security. A learner-centred process can be used to teach participants how to apply information about investment options to develop effective financial plans. The techniques work best when learners are engaged as active, self-determining individuals.Less
This chapter argues that employee education programs founded on research-based principles of how adults learn best can improve participants’ investment decisions, and in turn retirement security. A learner-centred process can be used to teach participants how to apply information about investment options to develop effective financial plans. The techniques work best when learners are engaged as active, self-determining individuals.
Tom Woodin
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780719091117
- eISBN:
- 9781526139023
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091117.003.0002
- Subject:
- Society and Culture, Cultural Studies
Working class writing and publishing workshops had their origins in the counter cultural trends of the late 1960s. By the 1970s they engaged with urban communities where there was a strong class ...
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Working class writing and publishing workshops had their origins in the counter cultural trends of the late 1960s. By the 1970s they engaged with urban communities where there was a strong class consciousness. This chapter charts the way in which working class culture became a significant source of new ideas and practices. In particular, the cultural role of schools, adult education, community organising, adult literacy, popular history and the labour movement are examined in relation to the emergence of a movement of working class writing and publishing workshops. In each of these areas, ideas about culture, technology and tradition were being reworked in order to foster popular cultural participation.Less
Working class writing and publishing workshops had their origins in the counter cultural trends of the late 1960s. By the 1970s they engaged with urban communities where there was a strong class consciousness. This chapter charts the way in which working class culture became a significant source of new ideas and practices. In particular, the cultural role of schools, adult education, community organising, adult literacy, popular history and the labour movement are examined in relation to the emergence of a movement of working class writing and publishing workshops. In each of these areas, ideas about culture, technology and tradition were being reworked in order to foster popular cultural participation.
Philip Silva and Shelby Gull Laird
Alex Russ and Marianne E. Krasny (eds)
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781501705823
- eISBN:
- 9781501712791
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501705823.003.0019
- Subject:
- Environmental Science, Environmental Studies
This chapter examines opportunities for developing urban environmental education experiences for adults. It first considers the core ideas of three influential adult education scholars—Paulo Freire, ...
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This chapter examines opportunities for developing urban environmental education experiences for adults. It first considers the core ideas of three influential adult education scholars—Paulo Freire, Malcolm Knowles, and Jane Vella—before describing two cases of adult environmental education in cities, one in New York City and one in London. It then reviews theory and practice through the binary categories of “emancipatory” versus “instrumental” environmental education, both of which have conceptual roots in the work of Freire, Knowles, and Vella, among others. It also explains how, through the use of andragogic methods such as relationship building, engagement in action, and a focus on the needs of the learner, adult urban environmental education initiatives can help promote environmental literacy and action.Less
This chapter examines opportunities for developing urban environmental education experiences for adults. It first considers the core ideas of three influential adult education scholars—Paulo Freire, Malcolm Knowles, and Jane Vella—before describing two cases of adult environmental education in cities, one in New York City and one in London. It then reviews theory and practice through the binary categories of “emancipatory” versus “instrumental” environmental education, both of which have conceptual roots in the work of Freire, Knowles, and Vella, among others. It also explains how, through the use of andragogic methods such as relationship building, engagement in action, and a focus on the needs of the learner, adult urban environmental education initiatives can help promote environmental literacy and action.
Peter Murray and Maria Feeney
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9781526100788
- eISBN:
- 9781526120823
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526100788.003.0002
- Subject:
- History, Social History
A key reason why the Irish Catholic social movement failed to realize its project of reconstruction was because a conservative Hierarchy baulked at the radicalism of some of its proposals. Critiques ...
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A key reason why the Irish Catholic social movement failed to realize its project of reconstruction was because a conservative Hierarchy baulked at the radicalism of some of its proposals. Critiques of banking and finance capital formulated within the movement were particularly divisive and on these issues ecclesiastical disciplinary mechanisms were invoked to silence some of its radical voices. During the Second World War/Emergency period communist influence became the movement’s overriding concern and Catholic adult education initiatives were launched to counter this threat. To provide such education a number of new institutions with a social science focus – the Catholic Workers College and the Dublin Institute of Catholic Sociology – were created alongside the colleges of the National University of Ireland.Less
A key reason why the Irish Catholic social movement failed to realize its project of reconstruction was because a conservative Hierarchy baulked at the radicalism of some of its proposals. Critiques of banking and finance capital formulated within the movement were particularly divisive and on these issues ecclesiastical disciplinary mechanisms were invoked to silence some of its radical voices. During the Second World War/Emergency period communist influence became the movement’s overriding concern and Catholic adult education initiatives were launched to counter this threat. To provide such education a number of new institutions with a social science focus – the Catholic Workers College and the Dublin Institute of Catholic Sociology – were created alongside the colleges of the National University of Ireland.
Tom Woodin
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780719091117
- eISBN:
- 9781526139023
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091117.001.0001
- Subject:
- Society and Culture, Cultural Studies
This is a unique study of working class writing and community publishing. It evaluates the largely unexamined history of the emergence and development of working class writing and publishing ...
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This is a unique study of working class writing and community publishing. It evaluates the largely unexamined history of the emergence and development of working class writing and publishing workshops since the 1970s. The nature of working class writing is assessed in relation to the work of young people, older people, adult literacy students as well as writing workshops. Key themes and tensions in working class writing are explored in relation to historical and literary frameworks. This is the first in-depth study of this body of writing. In addition, a number of crucial debates are examined, for example, over class and identity, critical pedagogy and learning, the relationships with audiences, the role of mainstream cultural institutions in comparison with alternatives. The contradictions and tensions in all these areas are surveyed in coming to a historical understanding of this topic.Less
This is a unique study of working class writing and community publishing. It evaluates the largely unexamined history of the emergence and development of working class writing and publishing workshops since the 1970s. The nature of working class writing is assessed in relation to the work of young people, older people, adult literacy students as well as writing workshops. Key themes and tensions in working class writing are explored in relation to historical and literary frameworks. This is the first in-depth study of this body of writing. In addition, a number of crucial debates are examined, for example, over class and identity, critical pedagogy and learning, the relationships with audiences, the role of mainstream cultural institutions in comparison with alternatives. The contradictions and tensions in all these areas are surveyed in coming to a historical understanding of this topic.
John Eric Humphries
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9780226100098
- eISBN:
- 9780226100128
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226100128.003.0003
- Subject:
- Economics and Finance, Public and Welfare
The analysis presented in this book shows that the GED credential provides little or no economic benefit for most. How can one reconcile the large number of dropouts who take the GED test despite ...
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The analysis presented in this book shows that the GED credential provides little or no economic benefit for most. How can one reconcile the large number of dropouts who take the GED test despite this evidence? This chapter documents how the GED is widely promoted by society. Government programs incentivize GED certification and are judged by the number of GEDs they produce. Prisons, Adult Education programs, and workforce investment programs incentivize GED certification. The returns to post-secondary education, changes in family characteristics, and increases in high school graduation standards also increase demand for the certificate.Less
The analysis presented in this book shows that the GED credential provides little or no economic benefit for most. How can one reconcile the large number of dropouts who take the GED test despite this evidence? This chapter documents how the GED is widely promoted by society. Government programs incentivize GED certification and are judged by the number of GEDs they produce. Prisons, Adult Education programs, and workforce investment programs incentivize GED certification. The returns to post-secondary education, changes in family characteristics, and increases in high school graduation standards also increase demand for the certificate.
Marc Stears
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780199291632
- eISBN:
- 9780191700668
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199291632.003.0009
- Subject:
- Political Science, Political Theory
From the immediate aftermath of World War I into the early 1920s, the nationalist progressives suggested a series of ideas for far-reaching reform. None of these measures succeeded. Their efforts to ...
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From the immediate aftermath of World War I into the early 1920s, the nationalist progressives suggested a series of ideas for far-reaching reform. None of these measures succeeded. Their efforts to construct an American Labor Party foundered in the face of a wide collection of obstacles, ranging from the obstruction of the courts through the lack of interest of major trade unions to the inability of diverse groups of progressive intellectuals to put aside their differences. Attempts at constructing programmes of industrial democracy in the workplace fared little better. The 1920s did not usher in an era of industrial citizenship, as had been hoped; rather, it witnessed a reversal of fortunes. The growth of adult education in the early post-war years had offered a prime means of achieving such a conversion. Yet severe problems arose here too. This chapter examines all these discussion points.Less
From the immediate aftermath of World War I into the early 1920s, the nationalist progressives suggested a series of ideas for far-reaching reform. None of these measures succeeded. Their efforts to construct an American Labor Party foundered in the face of a wide collection of obstacles, ranging from the obstruction of the courts through the lack of interest of major trade unions to the inability of diverse groups of progressive intellectuals to put aside their differences. Attempts at constructing programmes of industrial democracy in the workplace fared little better. The 1920s did not usher in an era of industrial citizenship, as had been hoped; rather, it witnessed a reversal of fortunes. The growth of adult education in the early post-war years had offered a prime means of achieving such a conversion. Yet severe problems arose here too. This chapter examines all these discussion points.
Keith Vernon
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780719099595
- eISBN:
- 9781526120731
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719099595.003.0005
- Subject:
- Business and Management, Business History
This chapter analyses a series of issues around the nature and place of history and citizenship within formal co-operative education in the early twentieth century. It begins with a consideration of ...
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This chapter analyses a series of issues around the nature and place of history and citizenship within formal co-operative education in the early twentieth century. It begins with a consideration of an educational campaign at the end of the nineteenth century, which put the teaching of the history and principles of co-operation at the core of the movement’s educational endeavour. Next, the chapter examines the kind of history being expounded in the movement, and compares co-operative history instruction with the curricula taught in schools. The chapter carries the story into the interwar years, by which time the movement’s educational programme had expanded considerably. It argues that, at least until the 1930s, the educational programme represented a national initiative to ensure co-operation had a place in the educational and cultural mainstream.Less
This chapter analyses a series of issues around the nature and place of history and citizenship within formal co-operative education in the early twentieth century. It begins with a consideration of an educational campaign at the end of the nineteenth century, which put the teaching of the history and principles of co-operation at the core of the movement’s educational endeavour. Next, the chapter examines the kind of history being expounded in the movement, and compares co-operative history instruction with the curricula taught in schools. The chapter carries the story into the interwar years, by which time the movement’s educational programme had expanded considerably. It argues that, at least until the 1930s, the educational programme represented a national initiative to ensure co-operation had a place in the educational and cultural mainstream.
R.V. Vaidyanatha Ayyar
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780199463473
- eISBN:
- 9780199087129
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199463473.003.0006
- Subject:
- Sociology, Education
This chapter compares and contrasts the Indian Total Literacy Campaigns of the late1980s and early 1990s with similar campaigns in India and elsewhere as well as with the previous centre-based ...
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This chapter compares and contrasts the Indian Total Literacy Campaigns of the late1980s and early 1990s with similar campaigns in India and elsewhere as well as with the previous centre-based programmes in India. It highlights the salient features of the TLCs, the radical conscientization rhetoric that was associated with them, and attempts to objectively critique their accomplishment. It concludes that the course of TLCs clearly bring out that the scope for radical reconstruction of society through governmental programmes is limited indeed. It outlines the untended beneficial consequence of TLCs, namely adoption of a district-based strategy for universalizing elementary education, a strategy which was operationalized by the District Primary Education Programme and its progeny Sarva Siksha Abhiyan.Less
This chapter compares and contrasts the Indian Total Literacy Campaigns of the late1980s and early 1990s with similar campaigns in India and elsewhere as well as with the previous centre-based programmes in India. It highlights the salient features of the TLCs, the radical conscientization rhetoric that was associated with them, and attempts to objectively critique their accomplishment. It concludes that the course of TLCs clearly bring out that the scope for radical reconstruction of society through governmental programmes is limited indeed. It outlines the untended beneficial consequence of TLCs, namely adoption of a district-based strategy for universalizing elementary education, a strategy which was operationalized by the District Primary Education Programme and its progeny Sarva Siksha Abhiyan.
Nic Hughes
- Published in print:
- 2007
- Published Online:
- November 2011
- ISBN:
- 9780198569855
- eISBN:
- 9780191730443
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198569855.003.0015
- Subject:
- Palliative Care, Palliative Medicine Research, Patient Care and End-of-Life Decision Making
The belief that a process of reflection can turn experience into learning originates in the world of adult education and in the last two decades has also permeated health and social care education ...
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The belief that a process of reflection can turn experience into learning originates in the world of adult education and in the last two decades has also permeated health and social care education and practice, along with other academic and professional disciplines. This chapter aims to explore briefly the nature of reflection, outline a range of different ways to enable reflection, discuss reasons why learners may find reflection difficult, and summarize arguments for and against learning through reflection. There is continuing debate about the effectiveness of reflection as a strategy for learning in professional practice. For many educators and writers it is self-evident that, as health and social care practice are rooted in interpersonal relations, self-awareness is a crucially important aspect of professional learning. Reflection is seen as the route to self-awareness. It is a learning process which epitomizes the learning cycle, involving integration of thinking, feeling, and action.Less
The belief that a process of reflection can turn experience into learning originates in the world of adult education and in the last two decades has also permeated health and social care education and practice, along with other academic and professional disciplines. This chapter aims to explore briefly the nature of reflection, outline a range of different ways to enable reflection, discuss reasons why learners may find reflection difficult, and summarize arguments for and against learning through reflection. There is continuing debate about the effectiveness of reflection as a strategy for learning in professional practice. For many educators and writers it is self-evident that, as health and social care practice are rooted in interpersonal relations, self-awareness is a crucially important aspect of professional learning. Reflection is seen as the route to self-awareness. It is a learning process which epitomizes the learning cycle, involving integration of thinking, feeling, and action.
Gurid Aga Askeland and Malcolm Payne
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781447328704
- eISBN:
- 9781447328711
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447328704.003.0008
- Subject:
- Sociology, Comparative and Historical Sociology
This chapter contains a brief biography and transcript of an interview with Mariacarmen Mendoza, a leader in Mexican social work education, who was awarded the Katherine Kendall Award of the ...
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This chapter contains a brief biography and transcript of an interview with Mariacarmen Mendoza, a leader in Mexican social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1998, for her contribution to international social work education. In addition to her professorship at the National Autonomous University of Mexico, Mendoza has contributed to adult education, community work, civil society organisations, the development of public administration in Mexico and throughout Latin America. She has also undertaken disaster relief work and been concerned with the impact of environmental issues on poor communities. International work extended her opportunities for contributing on many of these important social issues. In social work education, she helped to develop collective education where subject and practice educators work together to develop curricula that include skills training and sought opportunities for indigenous publications.Less
This chapter contains a brief biography and transcript of an interview with Mariacarmen Mendoza, a leader in Mexican social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1998, for her contribution to international social work education. In addition to her professorship at the National Autonomous University of Mexico, Mendoza has contributed to adult education, community work, civil society organisations, the development of public administration in Mexico and throughout Latin America. She has also undertaken disaster relief work and been concerned with the impact of environmental issues on poor communities. International work extended her opportunities for contributing on many of these important social issues. In social work education, she helped to develop collective education where subject and practice educators work together to develop curricula that include skills training and sought opportunities for indigenous publications.
Vigen Guroian
- Published in print:
- 2002
- Published Online:
- October 2011
- ISBN:
- 9780195152647
- eISBN:
- 9780199849192
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195152647.003.0008
- Subject:
- Religion, Religion and Society
There is no single solution to the moral crisis of childhood in our culture. This chapter includes personal experiences of the author of this book who runs an adult education classes. The parents, ...
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There is no single solution to the moral crisis of childhood in our culture. This chapter includes personal experiences of the author of this book who runs an adult education classes. The parents, teachers, pastors, and rabbis whom he teaches want something better for their children and are tired of hearing lamentation and excuses. To begin with, reading good stories to children is explored in this chapter. Hans Christian Anderson's ‘The Ugly Duckling’ is a masterpiece that also contains searing social criticism and profound insights into human nature and conduct. ‘The Ugly Duckling’ is a story that captivates children because it is also about growing up.Less
There is no single solution to the moral crisis of childhood in our culture. This chapter includes personal experiences of the author of this book who runs an adult education classes. The parents, teachers, pastors, and rabbis whom he teaches want something better for their children and are tired of hearing lamentation and excuses. To begin with, reading good stories to children is explored in this chapter. Hans Christian Anderson's ‘The Ugly Duckling’ is a masterpiece that also contains searing social criticism and profound insights into human nature and conduct. ‘The Ugly Duckling’ is a story that captivates children because it is also about growing up.
