Howard Prosser
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9781447326809
- eISBN:
- 9781447326816
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326809.003.0008
- Subject:
- Education, Educational Policy and Politics
This chapter explores the way that a private “English” school in Argentina negotiates curriculum demands at the global and national level. On the one hand, its International Baccalaureate programme ...
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This chapter explores the way that a private “English” school in Argentina negotiates curriculum demands at the global and national level. On the one hand, its International Baccalaureate programme positions the school within an educational frame that has cache locally and globally. On the other, the school also offers the state-based syllabus in an innovative fashion that involves some “curriculum chicanery” from the administration. Juggling these demands is best suited to a school with the corporate nous and wherewithal to manage them. Consequently, the school’s everyday practices strategically support an elite clientele that demands a valuable and exchangeable commodity: namely, private education that outstrips its public equivalent.Less
This chapter explores the way that a private “English” school in Argentina negotiates curriculum demands at the global and national level. On the one hand, its International Baccalaureate programme positions the school within an educational frame that has cache locally and globally. On the other, the school also offers the state-based syllabus in an innovative fashion that involves some “curriculum chicanery” from the administration. Juggling these demands is best suited to a school with the corporate nous and wherewithal to manage them. Consequently, the school’s everyday practices strategically support an elite clientele that demands a valuable and exchangeable commodity: namely, private education that outstrips its public equivalent.
Ciaran O’Neill
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780198707714
- eISBN:
- 9780191778759
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198707714.003.0001
- Subject:
- History, British and Irish Modern History
Defines and interrogates key terms such ‘Irish Catholic elite’ and ‘transnational education’ and provides the reader with an overview of the historiography of elite education in Ireland.
Defines and interrogates key terms such ‘Irish Catholic elite’ and ‘transnational education’ and provides the reader with an overview of the historiography of elite education in Ireland.
Ciaran O’Neill
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780198707714
- eISBN:
- 9780191778759
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198707714.003.0002
- Subject:
- History, British and Irish Modern History
This chapter outlines the cause and effect of anglicized education at Ireland’s four leading Catholic secondary schools between 1850 and 1900. By the early twentieth century Irish Catholic education ...
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This chapter outlines the cause and effect of anglicized education at Ireland’s four leading Catholic secondary schools between 1850 and 1900. By the early twentieth century Irish Catholic education had improved dramatically at third level and at primary level, but secondary education remained a luxury for most. The unregulated nature of secondary education provided middle-class parents with an opportunity to send their children to a school which would provide a recognizably elite education. By providing such a service, Irish schools such as Clongowes and Castleknock could argue that they moulded their boys into an influential body of young men with high levels of social mobility as well as a firm commitment to Catholic values – a group that might have otherwise been lost to a non-Catholic school at home or abroad.Less
This chapter outlines the cause and effect of anglicized education at Ireland’s four leading Catholic secondary schools between 1850 and 1900. By the early twentieth century Irish Catholic education had improved dramatically at third level and at primary level, but secondary education remained a luxury for most. The unregulated nature of secondary education provided middle-class parents with an opportunity to send their children to a school which would provide a recognizably elite education. By providing such a service, Irish schools such as Clongowes and Castleknock could argue that they moulded their boys into an influential body of young men with high levels of social mobility as well as a firm commitment to Catholic values – a group that might have otherwise been lost to a non-Catholic school at home or abroad.
Leonel Lim
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9781447326809
- eISBN:
- 9781447326816
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326809.003.0009
- Subject:
- Education, Educational Policy and Politics
This chapter first examines how the logic of meritocracy in Singapore vacillates between its elitist and egalitarian dimensions. Drawing upon ethnographic data from an elite and a mainstream school, ...
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This chapter first examines how the logic of meritocracy in Singapore vacillates between its elitist and egalitarian dimensions. Drawing upon ethnographic data from an elite and a mainstream school, it then develops an analysis of how one specific area of the curriculum – critical thinking – embodies this tension, specifying distinct knowledges and competencies for different students. The chapter argues that even as critical thinking is taught to all students, what often remains obfuscated are the ways through which the ideology of meritocracy acts to selectively recontextualize both the form and content of the subject in the process of its transmission.Less
This chapter first examines how the logic of meritocracy in Singapore vacillates between its elitist and egalitarian dimensions. Drawing upon ethnographic data from an elite and a mainstream school, it then develops an analysis of how one specific area of the curriculum – critical thinking – embodies this tension, specifying distinct knowledges and competencies for different students. The chapter argues that even as critical thinking is taught to all students, what often remains obfuscated are the ways through which the ideology of meritocracy acts to selectively recontextualize both the form and content of the subject in the process of its transmission.
Ciaran O'Neill
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780198707714
- eISBN:
- 9780191778759
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198707714.001.0001
- Subject:
- History, British and Irish Modern History
For as far back as school registers can take us the most prestigious education available to any Irish boy or girl was to be found outside of Ireland. Catholics of Consequence traces for the first ...
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For as far back as school registers can take us the most prestigious education available to any Irish boy or girl was to be found outside of Ireland. Catholics of Consequence traces for the first time the transnational education, careers, and lives of more than two thousand Irish boys and girls who attended Catholic schools in England, France, Belgium, and elsewhere in the second half of the nineteenth century. There was a long tradition of Irish Anglicans and Catholics sending their children abroad for the majority of their formative years As the cultural nationalism of the Irish revival at the end of the nineteenth century took root, however, Irish Catholics who sent their children to school in Britain were accused of a pro-Britishness that crystallized into still recognizable terms of insult such as West Briton, Castle Catholic, Squireen, and Seoinin. This concept has an enduring resonance in Ireland, but very few publications have ever interrogated it. Catholics of Consequence marks the first ever attempt to analyse the education and subsequent lives of the Irish boys and girls who received this type of transnational education. It also tells the story of elite education in Ireland, where schools such as Clongowes Wood and Castleknock College were rooted in the Continental Catholic tradition, but also looked to public schools in England as exemplars. Taken together it tells the story of an Irish Catholic elite at once integrated and segregated within what was then the most powerful state in the world.Less
For as far back as school registers can take us the most prestigious education available to any Irish boy or girl was to be found outside of Ireland. Catholics of Consequence traces for the first time the transnational education, careers, and lives of more than two thousand Irish boys and girls who attended Catholic schools in England, France, Belgium, and elsewhere in the second half of the nineteenth century. There was a long tradition of Irish Anglicans and Catholics sending their children abroad for the majority of their formative years As the cultural nationalism of the Irish revival at the end of the nineteenth century took root, however, Irish Catholics who sent their children to school in Britain were accused of a pro-Britishness that crystallized into still recognizable terms of insult such as West Briton, Castle Catholic, Squireen, and Seoinin. This concept has an enduring resonance in Ireland, but very few publications have ever interrogated it. Catholics of Consequence marks the first ever attempt to analyse the education and subsequent lives of the Irish boys and girls who received this type of transnational education. It also tells the story of elite education in Ireland, where schools such as Clongowes Wood and Castleknock College were rooted in the Continental Catholic tradition, but also looked to public schools in England as exemplars. Taken together it tells the story of an Irish Catholic elite at once integrated and segregated within what was then the most powerful state in the world.
Ciaran O’Neill
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780198707714
- eISBN:
- 9780191778759
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198707714.003.0003
- Subject:
- History, British and Irish Modern History
Outlines the education and immersion of 1,307 Irish boys in the four most prestigious English Catholic schools (Stonyhurst, Downside, Oscott, Beaumont) in the second half of the nineteenth century. ...
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Outlines the education and immersion of 1,307 Irish boys in the four most prestigious English Catholic schools (Stonyhurst, Downside, Oscott, Beaumont) in the second half of the nineteenth century. Throughout the nineteenth century and well into the twentieth some of the wealthiest Catholic families in Ireland chose to pursue an English education in preference to an Irish education. The most prestigious schools in England all had a significant percentage of Irish boarders throughout the nineteenth century; usually more than one boy in five was Irish. The decision to send a son to a boarding school in England can neither have been taken lightly, nor without a level of strategic planning. This chapter asks why Irish families were willing to be separated from their sons for up to two years at a time, pay higher fees, and travel a tremendous and costly distance.Less
Outlines the education and immersion of 1,307 Irish boys in the four most prestigious English Catholic schools (Stonyhurst, Downside, Oscott, Beaumont) in the second half of the nineteenth century. Throughout the nineteenth century and well into the twentieth some of the wealthiest Catholic families in Ireland chose to pursue an English education in preference to an Irish education. The most prestigious schools in England all had a significant percentage of Irish boarders throughout the nineteenth century; usually more than one boy in five was Irish. The decision to send a son to a boarding school in England can neither have been taken lightly, nor without a level of strategic planning. This chapter asks why Irish families were willing to be separated from their sons for up to two years at a time, pay higher fees, and travel a tremendous and costly distance.
Shaul Stampfer
- Published in print:
- 2010
- Published Online:
- February 2021
- ISBN:
- 9781874774853
- eISBN:
- 9781800340909
- Item type:
- book
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781874774853.001.0001
- Subject:
- Religion, Religion and Society
The realities of Jewish life in eastern Europe that concerned the average Jew meant the way their children grew up, the way they studied, how they married, and all the subsequent stages of the life ...
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The realities of Jewish life in eastern Europe that concerned the average Jew meant the way their children grew up, the way they studied, how they married, and all the subsequent stages of the life cycle. The family and the community were the core institutions of east European Jewish society. These realities were always dynamic and evolving but in the nineteenth century, the pace of change in almost every area of life was exceptionally rapid. This book deals with these social realities. The result is a picture that is far from the stereotyped view of the past that is common today, but a more honest and more comprehensive one. Topics covered consider the learning experiences of both males and females of different ages. They also deal with and distinguish between study among the well off and learned and study among the poorer masses. A number of chapters are devoted to aspects of educating the elite. Several chapters deal with aspects of marriage, a key element in the life of most Jews. The attempt to understand the rabbinate in its social and historical context is no less revealing than the studies in other areas. The realities of rabbinical life are presented in a way that explains rabbinic behaviour and the complex relations between communities, ideologies, and modernization. The chapters look at the past through the prism of the lives of ordinary people, with some surprising.Less
The realities of Jewish life in eastern Europe that concerned the average Jew meant the way their children grew up, the way they studied, how they married, and all the subsequent stages of the life cycle. The family and the community were the core institutions of east European Jewish society. These realities were always dynamic and evolving but in the nineteenth century, the pace of change in almost every area of life was exceptionally rapid. This book deals with these social realities. The result is a picture that is far from the stereotyped view of the past that is common today, but a more honest and more comprehensive one. Topics covered consider the learning experiences of both males and females of different ages. They also deal with and distinguish between study among the well off and learned and study among the poorer masses. A number of chapters are devoted to aspects of educating the elite. Several chapters deal with aspects of marriage, a key element in the life of most Jews. The attempt to understand the rabbinate in its social and historical context is no less revealing than the studies in other areas. The realities of rabbinical life are presented in a way that explains rabbinic behaviour and the complex relations between communities, ideologies, and modernization. The chapters look at the past through the prism of the lives of ordinary people, with some surprising.
