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Originally published in 1972, this title provides an analysis of
social interactions in educational contexts and opens up the field
of the social psychology of education as an area in its own right
at the very heart of the process of education. From a 'symbolic
interactionist' perspective, the author develops a framework for
the study of relations between teachers and pupils, discussing the
basic ways of analysing social interaction, including the concepts
of perception and role. He examines the distinctive perspectives of
teachers and pupils on their relationships, bringing together into
a coherent framework the insights of such writers as John Holt and
Carl Rogers, and within this context he explores the notion of
'voluntary schooling'. The book also deals with other important
aspects of education such as discipline, classroom group dynamics
and the relations between headteachers and their staff. The
theories put forward by the author are firmly grounded in the daily
experience of teachers and pupils in the classroom at the time. The
book was expected to be of value to experienced teachers and
student teachers alike, as well as to teachers of the social
sciences in general.
Drawing on the great wealth of knowledge and experience of
education practitioners and theorists, the volumes in the Sociology
of Education set of the International library of Sociology explore
the very important relationship between education and society.
These books became standard texts for actual and intending
teachers. Drawing upon comparative material from Israel, France and
Germany, titles in this set also discuss the key questions of
girls' and special needs education, and the psychology of
education.
Provocative and engagingly written, Beyond Schooling offers a
challenging perspective on State schooling in England and the
unrelenting increase in centralisation from the late 1960s until
the present day. Exploring how the education of our children and
young people should be recaptured from the State as the country
moves into a precarious future, this book: argues that any
fundamental reconsideration of schooling has much to learn from an
anarchist analysis; introduces readers unfamiliar with anarchism to
the main themes of this political philosophy and practice and their
relationship to the political left and right; shows how an
anarchist perspective on education raises deep issues about the
community and the use of power; questions the notions of full-time
schooling and age-grading, alongside conventional conceptions of
the teaching profession and the potential educational role of
parents as work declines or disappears. In its original reflections
on the state of contemporary schooling and the paths to future
reform, Beyond Schooling is a must-read for anyone seeking a new
vision for the future of education and schooling.
Originally published in 1972, this title provides an analysis of
social interactions in educational contexts and opens up the field
of the social psychology of education as an area in its own right
at the very heart of the process of education. From a 'symbolic
interactionist' perspective, the author develops a framework for
the study of relations between teachers and pupils, discussing the
basic ways of analysing social interaction, including the concepts
of perception and role. He examines the distinctive perspectives of
teachers and pupils on their relationships, bringing together into
a coherent framework the insights of such writers as John Holt and
Carl Rogers, and within this context he explores the notion of
'voluntary schooling'. The book also deals with other important
aspects of education such as discipline, classroom group dynamics
and the relations between headteachers and their staff. The
theories put forward by the author are firmly grounded in the daily
experience of teachers and pupils in the classroom at the time. The
book was expected to be of value to experienced teachers and
student teachers alike, as well as to teachers of the social
sciences in general.
Drawing on the great wealth of knowledge and experience of
education practitioners and theorists, the volumes in the Sociology
of Education set of the International library of Sociology explore
the very important relationship between education and society.
These books became standard texts for actual and intending
teachers. Drawing upon comparative material from Israel, France and
Germany, titles in this set also discuss the key questions of
girls' and special needs education, and the psychology of
education.
Provocative and engagingly written, Beyond Schooling offers a
challenging perspective on State schooling in England and the
unrelenting increase in centralisation from the late 1960s until
the present day. Exploring how the education of our children and
young people should be recaptured from the State as the country
moves into a precarious future, this book: argues that any
fundamental reconsideration of schooling has much to learn from an
anarchist analysis; introduces readers unfamiliar with anarchism to
the main themes of this political philosophy and practice and their
relationship to the political left and right; shows how an
anarchist perspective on education raises deep issues about the
community and the use of power; questions the notions of full-time
schooling and age-grading, alongside conventional conceptions of
the teaching profession and the potential educational role of
parents as work declines or disappears. In its original reflections
on the state of contemporary schooling and the paths to future
reform, Beyond Schooling is a must-read for anyone seeking a new
vision for the future of education and schooling.
The foundations of lifelong learning are laid during the school
years. David H. Hargreaves learning age: A new renaissance for
Britain, David H. Hargreaves' radical analysis challenges the myth
that lifelong learning can or should be separated - in any sense -
from school education. It asks the critical question: what changes
in thinking, policy and practice are needed for the culture and
process of lifelong learning, as visualised by David Blunkett, to
become a reality? motivated to learn beyond the end of compulsory
education, and have the capacity to do so, depends very much on
what happens to them during the school years, the author explores
ways in which policy and practice at school level will need to
change in order to meet the crucial challenge of sparking and
sustaining a person's motivation and capacity to learn throughout
life. academics and members of the policy community, Hargreaves
identifies: the strengths and weaknesses of key dimensions of
formal education, such as curriculum, pedagogy and assessment;
routes to creating a fresh approach to education and learning that
embrace new insights into leadership, innovation, Information and
Communication Learning Technologies, and design; opportunities for
innovation that will address immediate problems in education and
transform our understanding and provision of lifelong learning.
education, business and policy communities and for anyone concerned
with the future of education in Britain.
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