English Educational Policy

• Druk: Łódź, 2017
• Autor: Arleta Suwalska
• Wydawca: Wydawnictwo Uniwersytetu Łódzkiego

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

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  2. Ebooki »
  3. Ebooki popularnonaukowe i specjalistyczne »
  4. Edukacja, pedagogika, szkolnictwo
• ISBN: 978-83-8088-543-1
• ISBN druku: 978-83-8088-542-4
• Liczba stron: 168

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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