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This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.
This book covers a crucial period for the development of state education in Britain; the advent of the comprehensive debate before and during the Second World War; the War years themselves and the 1944 Education Act; the post-War Labour Government; and Churchill's last government in a time of education expansion. From the 1960s, the focus shifted to questions of social deprivation and educational opportunities, secondary school selection, the debate on standards, Robbins and higher education, and the continuing theme of the dominance of public schools. The book is divided into four sections, which are then divided into chapters. Each chapter takes as its main reference point a key issue within the chronological framework of the book, e.g. resistance to secondary education for all, politics and textbooks, multilateral and technical schools, pressure groups and the 1944 Education Act, Churchill and the Conservatives. Much new light is thrown on the topics by the author's use of new material and he has made a valuable contribution to the politics of education.
This text provides an overview of the relationship between the sweeping social changes of the post-war period and education in England.
Aims to inform students, scholars, and educators about the complex processes and factors that promote or impede education's potential to enhance individual advancement within the socioeconomic structure of a late-industrialized country within the context of modern capitalism.
The second volume of Daniel Todman's account of Great Britain and World War II The second of Daniel Todman's two sweeping volumes on Great Britain and World War II, Britain's War: A New World, 1942-1947, begins with the event Winston Churchill called the "worst disaster" in British military history: the Fall of Singapore in February 1942 to the Japanese. As in the first volume of Todman's epic account of British involvement in World War II ("Total history at its best," according to Jay Winter), he highlights the inter-connectedness of the British experience in this moment and others, focusing on its inhabitants, its defenders, and its wartime leadership. Todman explores the plight of families doomed to spend the war struggling with bombing, rationing, exhausting work and, above all, the absence of their loved ones and the uncertainty of their return. It also documents the full impact of the entrance into the war by the United States, and its ascendant stewardship of the war. Britain's War: A New World, 1942-1947 is a triumph of narrative and research. Todman explains complex issues of strategy and economics clearly while never losing sight of the human consequences--at home and abroad--of the way that Britain fought its war. It is the definitive account of a drama which reshaped Great Britain and the world.
In the immediate aftermath of the Second World War, and with British political influence over Greece soon to be ceded to the United States, there was a considerable degree of cultural interaction between Greek and British literati. Sponsored or assisted by the British Council, this interaction was notable for its diversity and quality alike. Indeed, the British Council in Greece made a more significant contribution to local culture in that period than at any other time, and perhaps in any other country. Many of the participants – among them Patrick Leigh Fermor, Steven Runciman, and Louis MacNeice – are well known, while others deserve to be better known than they are today. But what has been less fully discussed, and what the volume sets out to do, is to explore the two-way relations between Greek and British literary production in which the British Council played a particularly important role until the outbreak of armed conflict in Cyprus in 1955, which rendered further contacts of this kind difficult. Close attention is paid to the variety of ways – marked by personal affinities and allegiances, but also by political tensions – in which the British Council functioned as an agent of interaction in a climate where a complex blend of traditional Anglophilia or Philhellenism found itself encountering a new post-war and Cold War environment. What is distinctive about the volume, beyond the inclusion of much recent archival research, is its attention to the British Council as part of the story of Greek letters, and not just as a place in which various British men and women of letters worked. The British Council found itself, sometimes more through improvisation and personal affinities than through careful planning, at the heart of some key developments, notably in terms of important periodical publications which had a lasting influence on Greek letters. Though in the cultural forum that influence was arguably to be less pervasive than that of France, with its more ambitious cultural outreach, or than that of the USA in later decades, the role of the British Council in Greece in this crucial period of Greek (and indeed European) post-war history continues to make a rich case study in cultural politics. This volume thus fills a gap in the rich bibliography on Anglo-Greek relations and contributes to a wider scholarly and public discussion about cultural politics.
Education for Democracy in England in World War II examines the educational discourse and involvement in wartime educational reforms of five important figures: Fred Clarke, R. H. Tawney, Shena Simon, H. C. Dent and Ernest Simon. These figures campaigned for educational reforms through their books, publishing articles in newspapers, delivering speeches at schools and conferences and by organizing pressure groups. Going beyond the literature in this key period, the book focuses on exploring the relationship between democratic ideals and reform proposals in each figure’s arguments. Displaying a variety of democratic forums for debates about education beyond parliament, the book re-interprets wartime educational reforms from a different perspective and illustrates the agreements and contradictions in the educational discourse itself.
Using an Open Marxist theoretical framework, this book provides a critique of the neoliberal reforms made to higher education since the late 1970s and the impact this has had on the sector. Rather than arguing for a return to the idea of the public university, the book argues that public and private models of higher education are both forms of capitalist accumulation and have historically perpetuated forms of oppression, exploitation and discrimination; thus, a more radical solution that addresses both the current crisis of higher education and the contradictory and exploitative nature of late capitalism is required. This book critically examines the autonomous learning spaces that emerged out of the UK student protests (2009-2010) and documents what can be learned from them to prefigure the idea of the university for a post-capitalist society.