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This concise study covers the development of education throughout Great Britain from the Industrial Revolution to the Great War: a period in which urbanization, industrialization and population growth posed huge social and political problems, and education became one of the fiercest areas of conflict in society.
An examination of the work of 17 major thinkers in the field of adult and continuing education, showing how each has made a significant contribution to the field. The ideas of each are explored within a similar framework, and their work and its consequences is considered in detail.
First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
This book maps how working class life was transformed in England in the middle years of the twentieth century. National trends in employment, welfare and living standards are illuminated via a focus on Brighton, providing valuable new perspectives of class and community formation. Based on fresh archival research, life histories and contemporary social surveys, the book historicises important cultural and community studies which moulded popular perceptions of class and social change in the post-war period. It shows how council housing, slum clearance and demographic trends impacted on working-class families and communities. While suburbanisation transformed home life, leisure and patterns of association, there were important continuities in terms of material poverty, social networks and cultural practices. This book will be essential reading for academics and students researching modern and contemporary social and cultural history, sociology, cultural studies and human geography.
This collection of essays contributes to scholarship on the emergence of the working classes, by filtering the formation of working-class identity through the rise of the working-class intellectual, a unique cultural figure at the crossroads of two disparate worlds. The essays cover a range of familiar and unfamiliar figures from the 1730s to the 1850s, shedding light on key moments of working-class self-expression.
The issue of educational opportunity has long been of public concern and a major focus for eduational research. As a result, there is now a substantial body of research findings in this field, both quantitative and qualitative.; This work relates to various levels of the educational system and to different categories of student, but particularly social class, gender, ethnicity and race. The central trend has been to find persisting inequalities despite reform at system, institutional and classroom levels. Furthermore, the educational system is frequently portrayed as playing a key role in reproducing wider social and economic inequalities.; This book examines the status of educational inequality as a social problem, explores the conceptual issues surrounding it, assesses a representative sample of recent research, and seeks to clarify the relevant methodological ground rules, thereby laying the basis for future research in the field.
Published in 1938: The new volume presents a full and profusely illustrated account of progress made during the eighteenth century in Mathematics, Mechanics, Astronomy, Physics, Meteorology, Geography, Chemistry, Biology, Medicine, Psychology, Demography, Economics, Philosophy, and Technology.
The work patterns of European women from 1700 onwards fluctuate in relation to ideological, demographic, economic and familial changes. In A History of European Women's Work, Deborah Simonton draws together recent research and methodological developments to take an overview of trends in women's work across Europe from the so-called pre-industrial period to the present. Taking the role of gender and class in defining women's labour as a central theme, Deborah Simonton compares and contrasts the pace of change between European countries, distinguishing between Europe-wide issues and local developments.
This book studies C.P. Snow's eleven-volume series of novels (Strangers and Brothers) as documents detailing the social and political life of mid-twentieth-century Britain, and points out the uses for the novels in the academic study of that time period. Both Snow and his central character, Lewis S. Eliot, started from unremarkable origins in terms of their mutual background in the lower reaches of the middle class, their dreams of success in their teen years, and their early professional education in a new, struggling academic institution in the mid-1920s. Neither could really be considered typical for men of their class. Eliot's working life would include being a very minor town clerk, a barrister, an advisor to a powerful industrialist, a Cambridge don, a moderately powerful civil servant, and finally, in early retirement, a writer. Eliot would befriend members of both the traditional and Jewish upper classes, scholars and brilliant scientists, powerful behind-the-scenes civil servants, second-tier British and Nazi politicians, financiers and industrialists, Communists, and writers and artists, providing a fairly broad overview of parts of the middle class and ruling elites of the periods. Snow's sequence of novels is therefore useful to the historian of twentieth-century Britain, both in understanding the period as it recedes away from common experience and in presenting the period in the classroom. Snow was a classic twentieth-century writer who presented a more balanced account of the British «governing classes» of the middle third of the twentieth century than did the upper-class (and would-be upper-class) or working-class writers of the same period. His novels provide an insight that every student of twentieth-century Britain must have on hand.
From the early 1970s, working class writing and publishing in local communities rapidly proliferated into a national movement. This book is the first full evaluation of these developments and opens up new perspectives on literature, culture, class and identity over the past 50 years. Its origins are traced in the context of international shifts in class politics, civil rights, personal expression and cultural change. The writing of young people, older people, adult literacy groups as well as writing workshops is analysed. Thematic chapters explore how audiences consumed this work, the learning of writers, the fierce debates over identity, class and organisation, as well as changing relations with mainstream institutions. The book is accessibly written but engages with a wide range of scholarly work in history, education, cultural studies, literature and sociology. It will be of interest to lecturers and students in these areas as well as the general reader.