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English teachers in a postwar democracy = emerging choice in London schools, 1945-1965 /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	English teachers in a postwar democracy/ Peter Medway [et al.].
Reminder of title:	emerging choice in London schools, 1945-1965 /
Author:	Medway, Peter.
other author:	Brewis, Georgina.
Published:	Basingstoke :Palgrave Macmillan : : 2014.,
Description:	264 p. :7 b&w, 3 col.ill., ill. :
Notes:	Electronic book text.
Subject:	Education. -
Online resource:	Online journal 'available contents' page
ISBN:	1137005149 (electronic bk.) :

English teachers in a postwar democracy = emerging choice in London schools, 1945-1965 /
Medway, Peter.

English teachers in a postwar democracyemerging choice in London schools, 1945-1965 /[electronic resource] :Peter Medway [et al.]. - 1st ed. - Basingstoke :Palgrave Macmillan :2014. - 264 p. :7 b&w, 3 col.ill., ill. - Secondary education in a changing world.

Electronic book text.

1. Introduction 2. The Period, the Education System, and the Teaching of English 3. Hackney Downs 4. Walworth 5. Minchenden 6. The Three Schools - What We Have Learned 7. Conclusions.

Document

Conflicting conservative and radical impulses in English society after WWII were played out in microcosm in education. They particularly shaped English teaching, examined in three post-war London schools in a detailed study that uses oral history-interviews with former teachers and students-and documents including mark books and students' work.In the twenty years after the Second World War, English society experienced opposing positions, particularly among teachers of English, regarding the education of Britain's youth. Different attitudes to achieving a fully democratic society were explored, whether by cultivating high standards in the ablest students or promoting a common cultural experience across abilities and social classes. The authors have studied in unprecedented detail three London school English departments, one of them an early comprehensive school, using oral history interviews and the collection and analysis of a large body of documents, including teachers' mark books and students' work. This move towards a more inclusive version of English involved not only the teachers in the comprehensive schools, but also some in the grammar schools-shaping the ideas of those who would found a new London English teachers association.

PDF.

Peter Medway is Senior Visiting Research Fellow at King's College London, UK. John Hardcastle is Lecturer in English Studies at the Institute of Education, University of London, UK. Georgina Brewis is John Adams Fellow at the Institute of Education, University of London, UK. David Crook is Lecturer in the History of Education, University of London, UK.

ISBN: 1137005149 (electronic bk.) :£55.00Subjects--Topical Terms:

555912
Education.

LC Class. No.: LB1631 / .M3995 2014

Dewey Class. No.: 428.00712

English teachers in a postwar democracy = emerging choice in London schools, 1945-1965 /
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505 0 $a 1. Introduction 2. The Period, the Education System, and the Teaching of English 3. Hackney Downs 4. Walworth 5. Minchenden 6. The Three Schools - What We Have Learned 7. Conclusions.
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520 $a Conflicting conservative and radical impulses in English society after WWII were played out in microcosm in education. They particularly shaped English teaching, examined in three post-war London schools in a detailed study that uses oral history-interviews with former teachers and students-and documents including mark books and students' work. $b In the twenty years after the Second World War, English society experienced opposing positions, particularly among teachers of English, regarding the education of Britain's youth. Different attitudes to achieving a fully democratic society were explored, whether by cultivating high standards in the ablest students or promoting a common cultural experience across abilities and social classes. The authors have studied in unprecedented detail three London school English departments, one of them an early comprehensive school, using oral history interviews and the collection and analysis of a large body of documents, including teachers' mark books and students' work. This move towards a more inclusive version of English involved not only the teachers in the comprehensive schools, but also some in the grammar schools-shaping the ideas of those who would found a new London English teachers association.
520 1 $a English Teachers in a Postwar Democracy is a fascinating tale of British school reform starting in the aftermath of World War II in London, when central education authority was at its nadir. I can think of no book that better elucidates the origins of education reform in the classrooms of gifted teachers than this outstanding and invaluable work. I recommend it highly and without reservation as a must read for the entire English education community, teachers, researchers, and educational authorities alike.' - Martin Nystrand, Louise Durham Mead Professor of English Emeritus, University of Wisconsin-Madison, USA, and Professor of Education Emeritus, Wisconsin Center for Education Research This is a rare opportunity to read about the origins of English as it is practiced in classrooms today. The authors explore the memories of English teaching with interviews of teachers of the day, some notable-such as Harold Rosen and John Dixon. They also consider records of the former schools, school architecture, exercise books, and interviews with former pupils. The intricate mixture of sources lends fascinating detail to the history of English teaching in postwar democracy. - Bethan Marshall, Senior Lecturer in English Education, King's College London, UK.
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545 0 $a Peter Medway is Senior Visiting Research Fellow at King's College London, UK. John Hardcastle is Lecturer in English Studies at the Institute of Education, University of London, UK. Georgina Brewis is John Adams Fellow at the Institute of Education, University of London, UK. David Crook is Lecturer in the History of Education, University of London, UK.
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