Abstract
Today the state educational system finds itself under-resourced and vulnerable to reactionary change. The possibility of even a modest development of equal opportunity is slight. The channels of influence painstakingly constructed by progressives are silting up.
The new conception of education will not proceed from the basic structures of the existing division of labour, christened ‘demands of society’.1
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References
Bahro, The Alternative in Eastern Europe, p. 284.
The Times Educational Supplement, 10 September 1982.
The Times Educational Supplement, 2 July 1982.
MSC, Youth Task Group Report.
DES, 17+: A New Qualification (HMSO, 1982).
MSC, Youth Task Group Report.
Ibid.
DES, 17+: A New Qualification.
MSC, Youth Task Group Report.
Education Group, Centre for Contemporary Cultural Studies, Unpopular Education: Schooling and Social Democracy since 1944 (Hutchinson, 1981), pp. 255–6.
NUT, Annual Report for 1982 (NUT, 1982), p. 216.
Ibid, pp. 216–17.
The Teacher, 30 April 1982.
The Times Educational Supplement, 31 July 1981.
The Times Educational Supplement, 4 June 1982.
Educational Worker, June 1929.
See Socialist Teacher, no. 11, Summer 1980, for discussion of press coverage of this event.
The Times Educational Supplement, 11 June 1982.
See Coard, How the West Indian Child.
The Times Educational Supplement, 24 September 1982, makes an assessment of the numerical strength of the teachers’ unions.
NUT, Annual Report for 1982, pp. 369–74.
London Labour Briefing, no. 23, October 1982.
Ibid.
See, for instance, D. Spender, Invisible Women (Writers & Readers, 1982).
London Labour Briefing, no. 23, October 1982.
R. Hatcher, ‘What Kind of Schooling for Youth?’, Socialist Teacher, no. 13, Spring 1981.
Ibid.
E. Ginzberg, ‘The Mechanisation of Work’, Scientific American, vol. 247, no. 3, September 1982.
Braverman, Labour and Monopoly Capital.
T. S. Eliot, quoted in Black Paper 3, ed. Cox and Boyson, p. 96.
DES, Mixed Ability Work in Comprehensive Schools.
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© 1983 Ken Jones
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Jones, K. (1983). Beyond progressive education. In: Beyond Progressive Education. Crisis Points series. Palgrave, London. https://doi.org/10.1007/978-1-349-17068-5_7
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