This book, first published in 1965, discusses the nature of the grammar school, its curriculum and teaching methods, comparisons with sixth form education, and the change in its organisation and attitudes during a time of rapid social change in 1960s Britain. This title will be of interest to students of history, sociology and education.

This is Volume XXVII of twenty eight in a series on the Sociology of Education. First published in 1969, this study is an investigation of the values and school involvement in a boy's maintained grammar school in London.

First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

In the decades after 1944 the four nations of Britain shared a common educational programme. By 2015, this programme had fragmented: the patterns of schooling and higher education in Wales, Scotland, Northern Ireland and England resembled each other less and less. This new edition of the popular Education in Britain traces and explains this process of divergence, as well as the arguments and conflicts that have accompanied it. With a reach that extends from the primary school to the university, and from culture to politics and economics, Ken Jones explores the achievements and limits of post-war reform and the egalitarian aspirations of the 1960s and 1970s. He registers the impact of the Thatcherite revolution of the 1980s, and of the New Labour governments which were its inheritors. Turning to the twenty-first century, Jones tracks the educational consequences of devolution and austerity. The result is a book which is more attentive than any other to the ever-increasing diversity of education in Britain. This comprehensive and accessible overview will have a wide appeal. It will also be an invaluable resource on courses in educational studies, teacher education and sociology.

Written to support the Education Studies student with full pedagogical features throughout, this book explores the inter-relationship between the three fields and considers how these relationships have informed teaching practice, especially in the school context.

This book focuses on student cultural diversity in HE and assesses how cultural difference affects students' education and social experience. The authors use interviews to look at these issues from both the perspective of international students, and culturally diverse home populations.

A Cultural History of Education in the Renaissance presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. Education was the fuel for the communication and knowledge society of the Renaissance. This period saw increasing investments in educational institutions to meet the growing demand for literacy in the context of a religiously divided Europe with growing cities and emerging central governments. An essential resource for researchers, scholars, and students in history, literature, culture, and education.

This volume explores Nordic textbooks chronologically and empirically from the Protestant reformation to our own time. The chapters are written by scholars from Finland, Denmark, Sweden, and Norway, and deploy a wide range of methods, representing different academic fields.

Capitalism, Culture and Decline in Britainis an original and controversial analysis of the thesis, made familiar in recent years by Martin J. Wiener, Anthony Sampson, Correlli Barnett, and others, which states that Britain's alleged economic decline since 1870 was the result of deep-seated anti-industrial factors in Britain's culture. Rubinstein argues, from a novel perspective, that Britain was never an industrial, but always a commercial/financial economy whose comparative advantage lay within that area. Rubinstein illustrates that the much-criticized features of Britain's class system, such as the public schools, were actually efficient instruments to enhance this competitive advantage. He closely examines Britain's cultural values and elite structures to demonstrate that these were both rational and modern, arguing that Britain's standard of living has been virtually identical to all countries whose economies have been considered more "successful." Emphasizing the centralimportance of London-based finance and addressing socialism, Keynesianism, and Thatcherism,Capitalism, Culture, and Decline inBritainpresents an original and challenging contribution to this debate.

In late twentieth-century England, inequality was rocketing, yet some have suggested that the politics of class was declining in significance, while others argue that class identities lost little power. Neither interpretation is satisfactory: class remained important to 'ordinary' people's narratives about social change and their own identities throughout the period 1968-2000, but in changing ways. Using self-narratives drawn from a wide range of sources - the raw materials of sociological studies, transcripts from oral history projects, Mass Observation, and autobiography - the book examines class identities and narratives of social change between 1968 and 2000, showing that by the end of the period, class was often seen as an historical identity, related to background and heritage, and that many felt strict class boundaries had blurred quite profoundly since 1945. Class snobberies 'went underground', as many people from all backgrounds began to assert that what was important was authenticity, individuality, and ordinariness. In fact, Sutcliffe-Braithwaite argues that it is more useful to understand the cultural changes of these years through the lens of the decline of deference, which transformed people's attitudes towards class, and towards politics. The study also examines the claim that Thatcher and New Labour wrote class out of politics, arguing that this simple - and highly political - narrative misses important points. Thatcher was driven by political ideology and necessity to try to dismiss the importance of class, while the New Labour project was good at listening to voters - particularly swing voters in marginal seats - and echoing back what they were increasingly saying about the blurring of class lines and the importance of ordinariness. But this did not add up to an abandonment of a majoritarian project, as New Labour reoriented their political project to emphasize using the state to empower the individual.