Books by Gary McCulloch
This work provides an overall review and analysis of the history of education and of its key rese... more This work provides an overall review and analysis of the history of education and of its key research priorities in the British context. It investigates the extent to which education has contributed historically to social change in Britain, how it has itself been moulded by society, and the needs and opportunities that remain for further research in this general area. Contributors review the strengths and limitations of the historical literature on social change in British education over the past forty years, ascertain what this literature tells us about the relationship between education and social change, and map areas and themes for future historical research. They consider both formal and informal education, different levels and stages of the education system, the process and experience of education, and regional and national perspectives. They also engage with broader discussions about theory and methodology. The collection covers a large amount of historical territory, from the sixteenth century to the present, including the emergence of the learned professions, the relationship between society and the economy, the role of higher technological education, the historical experiences of Ireland, Scotland and Wales, the social significance of teaching and learning, and the importance of social class, gender, ethnicity, and disability. It involves personal biography no less than broad national and international movements in its considerations. This book will be a major contribution to research as well as a general resource in the history and historiography of education in Britain.
Journal Special Issues (Editing) by Gary McCulloch
Papers by Gary McCulloch
The National Curriculum, introduced under the Education Reform Act of 1988, has influenced the cu... more The National Curriculum, introduced under the Education Reform Act of 1988, has influenced the cultural politics of secondary schools in England and Wales. The National Curriculum began a new phase in the role of teachers developing school curriculum that is characterized by centralized control and external accountability. To many it suggests a crisis in teacher's professionalism. This paper considers the degree of departure in policy and practice represented by the National Curriculum and suggests commonalities that underlie the surface appearance of change. The paper also describes the curriculum policies prior to the National Curriculum from the 1950s to the 1970s and how curriculum has been affected by change. Accounts by secondary school teachers reveal the extent of their autonomy within the classroom as presented in the Dearing Review of 1994. Teachers do generally find a degree of latitude that appears to reflect a note of optimism and self-reliance in spite of wider bureaucratic constraints. One view of the National Curriculum describes, in positive terms, the decrease in potential abuses in pre-National Curriculum years known as the "secret garden." The paper also mentions the changes in public support for teacher autonomy of curriculum in the classroom. (Contains 42 references.) (RIB)
Historical interpretation is subject to change, a process often described as revisionism. This ch... more Historical interpretation is subject to change, a process often described as revisionism. This chapter distinguishes between a basic form of revisionism that changes or erases the past with no respect for evidence and a “historical revisionism” that has developed over the past century to build on, revise, or challenge previous accounts of the past. Historical revisionism is discussed with reference to changing historiographical approaches. It has become central to research in the history of education, for example in the United States and Britain. A broad consensus has been established in the history of education to explore the relationship between education and social change, although this has itself led to fresh debates over the nature of this relationship. These general historiographical developments in the history of education have played themselves out in different nations and regions, albeit at their own pace and at different times.
The English Historical Review, Aug 1, 2016
Palgrave Macmillan US eBooks, 2007
While Cyril Norwood was cultivating a national reputation in education policy, he was also engage... more While Cyril Norwood was cultivating a national reputation in education policy, he was also engaged in promoting the fortunes of two leading public boarding schools. As the master of Marlborough College in Wiltshire from 1917 until 1926, he set about emphasizing the traditions of a prominent school that was still comparatively recent in its origin. A more difficult assignment awaited him as head of Harrow School from 1926 until 1934, a very well established and prestigious public school, but one that was beset with internal disputes and factions. In a sense, both schools provided a retreat from the national policy debates in which Norwood had become immersed. Yet there were also significant connections between Norwood s professional life as a headmaster, and his public role in education policy. In setting out to reform and modernize these major public schools he was attempting to find common ground between the independent sector and the newly established state system. The opportunity to appreciate at close hand the traditions with which Marlborough and Harrow were associated also allowed him to proselytize these ideals more broadly. At the same time, Norwood encountered difficulties at Marlborough and especially at Harrow that demonstrated in vivid fashion the contested character of these traditions, and the social divisions that continued to exist between public and grammar schools.
Palgrave Macmillan US eBooks, 2007
Journal of Jesuit Studies, Jul 9, 2014
Transnational approaches have recently become increasingly prominent in the history of education.... more Transnational approaches have recently become increasingly prominent in the history of education. This trend is itself a counter-tendency to the widespread predilection of historians of education to focus more narrowly on the individual case in a particular local and national context. Over the past decade, it has become more common to establish a broader framework, and to highlight issues in their geographical, social, and political settings that run across the boundaries of nation-states. Such work has also created methodological challenges, particularly in the examinations of archival material held in different centers, often in different conditions, and in a number of languages. Maurice Whitehead's book is an excellent example of this emergent historiographical trend, and of the benefits it can yield when combined with the more established qualities of rigorous historical research. It tells the story of English Jesuit education from its origins, beginning with the Counter-Reformation and the founding of the order, developing through the Catholic Enlightenment, and finally reaching its culmination with the establishment of Stonyhurst College in early nineteenth-century England: according to the author, "one of the most extraordinary phenomena in British educational history" (179). The particular focus of the book is on the period from 1762 to 1803, but it is well framed in this longer-term context. In some ways it provides a traditional narrative, in that the history of education has so often produced heroic accounts of triumph over adversity. In this case, the familiar style resists the common temptation to idealize its heroes. It is scrupulously researched, and observes complexity and nuance at every turn. Whitehead's book stretches across nations and continents, as well as over time. Its principal base is continental Europe, and especially the principality of Liège. Yet it documents the connections and networks that helped it to persevere, often as an underground organization persecuted by the authorities. The English College is described as constituting, by the late eighteenth century, "a truly international educational institution, with students from England, Ireland, the United States of America, the Caribbean, the Low Countries, France and Spain" (161). Whitehead highlights, for example, the trails between different locations across Europe, depicted in the detailed and helpful maps that are provided. It provides an interesting discussion of links with White Russia and the efforts to maintain and develop contacts. Above all, the volume reveals the connections with England, often fraught with danger but operating in different directions to support an international network that tended to be a widely spread diaspora of refugees.
Springer international handbooks of education, Nov 26, 2014
This chapter describes and reflects on a long-term research project that has developed an interpr... more This chapter describes and reflects on a long-term research project that has developed an interpretation of the history of secondary education in England in the 1940s and 1950s, following the Education Act of 1944 and the creation of a so-called ‘tripartite’ system of different kinds of secondary schools. In particular, the project examined and tried to explain the Platonic ideals of ‘education for leadership’ that revolved around the Norwood Report of 1943, the curriculum of the secondary schools, and how these were linked over the longer term to the elite traditions of the great public (independent) schools of the nineteenth century. It shows the furtherance of this interpretation in a second phase of the project that took a biographical and social turn. It concludes with a discussion of the nature of this interpretation in terms of social history, the implications of the historical evidence on which it was based, the connections with current issues and concerns, and the relationship with education, history and the social sciences more broadly.
Palgrave Macmillan eBooks, 2012
Journal of Educational Administration and History, Sep 1, 2004
Taylor and Francis Ltd CJEH360206.sgm 10.1080/ 022062042000255027 Journal of Educational Administ... more Taylor and Francis Ltd CJEH360206.sgm 10.1080/ 022062042000255027 Journal of Educational Administration and History 0 22-0 20 (pri t)/1478-7431 (online) Review Article 2 04 & Fran is Ltd 36 000 S pt mbe 0 4 G ryMcCulloch chool f ca al Foundations a d Policy Studies59 Gordon SquareLondonWC1H ONTUK g.mcculloch@ oe.ac.uk Becoming Teachers: Texts and Testimonies 1907-1950, P. Cunningham & P. Gardner, 2004, London, Woburn Press, £60 (hbk), pp. xiv +250, ISBN 0 7130 0213 1 (hbk), £18.99 (pbk), ISBN 0 7130 4032 7 (pbk)
British Journal of Educational Studies, Sep 2, 2020
Palgrave Macmillan eBooks, 2007
... Small School Reform: Advocating for Critical Care in Small Schools of Color 73 Rene Antrop Go... more ... Small School Reform: Advocating for Critical Care in Small Schools of Color 73 Rene Antrop Gonzalez and Anthony De Jesus 6 Soul ... David Crook 10 The Comprehensive Ideal in New Zealand: Challenges and Prospects 169 Gregory Lee, Howard Lee, and Roger Opensbaw 11 ...
History of Education, Sep 1, 1994
... GARY MCCULLOCH AND LIZ SOBELL Department of Educational Research, Lancaster University, Lanca... more ... GARY MCCULLOCH AND LIZ SOBELL Department of Educational Research, Lancaster University, Lancaster LAI 4YL, UK ... curriculum.8 Working-class education in the nineteenth century has been the focus of important research such as that of Purvis, Gardner and Smelser.9 ...
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Books by Gary McCulloch
Journal Special Issues (Editing) by Gary McCulloch
Papers by Gary McCulloch