A Social History of Education in England

Lawson, J. Chappell H.; Silver, Harold

doi:10.4324/9781315887951

Cited by 67 publications

(28 citation statements)

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“…There exist numerous sources of illumination on the changing nature of education and even business education in Britain in the early modern period (e.g. Adamson 1922;Curtis 1963;Edwards 2009;Grassby 1995;Holmes 1982;Hans 1951;Lawson and Silver 1973;O'Day 1982), but the main concern of none of these is the place of accounting within such developments.…”

Section: Changing Educational Requirementsmentioning

confidence: 98%

Accounting education in Britain during the early modern period

Edwards

2011

Accounting History Review

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British-based studies of the education of aspiring accountants have principally confined attention to developments following the formation of professional bodies. This paper examines educational provision during the early modern period which broadly coincides with the rapid commercial expansion and early industrialisation that took place in Britain between 1550 and1800. It reveals institutional and pedagogic innovations designed to meet the knowledge requirements of aspirant accountants, bookkeepers and others seeking a knowledge of accounting techniques. Also, the gendered male orientation of teaching institutions and instructional texts in accounting is shown not to have entirely excluded women from acquiring knowledge of the accounting craft.accounting, accounting history, accounting literature, double-entry bookkeeping, education, women,

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Section: Changing Educational Requirementsmentioning

confidence: 98%

Accounting education in Britain during the early modern period

Edwards

2011

Accounting History Review

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“…Only a year after the People's Act (the Reform Act) in 1832, which gave one million people in the United Kingdom the right to vote, the government began making annual financial grants to church schools. Soon after these efforts started, the Central Society of Education was established in 1836 with the objective to keep religion out of schools altogether (Lawson & Silver, 1973).…”

Section: Creating An Alternative Educational Communitymentioning

confidence: 99%

“Higher” Education: A Perspective from a Christian University Foundation in Contemporary England

Pillay

2014

Christian Higher Education

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The relation between Christian education and the secularized public square, based on how state and church relations are typically portrayed, has been described chiefly in terms of conflict. However, in the case of church-founded schools and universities in Britain, the relationship, in practice, is more ambiguous than polarized. Arguably, there is growing antipathy to direct institutional identity with faith or religion; at the same time, however, there is growing confidence among others that institutions informed by faith bring something indispensable to education. This essay investigates this issue via the existential experience of Liverpool Hope University, the only ecumenical university in Europe. Although Liverpool Hope University is an ecumenical institution, it is also a part of the British State university system. The argument is made that the "way of ambiguity" is not unlike the "way of Incarnation," which steers between the certainty of public recognition that has often led to forms of triumphalism and the dwindling public confidence that leads inadvertently to the dumbing down of Christian identity in public service. The church's long service to education is essential to its contribution to the common good and is indispensable for the sustainability of humane societies.

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“…The historical elementary schools in England were distinguished not by the age of their pupils (the elementary schools took children aged from 5 to 14) but by their social class (Simon 1969 andLawson and Silver 1973). They were a separate and parallel system of education explicitly instituted for the working classes who, it was thought, needed only a basic education while the middle and upper classes (and a minority of elementary school pupils who earned a scholarship) progressed to a superior stage of fee charging secondary education.…”

Section: Subject Expertise Generalist Teaching and The Basicsmentioning

confidence: 99%

The positions of primary and secondary schools in the English school field: a case of durable inequality

Coldron

Crawford

Jones

et al. 2014

Journal of Education Policy

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In interviews as part of a research study of structural reform in England some tension between primary headteachers and their secondary peers was evident. This was symptomatic of a long standing difference in status between the two phases. At a time when relations between stakeholders in local systems are subject to change, we seek to understand anew why that might be the case and how the tension we found was evidence of a current difference of power within interactions between representatives of the phases. We analyse differences of size, resources, workforce, pedagogy and history and how they have resulted in different, and differently valued, practices and professional identities. We explore how attributes of the two phases have been counterposed and how , in complex interaction with wider discourses of politics, gender and age, this process has invested the differences with meanings and values that tend to relegate attributes associated with primary school. By focusing on the activation of cumulative inequality in interactions we contribute a complementary perspective to studies of perceived relative status and highlight the implications for understanding school positioning in local arenas as the role of local authorities is reduced.

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A Social History of Education in England

Cited by 67 publications

References 0 publications

Accounting education in Britain during the early modern period

Accounting education in Britain during the early modern period

“Higher” Education: A Perspective from a Christian University Foundation in Contemporary England

The positions of primary and secondary schools in the English school field: a case of durable inequality

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