Harold Macmillan and the Politics of Defence

Ball, Simon

doi:10.1093/tcbh/6.1.78

Cited by 12 publications

(2 citation statements)

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“…To those who have questioned this historical method, specifically the utility of original documentation held in the National Archives (Ball, 1995; Booth & Glynn, 1979), Lowe (1997, p. 240) countered that ‘the simple fact … is that there is no more important single archive’ than that held in the Public Records Office (National Archives, Kew Gardens, London) when conducting historical study of public policymaking in the UK. This is because, according to Lowe (1997, pp.…”

Section: Some Notes On Research Designmentioning

confidence: 99%

“…We considered collecting data through elite interview but rejected such an approach on two grounds, the sad truth being that, with the passage of time, our research design is probably the only way that remains available to engage in fresh historical study of educational policymaking in the UK during the period in question. Key personalities involved in educational policymaking in the period, such as James Callaghan (1912Callaghan ( -2005, Shirley Williams (1930) and Fred Mulley (1918-1995 have all now sadly passed away. Others like Bernard Donoughue remain alive, but there are ethical considerations involved in interviewing those who have reached such advanced age.…”

Section: Some Notes On Research Designmentioning

confidence: 99%

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The Ruskin Speech and Great Debate in English education, 1976–1979: A study of motivation

Silverwood

Wolstencroft

2023

British Educational Res J

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James Callaghan's speech at Ruskin College, Oxford in October 1976 is widely considered a pivotal moment in modern English educational policy. Whilst it is not our intention to challenge this fundamental point, the paper will critically interrogate some long-held assumptions about the motivation that led Callaghan to deliver his speech at Ruskin College. Specifically, the paper will argue that the Ruskin Speech, which spawned a subsequent great debate on education, was motivated by a desire to protect and support comprehensive education, rather than generate more fundamental and radical educational reform away from those principles. Where successive governments have referred back to the ideals espoused by the speech as justification for subsequent educational transformation away from comprehensive ideals, this has only served to imbue the Ruskin Speech and Great Debate with motivations that were not shared at the time by Callaghan and his Labour government.

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