Cover -- Endorsements -- Half Title -- Series Page -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Preface -- Acknowledgements -- Introduction -- 1. An age of revolutions, 1760-1830 -- 2. Workshop of the world, 1830-1895 -- 3. Embedding privilege: The charitable status of elite schools -- 4. Schooling for a changing world, 1895-1914 -- 5. Schools fit for heroes? 1914-1939 -- 6. 'The safeguard of social stratification': Education, 1939-1979 -- 7. Neo-liberalism, globalization and populism -- Conclusion -- Index.
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This was the first book which globally surveyed the impact of the Second World War on schooling. It offers fascinating comparisons of the impact of total war, both in terms of physical disruption and its effects on the ideology of schooling. By analysing the effects on the education systems of each of the participant nations the contributors throw new light on the responses made in different parts of the globe to the challenge of world-wide conflict
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In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 37-56
The late nineteenth and early twentieth centuries saw a phenomenal and unprecedented growth in the provision of higher education in England. At the commencement of the period, in mid-century, there were but four small university institutions and a number of provincial Colleges of varying prestige and clientele. For the vast bulk of the population education beyond elementary school had to be sought through Mechanic's Institutes or Adult Schools. Within eighty years this Situation had been completely transformed through a process of growth and systematization. By 1930 the different elements in what could be discerned as a system stood in a clear relationship one to another, and identified themselves with particular social groups. Similarities with higher education in other major industrial societies were now more manifest: admission qualifications and ages were, by 1930, largely standardized; specialist faculties, each linking with professional occupations, had been established, and, more importantly, a definite hierarchy of educational institutions was discernible. How did this process occur in England between 1860 and 1930?
