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Lost Elementary Schools of Victorian England

Philip Gardner
€173.60
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Author_Philip Gardner
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Children's Employment Commission
Children’s Employment Commission
class-cultural conflict
Common Day
Common Day Schools
Cultural Consonance
Dame Schools
Demarcation Lines
Education
Education Census
Education Committee
Education Department
educational resistance movements
Educational Unity
elementary education
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eq_nobargain
eq_non-fiction
eq_society-politics
Final National Statistic
history of education
Independent Schooling
independent schools England
Independent Working Class Educational Activity
Lace Maker
Literary Confusion
London Lead Company
London Statistical Society
nineteenth-century pedagogy
Phil Gardner
Private Adventure Schools
private elementary education research
private schools
School Board Chronicle
teachers
teaching
victorian
Victorian education history
Working Class Behaviour
Working Class Private
Working Class Private Schools
working-class
working-class schooling

Product details

  • ISBN 9781138545199
  • Weight: 640g
  • Dimensions: 138 x 216mm
  • Publication Date: 28 Mar 2018
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Published in 1984. As late as 1870, a substantial proportion of working class pupils receiving an elementary education were attending private schools, run by the working class itself, instead of schools which were publicly sponsored. Previous studies in this area have concentrated on the latter, however, the author of this study adopts a wider approach by focusing on the relation between the working-class and education, in order to demonstrate the nature of the class-cultural conflict that existed.

Two main methods of investigation are employed: the pattern of working-class responses to the official educational provision are charted and the positive traditions of independent working-class educational activity are analysed. These traditions formed a part of the foundation on which resistance to official education was based.

This thoroughly researched book extends our understanding of this hitherto neglected area in the history of education.

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