| Description |
1 online resource (161 pages) |
| Series |
Routledge Library Editions: Education |
|
Routledge library editions. Education.
|
| Contents |
COMMUNITY, HIERARCHY AND OPEN EDUCATION; Copyright; Community, Hierarchy and Open Education; Copyright; Contents; Preface; Acknowledgments; Part I: Community; Chapter 1: Three Conceptions of Community; A discussion of the conflict between structure and openness; 'Hierarchical community'; 'Contract community'; Organic and mechanical solidarity and their relationship to education; 'Communitas'; Chapter 2: The School as a 'Hierarchical Community'; Origins of the concept in the public schools; Liberal education; Classical education, Spiritual aspect of education, team games; Total institution |
|
Equity and school uniformsHouse systems; Leadership; Spread of concept into state education; Size and community; Educational and economic arguments for comprehensives; School guidance counsellors; Effect of size on pupils and staff; Chapter 3: The Sovereign Head; Origins of the powerful head with the exemplar of industrial entrepreneurs and Arnold's Rugby; Importance of the head's power for innovation; Size and the head's role; The many definitions of power; Part 2: Hierarchy; Chapter 4: Four Ideologies against Hierarchy; Definition of ideology; Professional ideology |
|
Equitable comprehensive ideology'Balanced intake', 'busing', 'short course comprehensive'; Deschooling ideology; Community schools; Progressive ideology; Traditional versus progressive education related to philosophy, psychology and pupil-teacher relationships; Equality of opportunity; Educational Priority Areas; Chapter 5: The Reality of Hierarchy; The education system as a complex hierarchy; Knowledge hierarchies and their historical origins; Pupil hierarchies; Ability ranking in comprehensives; Age hierarchy of pupils; Sex hierarchy of pupils |
|
Social class hierarchy of pupils and explanations of itTeacher hierarchies; Age hierarchy of teachers; Sex hierarchy of teachers; Academic hierarchy of teachers; Social class hierarchy of teachers; Administrative hierarchy of teachers; Relation of administrative hierarchy of teachers to large comprehensive schools; Hierarchy between schools; Hierarchy between teacher and pupil; Part 3: Open Education; Chapter 6: Open Education; Egalitarianism implies boundary transcendence; 'Integrated day' and integrated curriculum; An examination of Bernstein's theoretical discussion of open education |
|
Chapter 7: The Open SchoolThe 'feedback organisation' : an anti-hierarchical boundary transcending organisation; Post industrial society; A description of a feedback organisation; Educational examples of a feedback organisation; Implications for pupil-teacher relationships; 'Team teaching'; Pressures for a feedback organisation from egalitarians (Rank and File); Professionals (ILEA teachers); Deschoolers (free schools); And progressives (curriculum reformers); Resistance to feedback organisation in education; Problems of a feedback organisation; Bibliography |
| Summary |
The book describes the English school, especially the secondary school, as a hierarchical community in which the head-teacher (principal) is an autocratic ruler. After explaining how that particular organisation of the school developed historically from the market situation faced by the English public (i.e. private) schools in the developing industrial society of the nineteenth century it provides empirical evidence demonstrating that the hierarchies of knowledge, teachers and students that developed then were still in place when the book was published in 1975. They are still present today. It |
| Notes |
Print version record |
| Form |
Electronic book
|
| ISBN |
9780203127520 |
|
0203127528 |
|
1280675888 |
|
9781280675881 |
|
