Faculty of Education - Theses
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ItemA.S. Neill and the Russells : theory and practice in English progressive education( 1990)This essay examines the theory and practice of both Summerhill and Beacon Hill within the context of the Progressive Movement in education in England during the inter-war period. It attempts to see both schools as the manifestation of all influences which had culminated in the development of educational theory as expressed by A.S. Neill and Bertrand Russell, before and while these schools were in operation. Evidence is used to demonstrate that while these two schools were widely regarded as being on the extreme libertarian wing of the progressive movement, and in fact shared many features, they were in fact quite fundamentally different in their aims and in the practical manifestation of them.
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ItemHenry Sidgwick and reform at Cambridge, 1859 to 1900( 1990)Henry Sidgwick was the epitome of a 'Victorian Don'. He first went up to Cambridge in 1857, was elected to a trinity Fellowship in 1859, and lived and worked at the University until his death in 1900. On the rare occasions that he receives acknowledgement for his academic and reforming achievements there is a tendency for authors to depict him as a rather unfulfilled intellectual, hidden in the 'ivory tower' atmosphere of Cambridge University, writing dull uninteresting treatises on moral philosophy. This picture is untrue and is more a reflection of twentieth century perception of the Victorian Era than of reality. Henry Sidgwick was an attractive vital man who translated this vitality into joining the reform movement at Cambridge. He lived out his life at Cambridge, from the age of seventeen years until his death, as an active reformer of university education, and man fully aware of the worldly scene. Sidgwick mixed with and was related to some of the most influential men in England. His sister's husband, Edward Benson, became Archbishop of Canterbury, and his wife's brother, Arthur Balfour, the Earl of Balfour, was an active politician who became Prime Minister of Great Britain after Henry's death. Henry Sidgwick took a vigorous interest in many aspects of life, the role of the Church, politics, theology, psychic phenomena, as well as academic reform; he was never trapped in an ivory tower. He was a gregarious individual whose presence enhanced any social gathering, a sturdy don who, when instructed by his doctor to get more exercise, ran through the streets of Cambridge daily, his gown billowing in the wind: A man singularly lacking in vanity, he neither sought or expected recognition and although considered by some as the author of the most important contribution by an Englishman to moral philosophy, he is not well-known. He has not received due recognition for his efforts, mainly successful, to reform education at Cambridge. The aim of this thesis is to shed some further light on the personality and reforming achievements of this enlightened and just man, without whom Cambridge and higher education would have been the poorer.
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ItemChanges in educational governance in England and Wales, 1978 to 1988( 1990)This thesis describes the changes in educational governance that took place in England and Wales from 1978 to 1988. The methodology used is the 'snapshot' approach which examines official policy documents combined with an analysis of relevant newspaper articles. The method facilitates the construction of 'Involvement Maps' which describe the governance structures and allows for a comparison of the involvement of interest groups in the decision making process. The thesis finds that during the ten year period, responsibility for educational processes was devolved, but that control was centralised. Also the direction of policy change, development and implementation were seen to be unaffected by a change from Socialist to Conservative central governments.