Graham Mcculloch
Biographic Data
| ID | 148691 |
|---|---|
| NAME | Graham Mcculloch |
| GIVEN NAMES | Graham |
| FAMILY NAME | Mcculloch |
| SIGNATURE | MCCULLOCH G |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-5675-2776 |
| VERIFIED | Yes |
| TOTAL WORKS | 61 |
| TOTAL CITATIONS | 111 |
| AUTHOR COUNT | 61 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
The UK School Meals Service 1944–Present
This article explores the sensory and emotional dimensions of the UK School Meals Service (SMS) since 1944, arguing that the lived experiences of pupils, teachers, parents, catering staff, and policymakers have fundamentally shaped its history. The study combines archival documentary research with new oral history interviews and ethnographic case studies. It investigates how sensory experiences - such as taste, smell, and sound - have influenced …
Professor Roy Anthony Lowe OBE (1940–2026)
Professor Roy Anthony Lowe OBE, one of the most outstanding historians of education of his generation, has passed away at the age of 85. Roy was Editor of History of Education from 1985 to 1995 and
A mixed‐methods assessment of human‐elephant conflict in the Western Okavango Panhandle, Botswana
Human‐wildlife conflict, where interactions have negative impacts on both people and animals, is complex with underlying drivers and broad ecological and social impacts. From individual incidents and perceptions, to contemporary patterns and long‐term trends, a range of information about human‐wildlife conflict can help understand and manage challenges. However, many studies focus on a single data type or spatiotemporal scale. In the Western Okav…
The Village, the Elephant, and the State
Throughout the world, people resettle to reduce vulnerability to potentially dangerous wildlife, including elephants. In turn, they may become subject to development policies and practices that can either exacerbate or alleviate their vulnerability. Our ethnographic study in the Okavango Delta of Botswana, where 18,000 elephants share territory with 16,000 people, examines how resettlement decisions and settlement policies impacted vulnerability …
Understanding farmers' reasons behind mitigation decisions is key in supporting their coexistence with wildlife
Coexistence between wildlife and farmers can be challenging and can endanger the lives of both, prompting the provisioning of mitigation methods by governments and non‐governmental organizations (NGOs). However, provision of materials, demonstration of the effectiveness of methods or willingness to uptake a method do not predict uptake of methods. We used ethnographic decision models to understand how farmers' work through the decisions of uptake…
Public Intellectuals and Education in a Changing Society
Professor Denis Lawton (1931–2022)
The Nuffield Physics Ordinary-level Curriculum Project in the 1960s
The Nuffield Physics curriculum project was the first national curriculum project held in the UK. The Ordinary-level Nuffield physics project, developed between 1962 and 1966 for academic pupils in grammar schools, was one of the most interesting and innovative projects of the 1960s. It had many transnational features, with influences of ideas and practices running across national borders, as well as national characteristics. It owed many of its …
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Introduction
On 9 August 1870, the Elementary Education Act of 1870 received Royal Assent. 2020 has proven to be a most unhappy anniversary, the 150th, or sesquicentenary, during which the education system buil
Compulsory School Attendance and the Elementary Education Act of 1870
On the occasion of its sesquicentenary, which coincides with an extended period of school closures imposed due to the effects of a global virus pandemic, this paper analyses the Elementary Education Act of 1870, and in particular in relation to its implications for compulsory attendance at school. It did not introduce compulsory schooling but helped to shape the ambiguities and uncertainties surrounding school attendance that have persisted into …
History of education in Britain since 1960
This article reviews the historiography as it has developed in Britain over the past sixty years in the history of education. This encompasses three key phases. From 1960 until about 1975 it was a field that was based mainly in key texts while new journals and societies began to emerge. From 1975 to the end of the century as it lost its mass market in teacher education, general texts in the history of education declined while specialised journals…
Experts and elephants
Buchholtz, E. K., L. Fitzgerald, A. Songhurst, G. P. McCulloch, and A. L. Stronza. 2020. Experts and elephants: local ecological knowledge predicts landscape use for a species involved in human-wildlife conflict. Ecology and Society 25(4):26. https://doi.org/10.5751/ES-11979-250426
Where elephants roam
Redmore, L., A. L. Stronza, A. Songhurst, and G. McCulloch. 2020. Where elephants roam: perceived risk, vulnerability, and adaptation in the Okavango Delta. Ecology and Society 25(4):27. https://doi.org/10.5751/ES-12001-250427
Transnational Perspectives on Curriculum History
"This book offers a remarkable range of research that emphasizes the need to analyse the shaping of curricula under historical, social and political variables. Teachers' life stories, the Cold War as a contextual element that framed curricular transformations in the US and Europe, and the study of trends in education policy at transnational level are issues addressed throughout. The book presents new lines of work, offering multidisciplinary pers…
Professor Geoff Whitty CBE, 1946-2018
Professor Geoff Whitty, who died on 27 July 2018, aged 71, was a leading figure in educational studies and research for four decades. He was among the most significant sociologists of education of
Educational research
The British Educational Research Association ( BERA ) was established 44 years ago, in 1974, at the height of the postwar expansion of education, and at the onset of a long period of controversy and reform of education that has continued ever since. The presidential address for 2017 looks back to reflect on the birth and early years of BERA , on its founding principles and the circumstances in which it grew. It does so to identify the ideals that…
Histories of Urban Education in the United Kingdom
Historical Research
A Social History of Educational Studies and Research
Introduction
This editorial introduction to the special issue on education, war and peace proposes that the dynamics between education, war and peace have been insufficiently researched in the history of education but have become a focus of increasing attention. Education for war, education for peace, the impact of war on education, and representations of war and peace are particular aspects of this general theme that are developed in detail in the collection…
Catholics of Consequence
Historical studies of transnational education are now overcoming the national insularities of much of the literature in the history of education. In Ciaran O’Neill’s new volume on the education of the Irish Catholic elite in the second half of the nineteenth century, this trend is carried further, and is accompanied by welcome attention to quantitative data that carries it well beyond the familiar detailing of specific educational institutions. O…
Professor Richard Aldrich
Professor Richard Aldrich (1937–2014) was one of the most outstanding historians of education of his generation. He had a particular connection with the Journal of Educational Administration and Hi
Fred Clarke and the internationalisation of studies and research in education
Fred Clarke (1880–1952) was a key figure in the internationalisation of educational studies and research in the first half of the twentieth century. Clarke aimed to heighten the ideals and develop the practices of educational studies and research through promoting mutual influences in different countries around the world. He envisaged the Institute of Education at the University of London, England, as having a leading role, and was the director o…
Birth of a field
Educational administration and the social sciences, the landmark text coedited by Baron and Taylor in 1969, represented the study of educational administration as an applied interdisciplinary field. George Baron's own academic career reveals the struggles involved in the construction of this new field and the resistance and opposition that it encountered. It also highlights both the strengths and the incipient tensions of the field that Education…
Reimagining the new pedagogical possibilities for universities post-Covid-19
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their worl…
Disciplines Contributing to Education?’ Educational Studies and the Disciplines
This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the…
Family, School, and State in Australian History
Empires overseas” and “empires at home”
Educational research
The British Educational Research Association ( BERA ) was established 44 years ago, in 1974, at the height of the postwar expansion of education, and at the onset of a long period of controversy and reform of education that has continued ever since. The presidential address for 2017 looks back to reflect on the birth and early years of BERA , on its founding principles and the circumstances in which it grew. It does so to identify the ideals that…
Policy, politics and education
The TVEI, launched in November 1982, has been shaped by a number of long‐term developments in British education, politics and society. It is the latest manifestation of a widely and often expressed concern, but belongs more precisely to a conservative tradition in education policy given new strength by its immediate political context. A symbol of Conservative policy in education, training and employment, it has become a scene of conflict over the…
Experts and elephants
Buchholtz, E. K., L. Fitzgerald, A. Songhurst, G. P. McCulloch, and A. L. Stronza. 2020. Experts and elephants: local ecological knowledge predicts landscape use for a species involved in human-wildlife conflict. Ecology and Society 25(4):26. https://doi.org/10.5751/ES-11979-250426
Raising the participation age in historical perspective
The raising of the participation age (RPA) to 17 in 2013 and 18 in 2015 marks a historic expansion of compulsory education. Despite the tendency of New Labour governments to eschew historical understanding and explanation, RPA was conceived with the benefit of an analysis of previous attempts to extend compulsion in schooling. This paper assesses the value of a historical understanding of education policy. The period from inception to the project…
The British Conservative Government and the raising of the school leaving age, 1959–1964
This paper establishes and explains the important role of the Conservative Government of 1959-1964 in supporting the raising of the school leaving age in Britain from the age of 15 to 16. This was a significant and high-profile national issue that generated much educational, social and political debate around conflicting priorities during this period, and was emphasized in both the Crowther Report of 1959 and the Newsom Report of 1963. The Treasu…
Introduction
This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called ‘foundation disciplines’ of psycholo…
The State and Educational Change
This volume examines the role of the state in education. The opening essay, Why should we teach the history of education?, sets out to make a renewed case for the study of the history of education by all those involved in the educational process, especially policy-makers. In the following chapters, Brian Simon demonstrates how the effect of the restructuring of education in England and Wales between 1850-70 was to create a closed system of educat…
The Secondary Technical School
History and policy resistance and reform the new secondary education prep schools of industry meeting grounds of teachers the Crowther concept pioneers of the alternative road? TVEI - comparison and contrasts history as policy? the city technology college
A Technocratic Vision
Support for school science reform in Britain in the 1950s, focusing on the grammar and `public' (that is, private boarding) schools, was founded upon a technocratic ideology. It emphasized the role of such schools in providing the future leaders of society, but sought also to revise the classic ideology of the nineteenth-century public schools to adapt to new political, social and cultural demands. Sponsors and agencies of reform in the 1950s — i…
Labour, the Left, and the British General Election of 1945
The victory of the Labour party in the British general election of July 1945 was preeminently a triumph of Left over Right. Labour won 393 seats, while the Conservatives, despite the prestige associated with their wartime leader Winston Churchill, won only 213. As the election results came in over the radio on July 26, the veteran Labour M.P. James Chuter Ede “began to wonder if I should wake up to find it all a dream.” By the end of the day, he …
Privatising the Past? History and Education Policy in the 1990s
A fundamental shift has taken place in the relationship between images of the past and educational policy making. In the 1930s and 1940s, a shared public past was incorporated in State policy to denote gradual evolution towards improvement in education and in the wider society. This consensual image has become fractured and less comforting especially since the 1970s. In particular, it has divided into a largely alienated or estranged public past,…
School zoning, equity and freedom
Recent major reforms in the New Zealand education system have included important changes in the character and function of secondary school zoning. The implications of these changes are discussed through an historical analysis, with special reference to their impact on ‘freedom’ and ‘equity’ in New Zealand schooling. The prime aim of zoning has changed from one of balancing out the declared needs of different schools, to one of emphasizing the all…
Introduction
On 9 August 1870, the Elementary Education Act of 1870 received Royal Assent. 2020 has proven to be a most unhappy anniversary, the 150th, or sesquicentenary, during which the education system buil
Compulsory School Attendance and the Elementary Education Act of 1870
On the occasion of its sesquicentenary, which coincides with an extended period of school closures imposed due to the effects of a global virus pandemic, this paper analyses the Elementary Education Act of 1870, and in particular in relation to its implications for compulsory attendance at school. It did not introduce compulsory schooling but helped to shape the ambiguities and uncertainties surrounding school attendance that have persisted into …
Where elephants roam
Redmore, L., A. L. Stronza, A. Songhurst, and G. McCulloch. 2020. Where elephants roam: perceived risk, vulnerability, and adaptation in the Okavango Delta. Ecology and Society 25(4):27. https://doi.org/10.5751/ES-12001-250427
Professor Geoff Whitty CBE, 1946-2018
Professor Geoff Whitty, who died on 27 July 2018, aged 71, was a leading figure in educational studies and research for four decades. He was among the most significant sociologists of education of
Introduction
This editorial introduction to the special issue on education, war and peace proposes that the dynamics between education, war and peace have been insufficiently researched in the history of education but have become a focus of increasing attention. Education for war, education for peace, the impact of war on education, and representations of war and peace are particular aspects of this general theme that are developed in detail in the collection…
Fred Clarke and the internationalisation of studies and research in education
Fred Clarke (1880–1952) was a key figure in the internationalisation of educational studies and research in the first half of the twentieth century. Clarke aimed to heighten the ideals and develop the practices of educational studies and research through promoting mutual influences in different countries around the world. He envisaged the Institute of Education at the University of London, England, as having a leading role, and was the director o…
Birth of a field
Educational administration and the social sciences, the landmark text coedited by Baron and Taylor in 1969, represented the study of educational administration as an applied interdisciplinary field. George Baron's own academic career reveals the struggles involved in the construction of this new field and the resistance and opposition that it encountered. It also highlights both the strengths and the incipient tensions of the field that Education…
Interdisciplinarity in action
The Centre for Contemporary Cultural Studies (CCCS) at the University of Birmingham in England, launched in 1964, highlights contested issues of knowledge production in relation to the disciplines in modern universities. It constitutes a fascinating example of the social formation of configurations of knowledge that can be subjected to historical analysis such as those conducted for example by Richard Selleck, Geoff Sherington and other recent hi…
The Standing Conference on Studies in Education – Sixty Years On
This paper assesses the origins, character and legacy of the Standing Conference on Studies in Education (SCSE), established in 1951. In the historical and theoretical context of British educational studies, the SCSE, despite its outward appearance as an elite and conservative body, represented a progressive and even radical movement, and played a significant part in the emergence of a modernised and more fully developed approach to the study of …
Labour, the Left, and the British General Election of 1945
The victory of the Labour party in the British general election of July 1945 was preeminently a triumph of Left over Right. Labour won 393 seats, while the Conservatives, despite the prestige associated with their wartime leader Winston Churchill, won only 213. As the election results came in over the radio on July 26, the veteran Labour M.P. James Chuter Ede “began to wonder if I should wake up to find it all a dream.” By the end of the day, he …
Policy, politics and education
The TVEI, launched in November 1982, has been shaped by a number of long‐term developments in British education, politics and society. It is the latest manifestation of a widely and often expressed concern, but belongs more precisely to a conservative tradition in education policy given new strength by its immediate political context. A symbol of Conservative policy in education, training and employment, it has become a scene of conflict over the…
School Science and Technology in Nineteenth and Twentieth Century England
1987). School Science and Technology in Nineteenth and Twentieth Century England: A Guide to Published Sources. Studies in Science Education: Vol. 14, No. 1, pp. 1-32
A Technocratic Vision
Support for school science reform in Britain in the 1950s, focusing on the grammar and `public' (that is, private boarding) schools, was founded upon a technocratic ideology. It emphasized the role of such schools in providing the future leaders of society, but sought also to revise the classic ideology of the nineteenth-century public schools to adapt to new political, social and cultural demands. Sponsors and agencies of reform in the 1950s — i…
City Technology Colleges
City technology colleges
(1989). City technology colleges: An old choice of school? British Journal of Educational Studies: Vol. 37, No. 1, pp. 30-43
Education for Leadership in the 1950s
(1989). Education for Leadership in the 1950s: The Ideology of Eric James. Journal of Educational Administration and History: Vol. 21, No. 1, pp. 43-52
A "One Best System" in New Zealand
The publication of Roy Shuker's The One Best System? has stimulated debate concerning revisionist interpretations of the history of New Zealand schools.' The essays below help to introduce our readers to these controversies, which concern both methodological and ideological issues in the study of history of education. Three prominent historians offer their criticisms of this important volume, and Shuker provides a detailed response and reflection…
The Secondary Technical School
History and policy resistance and reform the new secondary education prep schools of industry meeting grounds of teachers the Crowther concept pioneers of the alternative road? TVEI - comparison and contrasts history as policy? the city technology college
School zoning, equity and freedom
Recent major reforms in the New Zealand education system have included important changes in the character and function of secondary school zoning. The implications of these changes are discussed through an historical analysis, with special reference to their impact on ‘freedom’ and ‘equity’ in New Zealand schooling. The prime aim of zoning has changed from one of balancing out the declared needs of different schools, to one of emphasizing the all…
Family, School, and State in Australian History
Philosophers and Kings
The Social Life of Plants
(1992). The Social Life of Plants. British Journal of Sociology of Education: Vol. 13, No. 3, pp. 383-386
Philosophers and Kings
Introduction 2. An English tradition 3. The end of the old school tie? 4. The ideology of Sir Cyril Norwood 5. The rise and fall of the meritocracy 6. The technocrats 7. Tribune 8. Our modern guardians Notes Bibliography Index
Judgement of the Teacher
This paper discusses the intervention of the Norwood Report of 1943 in the debate over secondary school examinations. It emphasises the role of the report in supporting the active involvement of teachers in ‘internal’ examinations, as opposed to external examinations administered by examination boards. It relates this debate to its wider social and political contexts. It also suggests a longer‐term historical framework involving contestation betw…
Oxford and empire
(1993). Oxford and empire: the last lost cause? History of European Ideas: Vol. 17, No. 6, pp. 814-815
Philosophers and Kings
What Future for Education
Choice and Equity in Education
The tradition of choice choice in the early 1980s a new choice of school? choice for all after 1988? who makes choices? choice for inequity? choice in the USA
The State and Educational Change
This volume examines the role of the state in education. The opening essay, Why should we teach the history of education?, sets out to make a renewed case for the study of the history of education by all those involved in the educational process, especially policy-makers. In the following chapters, Brian Simon demonstrates how the effect of the restructuring of education in England and Wales between 1850-70 was to create a closed system of educat…
Privatising the Past? History and Education Policy in the 1990s
A fundamental shift has taken place in the relationship between images of the past and educational policy making. In the 1930s and 1940s, a shared public past was incorporated in State policy to denote gradual evolution towards improvement in education and in the wider society. This consensual image has become fractured and less comforting especially since the 1970s. In particular, it has divided into a largely alienated or estranged public past,…
Representing the ‘Ordinary Child’
Alors que la majorite des politiciens qui etaient charges d'etablir les nouvelles politiques en matiere d'education provenaient de milieux sociaux hautement favorise, les besoins de l'immense majorite des enfants n'etaient pas satisfait puisque non representes. C'est dans cet objectif que fut fonde le comite Newsom en 1961. L'auteur explore ici les sortes de representations utilisees dans les procedures qui ont mene a l'instauration de nouvelles …
Disciplines Contributing to Education?’ Educational Studies and the Disciplines
This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the…
Reinventing the Past
This paper explores the linkages between national identity and educational traditions, and the range and flexibility of the incarnations of tradition. It investigates in detail three versions of a specifically English tradition in education that have been generated at different times in England over the past century. These are Cyril Norwood’s account of the English tradition in the 1920s, Fred Clarke’s portrayal of education and social change in …
Documentary Research
Documentary sources have become increasingly neglected in education and the social sciences. This book seeks to emphasise their potential value and importance for an understanding of modern societies, while also recognising their limitations, and explores their relationship with other research strategies. This up-to-date examination of how to research and use documents analyzes texts from the past and present, considering sources ranging from per…
Sociology (45 works) · Political science (42 works) · Law (26 works) · Educator Training and Historical Pedagogy (24 works) · Historical Education Studies Worldwide (19 works) · Social science (17 works) · History (16 works) · Pedagogy (15 works) · Law (14 works) · Politics (12 works)