Continuity through change. British comprehensive schools and cultural transmission, 1965–1995
Bibliographic Data
| ID | 10326164 |
|---|---|
| Authors | David Crook (0000-0002-9587-3730, University of London, corresponding author) |
| Year | 1996 |
| Volume | 32 |
| Issue | sup1 |
| Pages | 245-261 |
| Publication date | 1996-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Paedagogica Historica (JOURNAL) |
| Journal identifiers | ISSN: 0030-9230 • E-ISSN: 1477-674X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00309230.1996.11434867 |
| OpenAlex | W973888052 |
| Language | EN |
| References cited | 20 |
This chapter begins by noting that British schools and their curricula have historically served as instruments of cultural transmission. The perceived social and cultural advantages of a grammar school education are discussed, but consideration is also given to children's experiences in lower-status secondary modern schools.By the 1960s, the notion of differentiated secondary schools, offering contrasting curricular opportunities had become increasingly unpopular and a drive for non-selective comprehensive education began. Associated with the comprehensive school movement were a small number of individuals and groups who sought to transform society and create a common culture. However, more conservative forces tended to be dominant and it is argued that, in England, especially, vestiges of secondary school selection remained part of the “reformed” comprehensive “system” of the late 1960s and 1970s. Mindful of the important distinction drawn by Harvey Siegel in this volume, it is suggested that comprehensive schools developed as agents of cultural transmission, rather than cultural transformation. The chapter then examines the history and uncertain future of comprehensive schooling, particularly in the light of recent educational legislation and the emergence of a more diverse secondary school sector.It concludes by noting that while the links between schooling and culture now seem less clear than 30 years ago, parental aspirations suggest that higher status institutions are still associated with cultural superiority
Cultural transmission in animals · Curriculum · Grammar school · Legislation · Pedagogy · Political science · Social science · Sociology · Educator Training and Historical Pedagogy · Gender Studies · Law · Religious Education and Schools
Persistent inequality
Contemporary Research in the Sociology of Education (RLE Edu L)
Schooling in capitalist America
The Foundations of the Welfare State
Class, Culture and Education
Grant Maintainted Schools
The Evolution of the Comprehensive School
A Generation of Schooling
Admission to Grammar Schools
The Challenge for the Comprehensive School, Culture, Curriculum and Community
The Comprehensive School
Governing Education
The Changing Secondary School
Class, Culture and the Curriculum
Social Class and the Comprehensive School
| Citation velocity | historical |
|---|---|
| Highly cited | No |