The Twentieth Century Is Not Yet Over: Resources for the Remaking of Educational Practice

Autor/in	Jones, Ken
Titel	The Twentieth Century Is Not Yet Over: Resources for the Remaking of Educational Practice
Quelle	In: Changing English: Studies in Culture and Education, 17 (2010) 1, S.13-26 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/13586840903557001
Schlagwörter	Foreign Countries; Educational Practices; Teaching Methods; Educational Policy; Instructional Innovation; Creative Teaching; Academic Standards; Progressive Education; Equal Education; Creativity; Disadvantaged; Educational History; Educational Change; Resistance to Change; United Kingdom (England); Europe + Suchen Sie Ihr Suchwort? Ausland; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Educational Innovation; Bildungsinnovation; Creative thinking; Teaching; Kreatives Denken; Unterricht; Reformpädagogik; Progressive Erziehung; Kreativität; History of education; Bildungsgeschichte; Bildungsreform; Europa
Abstract	The article traces some lines of connection between teachers' efforts to reshape the way that teaching and learning are done in local settings, and larger-scale shifts and tensions in education policy. The article begins with an account of opposition to the changes that European governments inspired by global policy orthodoxy seek to make in their education systems. It suggests that the intellectual and political resources that supply such opposition were accumulated in most cases in the immediate post-war period, and replenished in the social conflicts of the 1960s and 1970s. It raises the possibility that these resources are now--save in a largely nostalgic sense--exhausted, and cannot contribute to a remaking of education systems. This notion is tested by exploring the ideas and practices of teachers who, working under the banner of "creativity", are attempting to break away from the standards agenda that they have inherited. In doing so, the article suggests, they may find themselves drawing from social, democratic traditions of education, developed not just in England, but elsewhere in Europe; educational internationalism is not the sole property of policy elites. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01