Creating Sites of Community Education and Democracy: Henry Morris and the Cambridgeshire Village Colleges. A Reflection 90 Years on from Their Inception

Autor/in	Hopkins, Neil
Titel	Creating Sites of Community Education and Democracy: Henry Morris and the Cambridgeshire Village Colleges. A Reflection 90 Years on from Their Inception
Quelle	In: British Educational Research Journal, 46 (2020) 5, S.1099-1110 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopkins, Neil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3615
Schlagwörter	Community Education; Democracy; Educational History; Foreign Countries; Local Government; Government Role; Community Schools; Lifelong Learning; Comprehensive Programs; United Kingdom (England) + Suchen Sie Ihr Suchwort? ; Gemeinschaftserziehung; Nachbarschaftserziehung; Demokratie; History of education; Bildungsgeschichte; Ausland; Gemeindeverwaltung; Community school; Gemeindeschule; Gemeinschaftsschule; Life-long learning; Lebenslanges Lernen; Gesamtunterricht
Abstract	This article investigates the work of Henry Morris (1889-1961), in particular his ideas on the Cambridgeshire village colleges. It is now 90 years since the first of these was founded in Sawston in 1930, and the article aims to address the issue of whether Morris's views on education and democracy encapsulated in the village colleges still have relevancy in the early twenty-first century. An overview of Morris's career and the creation of the village colleges is investigated, using the work of Paul Hirst and associative democracy as a theoretical lens. It is argued that the Cambridgeshire village colleges do have some attributes of associative democracy, particularly their original emphasis as sites of local democracy and participation from voluntary bodies and private individuals. However, Morris's role as Cambridgeshire's Chief Education Officer (1922-1954) meant that the local state (in the guise of the County Council) played a more significant role in the village colleges than Hirst advocates for his version of associative democracy. As English primary and secondary schools turn from local authority control to academy status, Morris's vision for local schools of and for local people is becoming increasingly compromised. The article ends with the work of Allen and Gann, both influenced by Morris, who argue for a revitalised form of comprehensive schooling and lifelong learning that again sees educational institutions as sites of grassroots democracy. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01