Research Article
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Year 2019, Volume: 4 Issue: 1, 14 - 25, 31.07.2019
https://doi.org/10.22596/erj2019.04.01.14.25

Abstract

References

  • Ball, S. J. (2008). The Education Debate. Bristol: Policy Press.
  • Betts, R. (1995). Saxony and England: Contrasting achievements in compulsory education, 1858–1918', Journal of Educational Administration and History, 27 (1), 23–34.
  • Boli, J., Ramirez F.O. and Meyer J.W. (1985). Explaining the Origins and Expansion of Mass Education. Comparative Education Review, 29 (2), 145–170.
  • Curtis, S.J. and Boultwood M.E.A. (1960). An Introductory History of English Education Since 1800, London: University Tutorial Press.
  • Eaglesham, E. (1957). Controlling Educational Expenditure Eighty Years Ago. British Journal of Educational Studies, 5 (2), 119–130.
  • Grace, G. (1978). Teachers, Ideology & Control. London: Routledge & Kegan Paul.
  • Hall, S. (1977). Education and the Crisis of the Urban primary school. In: J. Raynor and E. Harris, eds. Schooling in the City. Glasgow: Ward Lock in association with The Open University, 7–17.
  • Johnson, R. (1970). Educational Policy and Social Control in Early Victorian England. The Past and Present Society, 49, 96–119.
  • Johnson, R. (1976). Notes on the schooling of the English working–class 1780–1850. In: R. Dale, G. Esland and M. MacDonald, eds. Schooling and Capitalism. A Sociological Reader. London: Routledge and Kegan Paul, 44–54.
  • Jones, K. (2003). Education in Britain: 1944 to the Present. Cambridge and Malden: Polity Press.
  • Judge, H. (2001). Faith–Based Schools and State Funding: A Partial Argument, Oxford Review of Education, 27 (4), 463–474.
  • Lawson, J. And Silver, H. (1973). A Social History of Education in England, London: J.W. Arrowsmith Ltd.
  • Long, R., and Bolton, P. (2018). Faith Schools in England: FAQs, Briefing paper No. 6972, 6 June. London: House of Commons Library.
  • Maguire M., Wooldridge. T and Pratt–Adams S. (2006). The Urban Primary School. Maidenhead: Open University Press.
  • Maguire M., Pratt–Adams S. (2009). Improving the English urban primary school: questions of policy, Improving Schools, 12 (1), 59–70.
  • McCann, W. P. (1969). Elementary Education in England and Wales on the Eve of the 1870 Education Act, Journal of Educational Administration and History, 2 (1), 20–29.
  • Middleton, N. (1970). The Education Act of 1870 as the Start of the Modern Concept of the Child. British Journal of Educational Studies, 18 (2), 166–179.
  • Mitch, D. (2019). The Elementary Education Act of 1870: Landmark or Transition?. In: J. Westberg, L. Boser and I. Brühwiler, eds. School Acts and the Rise of Mass Schooling. Palgrave Macmillan, Cham, 301-324.
  • No more faith schools: Secular inclusive schools for all. (2019, April 5). Retrieved from https://www.secularism.org.uk/faith-schools/
  • Parker–Jenkins, M., Hartas, D., and Irving, B. A. (2005). In Good Faith: Schools, Religion and Public Funding, Aldershot: Ashgate.
  • Pratt–Adams S, Maguire M and Burn E. (2010). Changing Urban Education. London: Continuum.
  • Reay, D. (2006). The Zombie Stalking English Schools: Social Class and Educational Inequality. British Journal of Educational Studies, 54 (3), 288 – 307.
  • Silver, H. (1983). Education as history: interpreting nineteenth– and 20th–century education. London: Methuen.
  • Simon, B. (1965). Education and the Labour Movement 1870–1920. London: Lawrence & Wishart.
  • Simon, B. (1974). The Two Nations and the Educational Structure 1780–1870. London: Lawrence & Wishart.
  • Stedman Jones, G. (1971). Outcast London: a study in the relationship between classes in Victorian society. London: Penguin Group.
  • Taylor, T. (1984). Conservative Politics, Compulsory Education, And Lord Sandon's Act, 1876: A Nineteenth–Century Case Study, Paedagogica Historica, 25 (1), 263 – 279.
  • Tawney, R. H. (1924). Education: The Socialist Policy. London: Independent Labour Party.

A Critical Review of the Compulsory Schooling Reform in England and its Lasting Implications for Today

Year 2019, Volume: 4 Issue: 1, 14 - 25, 31.07.2019
https://doi.org/10.22596/erj2019.04.01.14.25

Abstract

This article aims to examine the implicit and explicit motivations behind the compulsory schooling reform in England as well as its unintended and long–term effects by analysing publicly available policy documents and key scholarly literature. The analysis indicates that even though the 19th century’s schooling project appeared to focus on pursuing some explicit goals, such as creating more qualified and educated labour force and citizens with religious and moral values, in reality it hides several implicit targets, such as controlling the working–class and maintaining the class segregation. Moreover, this article points out the unintended effects of the compulsory schooling reform, including low attendance in schools, low quality of education, increasing demand for higher education and Church resistance, as well as its long–term effects existing in today’s English education system, namely the continuing class segregation and evolving state and Church partnership.

References

  • Ball, S. J. (2008). The Education Debate. Bristol: Policy Press.
  • Betts, R. (1995). Saxony and England: Contrasting achievements in compulsory education, 1858–1918', Journal of Educational Administration and History, 27 (1), 23–34.
  • Boli, J., Ramirez F.O. and Meyer J.W. (1985). Explaining the Origins and Expansion of Mass Education. Comparative Education Review, 29 (2), 145–170.
  • Curtis, S.J. and Boultwood M.E.A. (1960). An Introductory History of English Education Since 1800, London: University Tutorial Press.
  • Eaglesham, E. (1957). Controlling Educational Expenditure Eighty Years Ago. British Journal of Educational Studies, 5 (2), 119–130.
  • Grace, G. (1978). Teachers, Ideology & Control. London: Routledge & Kegan Paul.
  • Hall, S. (1977). Education and the Crisis of the Urban primary school. In: J. Raynor and E. Harris, eds. Schooling in the City. Glasgow: Ward Lock in association with The Open University, 7–17.
  • Johnson, R. (1970). Educational Policy and Social Control in Early Victorian England. The Past and Present Society, 49, 96–119.
  • Johnson, R. (1976). Notes on the schooling of the English working–class 1780–1850. In: R. Dale, G. Esland and M. MacDonald, eds. Schooling and Capitalism. A Sociological Reader. London: Routledge and Kegan Paul, 44–54.
  • Jones, K. (2003). Education in Britain: 1944 to the Present. Cambridge and Malden: Polity Press.
  • Judge, H. (2001). Faith–Based Schools and State Funding: A Partial Argument, Oxford Review of Education, 27 (4), 463–474.
  • Lawson, J. And Silver, H. (1973). A Social History of Education in England, London: J.W. Arrowsmith Ltd.
  • Long, R., and Bolton, P. (2018). Faith Schools in England: FAQs, Briefing paper No. 6972, 6 June. London: House of Commons Library.
  • Maguire M., Wooldridge. T and Pratt–Adams S. (2006). The Urban Primary School. Maidenhead: Open University Press.
  • Maguire M., Pratt–Adams S. (2009). Improving the English urban primary school: questions of policy, Improving Schools, 12 (1), 59–70.
  • McCann, W. P. (1969). Elementary Education in England and Wales on the Eve of the 1870 Education Act, Journal of Educational Administration and History, 2 (1), 20–29.
  • Middleton, N. (1970). The Education Act of 1870 as the Start of the Modern Concept of the Child. British Journal of Educational Studies, 18 (2), 166–179.
  • Mitch, D. (2019). The Elementary Education Act of 1870: Landmark or Transition?. In: J. Westberg, L. Boser and I. Brühwiler, eds. School Acts and the Rise of Mass Schooling. Palgrave Macmillan, Cham, 301-324.
  • No more faith schools: Secular inclusive schools for all. (2019, April 5). Retrieved from https://www.secularism.org.uk/faith-schools/
  • Parker–Jenkins, M., Hartas, D., and Irving, B. A. (2005). In Good Faith: Schools, Religion and Public Funding, Aldershot: Ashgate.
  • Pratt–Adams S, Maguire M and Burn E. (2010). Changing Urban Education. London: Continuum.
  • Reay, D. (2006). The Zombie Stalking English Schools: Social Class and Educational Inequality. British Journal of Educational Studies, 54 (3), 288 – 307.
  • Silver, H. (1983). Education as history: interpreting nineteenth– and 20th–century education. London: Methuen.
  • Simon, B. (1965). Education and the Labour Movement 1870–1920. London: Lawrence & Wishart.
  • Simon, B. (1974). The Two Nations and the Educational Structure 1780–1870. London: Lawrence & Wishart.
  • Stedman Jones, G. (1971). Outcast London: a study in the relationship between classes in Victorian society. London: Penguin Group.
  • Taylor, T. (1984). Conservative Politics, Compulsory Education, And Lord Sandon's Act, 1876: A Nineteenth–Century Case Study, Paedagogica Historica, 25 (1), 263 – 279.
  • Tawney, R. H. (1924). Education: The Socialist Policy. London: Independent Labour Party.
There are 28 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ayse Demirel Ucan 0000-0001-9896-3339

Serkan Ucan 0000-0002-3639-3171

Publication Date July 31, 2019
Published in Issue Year 2019 Volume: 4 Issue: 1

Cite

APA Demirel Ucan, A., & Ucan, S. (2019). A Critical Review of the Compulsory Schooling Reform in England and its Lasting Implications for Today. Education Reform Journal, 4(1), 14-25. https://doi.org/10.22596/erj2019.04.01.14.25