Richardson William (1999). Â« Historians and educationists: the history of education as a field of study in post-war England Part I: 1945-72 Â». British Journal of Educational Studies, vol. 28, nÂ° 1, mars, p. 1–30. En ligne : <http://www.informaworld ... 713811797~frm=titlelink>.
Added by: Marie Gaussel (07 Jan 2011 10:37:04 Europe/Paris)
|Resource type: Journal Article
BibTeX citation key: Richardson1999
Keywords: Grande Bretagne, histoire de l'Ă©ducation
Collection: British Journal of Educational Studies
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|URLs http://www.informa ... 1797~frm=titlelink|
This is the first of two essays which, taken together, examine the development since 1945 of the history of education as a field of study in England. The production of published research and teaching is examined in several contexts. Institutional change within higher education, intellectual fashion, overseas influences and the political economy of state-funded research have all helped shape what has been written. So too have distinctive traditions within academic departments of history, education and sociology at home and abroad. For published work on the history of education this process amounted to slow growth and diversification within the history departments of the 1950s and early 1960s accompanied by a larger but separate tradition within the education departments of the same period. Thereafter, rapid expansion in the field was based on significant change within the universities, in education more generally and in society more broadly still. By the late 1960s the example of parallel developments in America seemed to offer to history specialists in English education departments the hope both of a more secure base within the academic study of education and a closer relationship with professional historians. It was in this optimistic spirit that educationists formed the History of Education Society in 1967 and launched its journal History of Education in 1972, the point at which this first essay ends. But the enlarging field also contained within it fundamental tensions and stresses that help to explain its development from the mid-1970s, a pattern of continuing expansion and diversification within academic history accompanied by steady decline in the departments of education.
Added by: Marie Gaussel