Lessons of Thatcherism: Education Policy in England and Wales 1979-88
Lessons of Thatcherism: Education Policy in England and Wales 1979-88
复制标题
撒切尔主义的教训：1979-88 年英格兰和威尔士的教育政策
DOI：
--
复制
发表时间：
1988
期刊：
影响因子：
--
通讯作者：
I. Menter
中科院分区：
文献类型：
--
作者：
G. Whitty;I. Menter
在詹姆斯·卡拉汉宣布12年后，伟大的教育辩论正在发生。事实上，这可能已经发生了。或者从另一个角度来看，这可能根本不是一场辩论。1976年10月，工党首相詹姆斯·卡拉汉（James Callaghan）在牛津大学拉斯金学院（Ruskin College）的演讲最清楚地表明了社会民主主义危机的教育表现。他对教育的进步趋势和教育在满足工业需要方面的不良表现表示关切，这是走向废除1944年《教育法》所建立的教育制度的第一个重大里程碑。它代表了一个接受，如果不是一个完全赞同，国家教育的批评已经提供了一些右翼教育家在“黑色文件”，其中第一个是在1969.1出版的卡拉汉的倡议的主要主题是谈论一个国家的核心课程和教育的愿望，成为更好地响应行业的需求。第三个主题是在这个时候突出的危机在威廉廷代尔小学在伊斯灵顿，伦敦，当一群家长和州长失去了信心的进步教学方法所采用的工作人员。这件事得到了媒体的广泛报道，并导致了一场准司法调查，这一切的结果都使教师拥有太多自主权的观念合法化了，他们追求的是破坏性的，如果不是颠覆性的话。
Twelve years after it was announced by James Callaghan, the Great Education Debate is happening. Indeed, it may already have happened. Or seen from another perspective, it may not have been a debate at all. The educational manifestation of the crisis in social democracy was marked most clearly by Labour Prime Minister James Callaghan's speech at Ruskin College, Oxford, in October 1976. His expression of concern about progressive tendencies in education and of education's poor performance in meeting the needs of industry represented the first major landmark in the move towards the dismantling of the education system created by the Education Act 1944. It represented an acceptance, if not a total endorsement, of the critique of state education which had been offered by a number of right-wing educationists in the 'Black Papers', the first of which was published in 1969.1 The main themes of Callaghan's initiative were talk of a national core curriculum and a desire for education to become more responsive to the demands of industry. A third theme was highlighted at this time by the crisis at William Tyndale Junior School in Islington, London, when a group of parents and governors lost confidence in the progressive teaching approaches employed by the staff. This affair received massive press coverage and led to a quasi-judicial inquiry which together had the effect of legitimating the notion that teachers had too much autonomy and were pursuing disruptive if not subversive ends.2 Overarching these three themes was a concern, again much promoted in the tabloid press, about supposed 'falling standards' in education.3