Amenity as educator: Geographies of education, citizenship, and the CPRE in 1930s England
Amenity as educator: Geographies of education, citizenship, and the
CPRE
in 1930s England
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作为教育者的便利：20 世纪 30 年代英格兰的教育、公民身份和 CPRE 地理
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Francesca Church
中科院分区：
文献类型：
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作者：
Francesca Church
本文考察了20世纪30年代英国农村保护委员会（CPRE）的教育文化中与正式教育和公民身份联系在一起的空间、物质性和实践。CPRE成立于1926年，旨在通过协调一致的行动，通过其组成社会作为提供或获取建议和信息的中心，以及重要的是通过教育公众舆论，来保护农村的便利设施。虽然许多工作都研究了战争期间的保护主义和CPRE对规划立法和设计的关注，但对CPRE对儿童和年轻人的教育文化的关注却很少。本文以档案研究为基础，研究了自然研究和学校设计这两个教育课题，并对教育地理学做出了三个重要贡献。首先，CPRE调动了舒适的概念，提供了一种体验式和直观的保护主义教育：舒适既是教育，也是教育者。第二，这种教育与（未来的）公民、希望和（未来的）保护主义的概念联系在一起，成为一种将伴随孩子一生的教育。第三，本文探讨了CPRE的权威，揭示了它经常复杂和不稳定的方式，以及委员会利用其他形式的权威身份、空间和结构的方式。在这样做的过程中，本文有助于正在进行的关于（在）正规教育的复杂和流动边界的学术辩论。
This article examines the spaces, materiality, and practices of (in)formal education and citizenship bound up in the educational cultures of the Council for the Preservation of Rural England (CPRE) in 1930s England. Founded in 1926, the CPRE aimed to preserve rural amenities through concerted action, by working through their constituent societies as a centre for furnishing or obtaining advice and information, and importantly, by educating public opinion. While much work has examined inter‐war preservationism and the CPRE's focus on planning legislation and design, less attention has been paid to the CPRE's cultures of education for children and young people. Drawing on archival research, this paper considers two educational topics, namely, nature study and school design, and makes three key contributions to the geographies of education. First, that the CPRE mobilised the notion of amenity to provide an experiential and intuitive education in preservationism: amenity was both education and educator. Second, that this education was linked to notions of (future) citizenship, hope, and (future) preservationism, becoming an education that would remain with the child throughout their life. Third, this article explores the CPRE's authority, revealing the ways in which it was often complex and precarious, as well as the ways in which the Council drew on other forms of authoritative identities, spaces, and structures. In so doing, this paper contributes to ongoing academic debates on the complex and fluid boundaries of (in)formal education.
DOI：
10.1057/9781137027733
发表时间：
2014
期刊：
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影响因子：
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作者：
Sarah Mills;Peter Kraftl
通讯作者：
Sarah Mills;Peter Kraftl