The Lead Up to the 1872 Act: Challenges to the National Tradition in Education

Autor/in	McDermid, Jane
Titel	The Lead Up to the 1872 Act: Challenges to the National Tradition in Education
Quelle	In: Scottish Educational Review, 53 (2021) 2, S.20-34 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	Educational Legislation; Educational Change; Religious Schools; Institutional Characteristics; Catholics; Females; Immigrants; Social Integration; Educational History; Economically Disadvantaged; Access to Education; Foreign Countries; Church Role; Educational Attainment; Catholic Schools; Vocational Education; Gender Differences; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bildungsreform; Katholik; Weibliches Geschlecht; Immigrant; Immigrantin; Immigranten; Soziale Integration; History of education; Bildungsgeschichte; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Kirchenbild; Bildungsabschluss; Bildungsgut; Katholische Schule; Ausbildung; Berufsbildung; Geschlechterkonflikt
Abstract	In 1972, this journal published opposing views of the state of education in the period running up to the 1872 Education (Scotland) Act. J.C Myers painted a pessimistic picture of the national system based on the parish school and dominie whereas Donald Withrington presented a positive assessment of the contribution of non-parish schools. Both focused on the tradition fostered by the Reformation, especially by the 1696 Act of Settling Schools. Neither paid much attention to the schooling of girls or of the growing migrant Catholic community, yet reformers saw the former as vital for social stability and the latter a threat to national harmony. This survey of factors leading up to the 1872 Act will consider both within the context of the educational tradition, focusing on the schooling of the poor which was central to concerns that an ill- or even un-educated population was undermining the established order. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01