The Newbolt Report, the Problem of Moral Legitimacy and the Turn to Culture

Autor/in	Sehgal Cuthbert, Alka
Titel	The Newbolt Report, the Problem of Moral Legitimacy and the Turn to Culture
Quelle	In: English in Education, 53 (2019) 3, S.200-210 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2019.1662293
Schlagwörter	Moral Values; English Instruction; English Curriculum; Reports; Social Class; Power Structure; Educational Philosophy; Educational History; Educational Objectives; Foreign Countries; Correlation; Cultural Maintenance; Social Structure; Nationalism; Cultural Education; Educational Sociology; English Literature; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; English langauage lessons; Englischunterricht; Abschlussbericht; Berichten; Social classes; Soziale Klasse; Bildungsphilosophie; Erziehungsphilosophie; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Korrelation; Sozialstruktur; Nationalismus; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Bildungssoziologie; Erziehungssoziologie; Englische literatur
Abstract	This paper draws on Gramsci's concept of hegemony to locate the Newbolt Report, published in 1921, within a context of the weakening political authority of Britain's ruling class. One indication of this is the fact that in 1917 200,000 workers were involved in strikes in 48 British towns. The moral and cultural dimensions of the problems facing the ruling class at this time point to the multi-dimensional significance of the Newbolt Report. Like all official documents, it is an articulation of competing interests of different social groups which are cohered into a world view that contributes to a hegemonic order. My paper examines the relationships between the Newbolt Report's focus on English language and a wider attempt at the time to create a national identity legitimised through "cultural" claims rather than directly through politics. I offer a reading that attempts to elucidate the contradictory motivations of the Report's making, as well as those contained within its own educational discourse. Culture came to be a site for the expression of political and social differences, as well as the medium for rendering them compatible. The Newbolt Report both exemplifies and, to an extent, resolves these tensions. By drawing on insights from history and sociology of education I substantiate this general description of the Newbolt Report as an example of a hegemonic, but nonetheless democratic, endeavour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01