The Social Nature of New Education: An Affiliation Network Analysis of the Movement's Evolution, 1875-1935

Autor/in	Luoto, Lauri
Titel	The Social Nature of New Education: An Affiliation Network Analysis of the Movement's Evolution, 1875-1935
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 59 (2023) 1, S.36-54 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luoto, Lauri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2022.2095874
Schlagwörter	Educational Change; Educational History; Social Change; Social Networks; Network Analysis; Social Structure; Foreign Countries; Progressive Education; Research Methodology; Females; Gender Differences; Social Class; Access to Education; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsreform; History of education; Bildungsgeschichte; Sozialer Wandel; Social network; Soziales Netzwerk; Netzplantechnik; Sozialstruktur; Ausland; Reformpädagogik; Progressive Erziehung; Research method; Forschungsmethode; Weibliches Geschlecht; Geschlechterkonflikt; Social classes; Soziale Klasse; Education; Access; Bildung; Zugang; Bildungszugang; Großbritannien
Abstract	The New Education movement was a remarkable coalition of national reform movements that emerged at the turn of the twentieth century. As a heterogeneous movement that was united only in its opposition to the schooling system at the time, its structure and boundaries in the UK have remained a matter of academic debate. This article implements the previously proposed idea of treating New Education as a social movement and analysing the networks between reformers. A social network analysis of the central 58 reformers suggests that the movement was initially divided into two ideologically separate subgroups, but that from ca. 1905 onwards the reformers were strongly interconnected despite their different interests. Thus, by focusing on the social structure of the movement's core rather than its educational thought, the article challenges the assumption that the New Education movement was fragmented and characterised by tensions. It also furthers the discussion on the feasibility of social network analysis for studying educational reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01