“A Nation Depends on Its Children”: School Buildings and Citizenship in England and Wales, 1900–1939

Hulme, Tom

doi:10.1017/jbr.2015.2

Cited by 9 publications

(4 citation statements)

References 50 publications

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“…82–83), that can be understood as an “accumulation strategy” (Katz, , p. 10). Education, childhood, and the future of the nation are thus seen to be inextricably connected (Hulme, ). Here literatures on citizenship, moral geographies, futurity and hope are combined, and the paper expands on this work to argue that for the CPRE, children and young people educated in appreciating amenity and understood as future citizens would be able to solve succeeding issues regarding countryside protection as future preservationists.…”

Section: Geographies Of Education and Childhoodmentioning

confidence: 99%

Amenity as educator: Geographies of education, citizenship, and the CPRE in 1930s England

Church

2018

Geographical Journal

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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.

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Section: Geographies Of Education and Childhoodmentioning

confidence: 99%

Amenity as educator: Geographies of education, citizenship, and the CPRE in 1930s England

Church

2018

Geographical Journal

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“…This generation of adolescents needs to have various preparations and self-strength for upholding the responsibility and role of front-line leaders in society as well as that of the country. This is because, the strength and weakness of a nation depend greatly on its young people who are the pillars and inheritors of the continued development and well-being of the country (Hulme, 2015). Young people who excel in various aspects such as academics, skills, personality, and self-identity are essential for positively contributing to the excellence and strengthening of the economy and the future of the country (Schnell & Azzolini, 2015).…”

Section: A Introductionmentioning

confidence: 99%

Fuzzy Delphi Method for Developing Model of Islamic Self-Identity in Malaysian Delinquent Adolescents

Abd Majid,

Usman,

Azizan

et al. 2024

jip

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The research gap in this article is due to lack of religious appreciation in the soul as well as a low level of self-identity among adolescents that occur in many cases. Youth self-identity development programs are much in need as a guide for dealing with the issues of youth involvement in social problems. Therefore, this study aims to present the components of the development model for delinquent adolescent self-identity according to the Islamic perspective based on the consensus of experts. To fulfil a particular set of this objective, we applied the Fuzzy Delphi method with a 7-point Likert scale to obtain the consensus of the expert group. The findings of the study illustrate that all the components of the self-identity development model of delinquent adolescents according to the Islamic perspective, which are the induction set, spiritual development, physical development, and follow-up of the main components, obtain expert consensus with an agreement level of more than 75% percent, the threshold value was less than 0.2 (d<0.2) and the value a-cut exceeds 0.5. Finally, the components of this model could be used as a basis and guide in efforts to develop self-identity of delinquent adolescents according to the Islamic perspective.

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“…His approach chimes with Carole O'Reilly's research on how Edwardian ideas of self-help and social responsibility achieved spatial expression through the creation of citizens' municipal parks. 18 The late nineteenth and the early twentieth century saw the creation of a host of other spaces-the asylum, industrial school, labor colony or camp-that sought to act as reforming institutions for citizens seeming to be failing. Barbara Arnell has demonstrated just how closely entwined ideas of citizenship and behavior became in the modern period, not only in British and Dutch ideas of liberalism but also in French and American republicanism, which associated citizenship with labor.…”

mentioning

confidence: 99%

Intermittent Citizens: Scotland's Travellers, Welfare, and the Shifting Boundary of State and Voluntary Action in the Early Twentieth Century

Taylor¹

2023

J. Br. Stud.

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This article explores the shifting relationship between Scottish Travellers, voluntary and mission action, and the state. Examining missionary and state attempts to settle, assimilate, and turn Scots Travellers into so-called good citizens in the first decades of the twentieth century—initially during the First World War and later in a designated camping scheme in Perthshire—reveals three things. First, many of the techniques used to manage Travellers’ behavior were not exceptional but rather can be seen as part of the wider armory deployed by welfare workers and reformers in this period. Often they used the particular sites of the mission hall, schoolroom, and camping ground to inculcate good citizenship. Second, the boundary between state and voluntary action was never fixed. And third, exploring how this boundary shifted over time can lead to a better understand of how Travellers were positioned as citizens at a time when both who was considered a citizen and what that might mean were profoundly changing. In this way, this article not only extends our understanding of Gypsy and Traveller history but also contributes to histories of the state, citizenship, and voluntary action.

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“A Nation Depends on Its Children”: School Buildings and Citizenship in England and Wales, 1900–1939

Cited by 9 publications

References 50 publications

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

Fuzzy Delphi Method for Developing Model of Islamic Self-Identity in Malaysian Delinquent Adolescents

Intermittent Citizens: Scotland's Travellers, Welfare, and the Shifting Boundary of State and Voluntary Action in the Early Twentieth Century

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