Politics, state and Church: forming the National Society 1805–<i>c</i>.1818

Iwashita, Akira

doi:10.1080/0046760x.2017.1378385

Cited by 4 publications

(2 citation statements)

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“…Since the beginning of mass education in the UK there has been a perceived tension between the utilitarian approaches typified by the Lancaster and Bell training schools (Iwashita, ) and the more liberal philosophies articulated by Matthew Arnold and associates such as Thomas Hughes (Arnold, ). In the latter part of the twentieth century the Black Papers (1969, 1975, 1977) attacked ‘progressive teaching methods’ and a lack of discipline in schools, drawing an explicit connection between ‘progressive education’ in primary schools, ‘student unrest’ and ‘other unwelcome tendencies or phenomena’ (Galton et al ., : 41).…”

Section: Historical Overviewmentioning

confidence: 99%

Student behaviour, motivation and the potential of attachment‐aware schools to redefine the landscape

Parker

Levinson

2018

British Educational Res J

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This article is a position paper drawing on the findings of several studies into attachment‐aware approaches in schools and other settings. In seeking to promote pedagogical positions that place greater emphasis on the emotional landscape of students, the authors locate this in an historical perspective. They outline the ways in which educationalists have come to separate the learning being from the feeling being, to the extent of evolving separate discourses on behaviour and wellbeing. On the contrary, the authors contend that these elements are intertwined, a reality that needs to be understood at policy level for ‘outcomes’ to change radically. They frame their argument in the light of conclusions drawn from studies in which they were involved of attachment‐awareness and emotion‐coaching approaches (2011–2017). The authors’ position is further informed by research exploring attitudes of excluded youngsters towards education (2015–2016), and also in light of the wider international literature around progressive education.

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Section: Historical Overviewmentioning

confidence: 99%

Student behaviour, motivation and the potential of attachment‐aware schools to redefine the landscape

Parker

Levinson

2018

British Educational Res J

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“…Recently, there appears to be a renewed interest in the subject (Dixon, 2019;Iwashita, 2018;Turner, 2019, Williams, 2020, but there is scope for more revisionist interpretations, not least in light of developments wider scholarship on the wider aspects of nineteenth society, which points to the critical influence of the vying forms of Christianity over British identity and trajectories of development over all aspects of cultural and political life (Saunders, 2014) including the histories of childhood and education, nationally and across the Anglo-world (Bennett, 2019;Burton and Baxter, 2018;Jackson, 2020).…”

Section: Introductionmentioning

confidence: 99%