SECTION B - GREEN

Question 1

Problem with Archer using two decentralised and two centralised system e.gs?

Answer 1

Makes it look as though England’s weird-ass substitution system is the norm - it ain’t, restrictive systems are the norm (see Holland, France, Germany etc.)

Question 2

Green vs. Archer - FRA + ENG restrictive and substitutive reasoning?

Answer 2

FRA - 1760s French assertive groups had little power - till the revolution - less than Eng middle class in 1810 who adopted sub for lack of political power

ENG - 1832 middle class could win mot political demands so why not go restrictive?

Question 3

GREEN’s ideas for FRANCE: Restriction

Answer 3

Had étatist conceptions of the government - educational change should be done through STATE LEGISLATION and STATE CONTROL

Question 4

GREEN’s ideas for ENGLAND: Substitution

Answer 4

Middle class saw the State as source of all tyranny (e.g. taxation) - they didn’t want to work through it
HOWEVER
Benthamite radicals - state enhancing liberalism wanted to but were at odds with the laissez-faire mindset of their class
MAGGIE DOESN’T MAKE THIS CLEAR

Question 5

Substitution faltered for ENG when and why?

Answer 5

1840s - (Maggie: too expensive)

Green: fundamental change of attitude towards the State - laissez-faire to voluntary principle

Question 6

GREEN STATE FORMATION EXPRESSED THROUGH…?

Answer 6

MARX & ENGELS (AND MORE SPECIFICALLY) GRAMSCI’S THEORIES

• EDUCATION AND THE MORAL ROLE OF THE STATE

Question 7

WAS 18TH AND 19TH C EDUCATION CHANGE TO STATE CONTROL IMMEDIATE?

Answer 7

NO

EDUCATION AND SCHOOLING WERE NOT YET SYNONYMS - INFORMAL PEDAGOGY CO-EXISTED (SOMETIMES CONFLICTED)

Question 8

WHAT WERE EDUCATIONAL SYSTEMS BEFORE THEY BECAME DEMOCRATIC? WHY?

Answer 8

STATE INSTITUTIONS - NAMELY DUE TO LACK OF UNIVERSAL SUFFRAGE IN EU

Question 9

OLD HISTORIANS DID WHAT WITH STATE FORMATION?

Answer 9

EXAGGERATED ITS SIMPLICITY - NOT JUST A PRELIMINARY MODEL OF WHAT WE KNOW TODAY. - BUT RIGHT IN SAYING NEW STATE CONCERN WAS OF IMPORTANCE

Question 10

RESULT OF NEW STATE MONOPOLY

Answer 10

MOVE ON FROM SPECIALISED TRAINING (E.G. CLERICAL, CRAFT, LEGAL) TO APPLY TO A “NATIONAL INTEREST” - APPLIES TO MULTIPLE GROUPS AND SOCIAL NEEDS

EDUCATION NOW FROM TOP-DOWN RATHER THAN BOTTOM-UP

Question 11

BIGGEST PERIOD OF EDUCATIONAL CHANGE (ALONGSIDE STATE FORMATION) IN ENG?

Answer 11

1830s-1870 - TEACHING STANDARDISED LANGUAGE AND POLITICAL VIEWS BUT MAINLY DOMINANT IMAGE OF THE DOM. CLASS

Question 12

MARX & ENGELS (19TH C)

Answer 12

STATE IS SEPARATE, USED TO RUN CAPITALISM - EXPLOITATION OF LABOUR FOR POWER TO THE UPPER, DOM CLASSES

OVERALL STRUCTURE TO SERVE DOM CLASS BUT ALSO SUPPOR THE PRODUCTION ON WHICH IT RUNS

POWER TO THE PEOPLE, STATE SHOULD FUND WORKING CLASS EDUCATION

Question 13

GRAMSCI (ITALY, 20TH C)

Answer 13

1930s - HEGEMONY
STATE NOT ONLY IMPRINTS VIEWS OF DOM CLASS BUT GETS ACTIVE CONSENT FROM THOSE OVER WHICH IT RULES + PERMEATES INSTITUTIONS BEYOND ITS POWER

SCHOOLS VITAL FOR THIS - REMAKING CITIZENS IN ITALY AWAY FROM ‘MAGICAL’ OR FOLKLORISH’ PRACTICES TO MORE FACTUAL LEARNING

DUALISTIC MODEL OF EDUCATION - INSTRUMENT OF SOCIAL CONTROL AND SOURCE OF LIBERATION

FASCISM THAT ROSE IN ITALY INDICATIVE OF NATIONAL DIFFERENCES

Question 14

GREEN’S THEORY ON ENGLAND’S NATIONAL DIFFERENCE?

Answer 14

NATIONALISM - 18TH AND 19TH C
BRITAIN WAS FIRST TO ATTAIN NATIONAL UNIFICATION - NATIONALISM IS STRONG (RULING CLASS TYPICALLY PRESENTED THROUGH THIS - GRAMSCI THEORY OF HEGEMONY)