Class Choreographies: Elite Schools and Globalization by Jane Kenway et al.

By Jane Kenway et al.

Elite colleges have continually been social choreographers par excellence. across the world, they prepare hugely dexterous performances as they degree and restage altering kin of ruling. they're adept at aligning their social choreographies to transferring old stipulations and cultural tastes. In a number of theatres, they now on a regular basis rehearse the abnormal artwork of being international. Elite colleges world wide are situated on the intersecting pinnacles of varied scales, platforms and regimes of social, cultural, political and monetary energy. they've got a lot in universal yet also are assorted. They illustrate how quite a few modalities of energy are loved and placed to paintings and the way academic and social inequalities are formed and shifted. They, hence, communicate to the social zeitgeist. This ebook dissects this tricky choreography.

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The Taunton Commission’s investigation was vast and its proposals ambitious.  98). It was to be for all classes, with those who could pay doing so but those who could not being educated free.  98), who explains the complex manoeuvrings of this, suddenly tightly integrated, world to water down such recommendations. Collectively, the Commissions’ recommendations, and the Acts that followed, arrived at after protracted political bargaining, profoundly shaped the national school system that was to emerge.

Thus, it is necessary to point out that much of the education of privileged and powerful males took place outside these schools. Young ‘noblemen’ often had private tutors at home up until the second half of eighteenth century.  33). Most younger sons went, unspectacularly, into the clergy, the civil LITTLE ENGLAND’S ‘PUBLIC SCHOOLS’ 21 service, the law or the armed services. Further, the education of young male gentry also often included the Grand Tour: foreign travel provided ‘culture’ and adventure.

There is a historical consensus that the major forces impacting on the schools in the nineteenth century were the ongoing effects of the industrial revolution, the resultant rise of newly wealthy industrialists in significant numbers (‘new money’) and the emergence of the industrial and commercial middle classes and the urban working class. Along with these new social divisions arose new spatial divisions as working people swarmed to the factory cities. New social problems surfaced around working conditions, housing and health.

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