Liberating Learning: Widening Participation - Couverture souple

Derham, Patrick; Worton, Michael

Couverture souple

ISBN 10 : 0956071686 ISBN 13 : 9780956071682

Editeur : The University of Buckingham Press, 2010

Synopsis

Teachers, philosophers, historians and chief executives put the state of contemporary secondary education under the spotlight. Their essays make the case that secondary education has been impoverished by a narrow curriculum and rigid bureaucratic assessment system, and that despite government attempts to widen participation, the social gap in education remains wide. Inspired by the liberal tradition, the authors call for a more generous approach that will kindle the interests of young people and give teachers more freedom. They examine the initiatives that are successfully raising aspirations and participation, and argue that the best way to get more people from diverse backgrounds into university is to liberate learning. The contributors are Simon Blackburn, Nigel Bowles, Patrick Derham, Rachel Carr, Hugh Rayment-Pickard, Niall Ferguson, Sarah Fletcher, AC Grayling, Simon Lebus, Ray Lewis, Sir Stuart Rose, John May, Michael Reiss, Elizabeth Swinbank, John Taylor and Michael Worton.

A propos du livre

Revue de presse :

It s good to see that, nearly170 years on from the days of Thomas Arnold, greatest of Rugby School Headmasters and father of the modern public school system, the school is still at the forefront of new thinking on education. A new book, Liberating Learning will be published in April, edited by the school s current Headmaster, Patrick Derham, and Michael Worton, vice-provost of University College London. I predict that this book, appearing only weeks before the likely advent of my friend Michael Gove as the most radical education secretary since Shirley Williams, will set the education debate alight in a manner reminiscent of The Black Papers, a series of polemical pamphlets on progressive education first published in 1969 by a group of notable contributors including Kingsley Amis. Indeed, with contributions on The Decline of History by Niall Ferguson, Liberal Education by AC Grayling and Education for Business by Sir Stuart Rose and John May (of the Young Enterprise Education charity), it could become the bible for reformers, those fed up with the past 13 years of missed opportunities. When Gove is seen entering No 10 for the first cabinet meeting of the new Tory ministry with the book tucked firmly under his arm remember: you read it here first. --Andrew Roberts, Financial Times Arts and Leisure Diary, February 27, 28 2010

--Andrew Roberts, Financial Times Arts and Leisure Diary, February 27, 28 2010

A leading British historian has called for a Jamie Oliver-style campaign to purge schools of what he calls "junk history". Niall Ferguson, who teaches at Harvard and presented a Channel 4 series on the world's financial history, has launched a polemical attack on the subject's "decline in British schools", arguing that the discipline is badly taught and undervalued. He says standards are at an all-time low in the classroom and the subject should be compulsory at GCSE. Ferguson makes the comments in an essay to be released this week. It begins: "History matters. Many schoolchildren doubt this. But they are wrong, and they need to be persuaded they are wrong." He points to the popularity of TV series and books by celebrity historians such as Simon Schama, David Starkey, Peter Snow and Andrew Marr. "History, it might be said, has never been more popular. Yet there is a painful paradox. At the very same time, it has never been less popular in British schools," writes Ferguson. History is compulsory up to the age of 14 but not to 16 in Britain, in contrast to most other European countries. In 2009, 220,000 candidates sat GCSE history in England and Wales ? fewer than the number taking design and technology. At A-level the subject lags behind psychology. "Numbers, however, fail to tell the true story of history's decline in British schools. When you consider the content of what is taught to teenagers, you begin to realise that the really surprising thing is how many, not how few, volunteer for the experience of studying the subject," says Ferguson. He argues that there is far too much emphasis on teaching pupils about Nazi Germany (studied by half of those at GCSE and eight out of 10 at A-level) and complains that pupils are asked to choose "a smorgasbord of unrelated topics". The form of selection, he adds, "explains why, when I asked them recently, all three of my children had heard of the Reverend Martin Luther King, but none could tell me anything about Martin Luther." Instead, Ferguson says history should have a "mandatory chronological framework" throughout secondary school and on to A-level. He also calls for more emphasis on western ascendancy, not in "an attempt to turn the clock back" but because understanding why the world became more Eurocentric after 1500 is the "modern historian's biggest challenge". He suggests a focus on why the scientific revolution did not take place outside Europe and how democracy emerged --Andrew Hough, Telegraph 21 March 2010

The Glasgow-born professor s arguments, to be published next month, are contained in a collection of essay s Liberating Learning: Widening Participation, from leading teachers, historians, philosophers and businessmen. The collection, which contain arguments on how impoverished by a narrow curriculum, is edited by Patrick Derham, the head of Rugby school, and Michael Worton, vice-provost at University College London. History matters. Many schoolchildren doubt this. But they are wrong, and they need to be persuaded they are wrong, Prof Ferguson writes. History, it might be said, has never been more popular. Yet there is a painful paradox. At the very same time, it has never been less popular in British schools. We have recently witnessed a successful campaign to improve the quality of food served for lunch in British schools. It is time for an equivalent campaign against junk history. --Andrew Hough, Telegraph 21 March 2010

Présentation de l'éditeur :

Throughout the history of our civilization, education has been seen both by philosophers and national leaders and by educators to be essential for social cohesion and for economic development. Added to this is the fact that a good experience of education greatly enhances the quality of life of students not only during periods of formal education, but also throughout their lives. There is, however, inevitably a certain tension between the (proper) interest of governments in ensuring that education will prepare all young people to be good and effective citizens and the desire of educators to ensure that the learning experience of each individual student is as rich and personally developmental as possible. It is, of course, important to have comparable standards within a single country and as far as possible between countries. However, this does not apply, we would argue, when it comes to issues of curriculum, where standardisation leads all too swiftly to constraint and over-heavy regulation. The liberal tradition in education places great emphasis on individual freedom and its emphasis goes well beyond promoting 'freedom from...', rather positioning and promoting education as 'freedom to...' It is this commitment to education s emancipatory potential that underpins all the essays in this book. We focus on three key areas: the curriculum; pedagogy; and the role of secondary education in widening participation in higher education. We invited authoritative thinkers and practitioners to address these issues from different perspectives in order to generate a debate around how we can translate our shared vision of education as authentically enabling and emancipatory into a transformational reality for all young people. The world of schools and universities is changing rapidly, as globalisation expands all possibilities of communication and mobility. New and emerging technologies are changing the ways that teaching and learning occur, and especially as social networking technologies evolve, the public and the private blur and merge; learning and socialising become closer and intertwined; hierarchies mutate and dissolve as students learn better to interrogate and to research, and take the opportunity to be part of the process of the creation and management of knowledge rather than simply the recipients of it. Exciting and pioneering work is taking place across the UK, as is evidenced from the essays in this volume. Significantly, there is increasing awareness of the need to share ideas and exchange good practice not only between different parts of the secondary schools sector, but also between the schools sector and the University and the FE sector and between educators and policy-makers. This book presents a variety of different pioneering initiatives with a series of commentaries from different perspectives on where education is and where it is going. We hope the often challenging insights of our distinguished contributors will serve as sign-posts to an educational landscape of greater diversity and greater autonomy for learners and teachers alike. We hope also that they will serve as catalysts for further debate on how we can work and think together truly to liberate learning and to widen participation in a lifelong adventure of learning.

À propos de cette édition

• Éditeur: The University of Buckingham Press
• Date d'édition: 2010
• ISBN 10: 0956071686
• ISBN 13: 9780956071682
• Reliure: Broché
• Nombre de pages: 96