Historiographical reflections on the 1902 Education Act
UNSPECIFIED. (2002) Historiographical reflections on the 1902 Education Act. OXFORD REVIEW OF EDUCATION, 28 (2-3). pp. 159-172. ISSN 0305-4985Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/03054980220143342
This paper offers an overview of the 20th century historiography of the 1902 Education Act. The Act and its educational consequences have been systematically reflected upon by historians of education in every decade since the 1950s. Eaglesham's ground-breaking and detailed study of the Act roughly marked its half-centenary. In the mid-1970s, its three-quarters centenary was marked by an important debate within the annual conference proceedings of the British History of Education Society, between Simon and Cruickshank. In the 1980s, the work of Reeder pushed this debate forward and later in the 1990s, Daglish offered new insights into the political background of the period. This article is concerned with how the story of the 1902 Education Act has been told by historians of education, how this story differs, and whether, in the light of more recent research, any new versions of the story might contribute a further dimension to our historical understanding.
|Item Type:||Journal Article|
|Journal or Publication Title:||OXFORD REVIEW OF EDUCATION|
|Official Date:||June 2002|
|Number of Pages:||14|
|Page Range:||pp. 159-172|
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