Social History and Mass Education in the 1970s

2021 ◽  
pp. 199-236
Author(s):  
Laura Carter
Keyword(s):  
Secondary Education ◽  
Multicultural Education ◽  
Everyday Life ◽  
Social History ◽  
Ethnically Diverse ◽  
Mass Education ◽  
Female Participation ◽  
New School ◽  
School Subjects ◽  
History Of

This chapter, and the final part of this book, explains the unmaking of the ‘history of everyday life’. It is about the teaching of social history in comprehensive schools during the 1970s, where mass secondary education up to the age of sixteen became the norm. We see first how the English comprehensive school utilized the ‘history of everyday life’ to teach its ordinary pupils, including ‘immigrant’ pupils and those taking the new ‘Certificate of Secondary Education’ (CSE) examination. However, these practices came to discredit the ‘history of everyday life’ as the decade drew on, especially when competing with new school subjects such as sociology and as part of the problematic project of ‘multicultural’ education. As Britain’s population became more ethnically diverse and female participation in post-16 education increased, young citizens demanded a social history that could accommodate the analysis of power. This shift ultimately evacuated the ‘history of everyday life’ from the spaces of mass education that it had once occupied.

scholarly journals A história entre a escola “tradicional” e a escola “nova”: os manuais de didática da CADES / The history between the "tradicional" school and the "new” school: CADES’ textbooks

2019 ◽  
Vol 2 (6) ◽  
pp. 130
Author(s):  
Osvaldo Rodrigues Junior
Keyword(s):  
Secondary Education ◽  
Sociology Of Knowledge ◽  
Reading Practices ◽  
Educational Legislation ◽  
New School ◽  
School Subjects ◽  
General Didactics ◽  
History Of ◽  
History Of Books ◽  
The One

Os manuais de didática são fontes privilegiadas para a história das disciplinas escolares. De acordo com Chervel (1990), esses manuais fazem parte de uma farta literatura educacional, que permite analisar as finalidades e objetivos das disciplinares escolares. No Brasil, o Estado sempre desempenhou um papel importante nas políticas de produção, avaliação, publicação, aquisição e distribuição de textos didáticos. Na década de 1950 foi criada a Campanha de Aperfeiçoamento e Difusão do Ensino Secundário (CADES), com objetivo de contribuir para a melhoria da qualidade do ensino secundário por meio da promoção de cursos de aperfeiçoamento oferecidos aos professores. Resultaram desses cursos a publicação de dois manuais de Didática da História. Inserido no conjunto de debates acerca da história das disciplinas escolares, este trabalho teve como objetivo analisar as finalidades e objetivos da Didática da História presentes nos manuais da CADES. Teoricamente, o trabalho foi sustentado em dois campos complementares. De um lado os debates da sociologia do conhecimento. De outro, da história dos livros e das práticas de leitura. Na análise dos manuais, identificamos sua ressonância com a legislação educacional vigente e a apropriação dos referenciais do movimento escolanovista, que inclui autores da Didática Geral e da Psicologia. Além disso, a oposição entre uma escola “tradicional” e uma “escola nova”, responsáveis por definir a função e as finalidades da Didática da História.* * *The didactic manuals are privileged sources for the history of the school subjects. According to Chervel (1990), these manuals are part of a large educational literature, which allows us to analyze the aims and objectives of school subjects. In Brazil, the state has always played an important role in the production, evaluation and publication policies, acquisition and distribution of textbooks. In the 1950s the Campaign for Improvement and Diffusion of Secondary Education (CADES) was created with the objective of contributing to the improvement of the quality of secondary education through the promotion of improvement courses offered to teachers. These courses resulted in the publication of two textbooks. Inserted in the set of debates about the history of the school subjects, this work had as objective to analyze the aims and objectives of Didactics of History present in the manuals of CADES. Theoretically, the work was sustained in two complementary fields. On the one hand the debates of the sociology of knowledge. On the other hand the history of books and reading practices. In the analysis of the manuals, we identified its resonance with the current educational legislation and the appropriation of the references of the “new school” movement, which includes authors of General Didactics and Psychology. In addition, the opposition between a "traditional" school and a "new school", responsible for defining the function and purposes of Didactics of History. 

Histories of Everyday Life

2021 ◽  
Author(s):  
Laura Carter
Keyword(s):  
Twentieth Century ◽  
Everyday Life ◽  
Social History ◽  
Mass Education ◽  
World War ◽  
Production And Consumption ◽  
The First World War ◽  
History Of ◽  
The Subject ◽  
First World

Histories of Everyday Life is a study of the production and consumption of popular social history in mid-twentieth-century Britain. It traces how non-academic historians, many of them women, developed a new breed of social history after the First World War, identified as the ‘history of everyday life’. The ‘history of everyday life’ was a pedagogical construct based on the perceived educational needs of the new, mass democracy. It was popularized to ordinary people in educational settings, through books, in classrooms and museums, and on BBC radio. In the 1970s this popular social history declined, not because academics invented an alternative ‘new’ social history, but because bottom-up social change rendered the ‘history of everyday life’ untenable in the changing context of mass education. Histories of Everyday Life ultimately uses the subject of history to demonstrate how profoundly the advent of mass education shaped popular culture in Britain after 1918, arguing that the twentieth century was Britain’s educational century.

Social History for ‘Ordinary’ School Pupils

2021 ◽  
pp. 55-86
Author(s):  
Laura Carter
Keyword(s):  
Twentieth Century ◽  
Everyday Life ◽  
Social History ◽  
Theory And Practice ◽  
British Society ◽  
Practical Skills ◽  
Mass Education ◽  
Average Ability ◽  
History Of ◽  
The 1960S

Chapters 1 and 2 make up Part I of this book, which explains how the ‘history of everyday life’ developed and why it had such purchase in mid-twentieth-century British society. This chapter is about the theory and practice of teaching social history in schools between the 1920s and the 1960s. It explains the pedagogical framework in which ordinary consumers of history came to be conceptualized in the mid-twentieth century. It is argued that social history in schools was increasingly associated with average ability and younger pupils after 1918. Through mass education, the ‘history of everyday life’, with its premium on local settings, practical skills, emotions, and the visual, became the type of history prescribed for the ordinary, ‘modern’ pupil.

Conclusion

2021 ◽  
pp. 237-242
Author(s):  
Laura Carter
Keyword(s):  
Twentieth Century ◽  
Everyday Life ◽  
Social History ◽  
Women's History ◽  
Mass Education ◽  
Production And Consumption ◽  
History Of ◽  
Late Twentieth ◽  
British Culture ◽  
Late Twentieth Century

The conclusion first summarises the book’s argument about the rise and fall of the ‘history of everyday life’ in British culture between 1918 and 1979. It then considers some educational connections between ‘history from below’ and the ‘history of everyday life’, suggesting that as universities became sites of mass education in the late twentieth-century, academic social history could more easily adopt the language of everyday life. Finally, the conclusion explores synergies between the ‘history of everyday life’ and feminist women’s histories of the 1970s and 1980s, re-asserting the centrality of women to the production and consumption of popular social history in twentieth-century Britain. An important legacy of the mid-century ‘history of everyday life’ is found in campaigns to bring women’s history into schools in London during the 1980s.

“Sou Inglesa! Sou Inglesa!”: Memórias de uma Menina Anglo-Portuguesa (1907-1930)

2017 ◽  
pp. 141-155
Author(s):  
Miguel Alarcão
Keyword(s):  
Everyday Life ◽  
Social History ◽  
Travel Literature ◽  
Growing Up ◽  
Recent Past ◽  
Self And Other ◽  
Cultural Encounter ◽  
The Social ◽  
History Of ◽  
The Times

Textualizing the memory(ies) of physical and cultural encounter(s) between Self and Other, travel literature/writing often combines subjectivity with documental information which may prove relevant to better assess mentalities, everyday life and the social history of any given ‘timeplace’. That is the case with Growing up English. Memories of Portugal 1907-1930, by D. J. Baylis (née Bucknall), prefaced by Peter Mollet as “(…) a remarkably vivid and well written observation of the times expressed with humour and not little ‘carinho’. In all they make excellent reading especially for those of us interested in the recent past.” (Baylis: 2)

The Politics of Everyday Life

2012 ◽  
Author(s):  
Frank Trentmann
Keyword(s):  
World War Ii ◽  
Everyday Life ◽  
Cultural History ◽  
Social History ◽  
Western Europe ◽  
Important Place ◽  
Social Science History ◽  
The Everyday ◽  
History Of ◽  
Turf Wars

As recently as 1985, the doyen of social science history in Germany, Hans-Ulrich Wehler, said the study of everyday life added little more than a bit of ‘gruel’ to the main course of history. Since then, the turf wars between social history, history from below, and cultural history have themselves become a thing of the past. It was during the 1950s–1970s that first sociologists, and then ‘new social’ historians, embraced the everyday. The flowering of consumption studies since would be unthinkable without the recognition that everyday life is an important – perhaps the most important – place people find meaning, develop habits, and acquire a sense of themselves and their world. This article offers an historical account of the changing scope and politics of everyday life. In contrast to recent discussions that have made the everyday appear the product of Western Europe after World War II, it traces the longer history of the everyday and the different politics of modernity which it has inspired.

The Joy of Everyday Life: Microhistory and the History of Everyday Life in the Socialist Dictatorships

2008 ◽  
Vol 34-35 (1-2) ◽  
pp. 185-218 ◽  
Author(s):  
Péter Apor
Keyword(s):  
Everyday Life ◽  
Social History ◽  
Central Europe ◽  
East Central Europe ◽  
East Central ◽  
Cultural Behavior ◽  
Life Styles ◽  
The Social ◽  
History Of ◽  
New Generation

In the last two decades, historians have faced difficult methodological challenges in exploring former party archives in East Central Europe and in reconstructing the political history of communist regimes. A remarkable answer to this challenge has been provided by a new generation of historians who turned their attention to the social history of socialist dictatorships in East Central Europe, and took a peculiar interest in the “small,” the “mundane” and the “insignificant” of everyday life under communism. Their laborious research has focused not on high politics, but on local communities. Their works deconstructed the life-styles, living conditions, fashion and dressing, leisure, tourism and consumption, sexual habits and childcare of ordinary people. The current study provides a historiographic overview of the major thematic and methodological orientations of the history of the everyday life in socialist dictatorships. It focuses on two distinct but overlapping directions of research: the analysis of the daily habitual organization of communist societies; and the communist authorities’ attempt at a micro-politics of everyday life. The study argues that, while the new social history of the socialist dictatorships has greatly added to our understanding of significant aspects of the social and political structure of these countries, it has also constructed a representation of everyday life as essentially impertinent to power. In doing so, it ignored the capacity of habitual social and cultural behavior in producing techniques of control and discipline.

scholarly journals Saratov citizens’ attitude towards prostitution as a form of deviant behavior at the turn of XIX–XX centuries

2021 ◽  
Vol 21 (1) ◽  
pp. 91-96
Author(s):  
Askar А. Akhmetov ◽  
Keyword(s):  
Everyday Life ◽  
Social History ◽  
Deviant Behavior ◽  
Russian Society ◽  
Local Authorities ◽  
Social Evil ◽  
The Public ◽  
Public Consciousness ◽  
History Of ◽  
First Time

The article examines the attitude of various segments of the population of Saratov to prostitution at the turn of the XIX–XX centuries. Despite the heterogeneity of the Russian society, the stereotype of prostitution as a shameful occupation and social evil, which had been established for centuries, was maintained in the public consciousness. Within the framework of the methodological concept of social history and the history of everyday life, the attitude of various categories of citizens and local authorities to this social deviation is considered. The article is based on archival materials that are being introduced into scientific circulation for the first time.

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