Learning through Culture: Seeking "Critical Case Studies of Possibilities" in the History of Education

Autor/inn/en	Grosvenor, Ian; Pataki, Gyöngyvér
Titel	Learning through Culture: Seeking "Critical Case Studies of Possibilities" in the History of Education
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 53 (2017) 3, S.246-267 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2016.1264981
Schlagwörter	Case Studies; Educational History; Educational Attitudes; Educational Change; Educational Practices; Social Systems; Art; Cultural Education; Correlation; Artists; Handicrafts; Foreign Countries; Hungary; New York; Australia; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; History of education; Bildungsgeschichte; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Bildungspraxis; Social system; Soziales System; Arts; Kunst; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Korrelation; Artiste; Artist; Künstler; Künstlerin; Handwerk; Ausland; Ungarn; Australien
Abstract	In "Radical Education and the Common School" (2011), Michael Field and Peter Moss argue for a radical alternative to the failed and dysfunctional contemporary discourse about education and the school with its focus on markets, competition, instrumentality, standardisation, and managerialism. They argue that it is necessary, if we are to progress "social alternatives" in education, to construct micro-histories of schools that have developed as "real utopias" through radically revising their practice. They call these micro-histories "critical case studies of possibilities". In "To Hell with Culture" (1963), the art educator and anarchist Herbert Read returned to a theme he had been exploring since the early 1930s--the purpose of education. For him, "education" implied many things, but he saw modern practice as "socially disintegrating". Instead, Read offered an alternative to the dominant discourse about education under capitalism in the 1960s which would create "that collective consciousness which is the spiritual energy of a people and the only source of its art and culture". To what extent was Read's conception of education an ideal, a dream unfulfilled? Following Fielding and Moss this paper will seek to trace "critical case studies of possibilities" drawn from the past which reflect the fundamental connection identified by Read between school learning, "collective consciousness", art, and culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01