DOCSLIB.ORG

Education, Class and the City

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Education, Class and the City This electronic thesis or dissertation has been downloaded from the King’s Research Portal at https://kclpure.kcl.ac.uk/portal/ A historical geography of educational power Comparing fields and circuits of education in Sheffield and London Gamsu, Sol Joseph Pickvance Awarding institution: King's College London The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without proper acknowledgement. END USER LICENCE AGREEMENT Unless another licence is stated on the immediately following page this work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence. https://creativecommons.org/licenses/by-nc-nd/4.0/ You are free to copy, distribute and transmit the work Under the following conditions: Attribution: You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work). Non Commercial: You may not use this work for commercial purposes. No Derivative Works - You may not alter, transform, or build upon this work. Any of these conditions can be waived if you receive permission from the author. Your fair dealings and other rights are in no way affected by the above. Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 11. Oct. 2021 A historical geography of educational power: Comparing fields and circuits of education in Sheffield and London Sol Gamsu Thesis submitted for the degree of PhD in Geography at King’s College London. November 2016 Abstract The driving question behind this thesis is how regional divisions within England are present in patterns of social reproduction through schooling and how this interacts with and shapes differentiated institutional hierarchies. Specifically, this focuses on disentangling London- specific middle-class and elite circuits of education from broader national socio-spatial patterns of social reproduction through the school system. This draws on, but ultimately moves beyond, earlier debates around whether the circuits of schooling (Ball et al., 1995) associated with inner London gentrifiers (Butler and Robson, 2003c; Ball et al., 2004; Butler and Hamnett, 2011) are specific to the capital or whether there are provincial parallels (Savage et al., 2005; Bridge, 2006a; 2007). A mixed methods approach is taken, combining interviews/focus groups with post-16 students and teachers across several schools and colleges in London and Sheffield with social network analysis and geographical analysis of various educational datasets. There are three central findings, firstly that London’s ‘super- state’ schools form part of a ‘new urban elitism’ in education which is largely distinctive to London and some of the more affluent towns and cities of the South-East. Second, drawing on an analysis of regional trends in private schooling since the 2008-09 crisis, as well as data on catchment-area housing costs and the role of ethnic minority suburbanisation at an elite suburban grammar school, I reveal new lines of regional division in middle-class identities and orientations to subtly different institutional hierarchies. Finally, I show how stable middle-class enclaves around particular primary and secondary schools, traditionally in suburban areas but increasingly in central areas in London too, form a national pattern with an associated set of local, middle-class ‘continuity’ circuits. These regional divisions are in some ways a continuation of old arguments and debates around the dualism of class relations and structures in England and the UK more broadly (Rubinstein, 1987a; Cain and Hopkins, 1987; Martin, 1988), and how this affects and is affected by an education system with clear regional biases (Bradford and Burdett, 1990; Hoare, 1991). However, it also suggests new fracture lines and divisions commensurate with new approaches and analyses of the geography of social class in the twenty first century (Savage, 2015b; Wakeling and Savage, 2015a). 1 Contents Abstract ............................................................................................................................. 1 List of figures ..................................................................................................................... 5 List of tables ...................................................................................................................... 6 Acknowledgements ............................................................................................................... 8 1. Introduction .................................................................................................................. 10 2 A structural history and a spatial topology of elite and middle-class schooling in England 18 2.1 Introduction ........................................................................................................... 18 2.2 Conceptualizing space and education through circuits of education ...................... 20 2.2.1 Circuits of schooling – a socio-spatial approach to the school choice literature 20 2.2.2 Bringing in urban processes – gentrification and circuits of education ............ 22 2.2.3 Completing the circuits - from pre-primary to post-16 ..................................... 24 2.2.4 Suburban circuits of education and the growth of an ethnic-minority middle class 26 2.2.5 Rural ‘gentrification’ and circuits of education across London’s commuter hinterland ..................................................................................................................... 27 2.3 Understanding elite education through a combination of circuits and field ............. 29 2.3.1 A social network analysis approach to field .................................................... 29 2.3.2 From circuits to field – field as a conceptual framing of elite educational institutions .................................................................................................................... 32 2.4 Towards a spatial topology of elite schooling in England ...................................... 34 2.5 Doing the necessary ‘work of transposition’ – the structural history and the spatial topology of the field of elite education in England ............................................................ 38 2.5.1 Educational elites in the South-East – building an infrastructure of elite social reproduction, spatializing the field of power .................................................................. 38 2.5.2 Anderson-Nairn, the ‘gentlemanly culture’ of elite education in England and the economic and social underpinning of the Oxford-London-Cambridge nexus ................ 40 2.5.3 The politics of regressive modernisation: England’s educational state and the preservation of elite educational forms ......................................................................... 46 2.6 Urban middle-class educational practices – a historical analysis of enclave building 56 2.6.1 The scholarship school – ‘a force in its own right’: patterns of scholarship winning and contemporary parallels ............................................................................. 57 2.6.2 Post-war practices and strategies of the urban middle classes: from grammars to comprehensivization in the suburbs and the creation of stable ‘enclaves’ in the city 61 2.6.3 Middle-class colonisation of the local primary school – continuing ‘the scholarship tradition’ under the tripartite system........................................................... 62 2.6.4 Comprehensivization, post-war suburbanisation and the growing importance of selection at 16 .............................................................................................................. 64 2 2.6.5 The historically situated gentrifier ‘stable enclave’ in inner London ................ 67 2.7 Conclusions .......................................................................................................... 69 3. Methodology: analysing schooling and class across space and time ........................... 73 3.1. Introduction ........................................................................................................... 73 3.2. Research questions .............................................................................................. 75 3.3. Comparing cities and education over time and through space: a theoretical approach ......................................................................................................................... 76 3.4. Research design: case selection ........................................................................... 81 3.4.1. Choosing cities: Sheffield as a provincial contrast to London’s field of schooling 81 3.4.2. Choosing schools: London’s super-state schools and the suburban comprehensives ........................................................................................................... 87 3.5. Data collection, methods and analysis .................................................................. 88 3.5.1. Qualitative data collection, methods and analysis .......................................... 89 3.5.2. Quantitative data sources, methods and analysis .......................................... 93 3.6. Conclusions: towards a social science of accumulations ...................................... 94 4 Infrastructures of social
Load more

Recommended publications
  • 900 History, Geography, and Auxiliary Disciplines
    900 900 History, geography, and auxiliary disciplines Class here social situations and conditions; general political history; military, diplomatic, political, economic, social, welfare aspects of specific wars Class interdisciplinary works on ancient world, on specific continents, countries, localities in 930–990. Class history and geographic treatment of a specific subject with the subject, plus notation 09 from Table 1, e.g., history and geographic treatment of natural sciences 509, of economic situations and conditions 330.9, of purely political situations and conditions 320.9, history of military science 355.009 See also 303.49 for future history (projected events other than travel) See Manual at 900 SUMMARY 900.1–.9 Standard subdivisions of history and geography 901–909 Standard subdivisions of history, collected accounts of events, world history 910 Geography and travel 920 Biography, genealogy, insignia 930 History of ancient world to ca. 499 940 History of Europe 950 History of Asia 960 History of Africa 970 History of North America 980 History of South America 990 History of Australasia, Pacific Ocean islands, Atlantic Ocean islands, Arctic islands, Antarctica, extraterrestrial worlds .1–.9 Standard subdivisions of history and geography 901 Philosophy and theory of history 902 Miscellany of history .2 Illustrations, models, miniatures Do not use for maps, plans, diagrams; class in 911 903 Dictionaries, encyclopedias, concordances of history 901 904 Dewey Decimal Classification 904 904 Collected accounts of events Including events of natural origin; events induced by human activity Class here adventure Class collections limited to a specific period, collections limited to a specific area or region but not limited by continent, country, locality in 909; class travel in 910; class collections limited to a specific continent, country, locality in 930–990.
    [Show full text]
  • Uncovering the Underground's Role in the Formation of Modern London, 1855-1945
    University of Kentucky UKnowledge Theses and Dissertations--History History 2016 Minding the Gap: Uncovering the Underground's Role in the Formation of Modern London, 1855-1945 Danielle K. Dodson University of Kentucky, [email protected] Digital Object Identifier: http://dx.doi.org/10.13023/ETD.2016.339 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Dodson, Danielle K., "Minding the Gap: Uncovering the Underground's Role in the Formation of Modern London, 1855-1945" (2016). Theses and Dissertations--History. 40. https://uknowledge.uky.edu/history_etds/40 This Doctoral Dissertation is brought to you for free and open access by the History at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--History by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known.
    [Show full text]
  • London Office Policy Review 2012
    London Office Policy Review 2012 Prepared for: Greater London Authority 1 By RAMIDUS CONSULTING LIMITED Date: September 2012 London Office Policy Review 2012 London Office Policy Review 2012 By Ramidus Consulting Limited with Roger Tym & Partners September 2012 Dedication During the preparation of this report one of the principal authors died very suddenly. David Chippendale had been involved in the LOPR since its inception, and has played a major part in laying sound foundations for what is now seen as the authoritative review of London office policy. David was a leading personality of the property research industry and will be hugely missed by many friends and colleagues. We dedicate LOPR 12 to David’s memory. Acknowledgements Ramidus Consulting Limited was appointed in February 2012 to undertake LOPR 12. The team comprised Rob Harris, David Chippendale, Ian Cundell and Sandra Jones. We have worked very closely with Dave Lawrence and Adala Leeson of Roger Tym & Partners, who have provided invaluable input to the forecasting and policy analysis. Martin Davis of DTZ and Theresa Keogh and Hannah Lakey of EGi have once again provided data, and we thank them for their assistance. Prepared for: Greater London Authority i By RAMIDUS CONSULTING LIMITED Date: September 2012 London Office Policy Review 2012 Contents Page Management summary v 1.0 Supply and demand in Central London 1 1.1 The Central London office market in context 1.2 Market and planning data in Central London 1.3 Central London availability and take-up overview 1.4 Central London
    [Show full text]
  • Social Studies of Science
    Social Studies of Science http://sss.sagepub.com Mind the Gap: The London Underground Map and Users' Representations of Urban Space Janet Vertesi Social Studies of Science 2008; 38; 7 DOI: 10.1177/0306312707084153 The online version of this article can be found at: http://sss.sagepub.com/cgi/content/abstract/38/1/7 Published by: http://www.sagepublications.com Additional services and information for Social Studies of Science can be found at: Email Alerts: http://sss.sagepub.com/cgi/alerts Subscriptions: http://sss.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.co.uk/journalsPermissions.nav Citations http://sss.sagepub.com/cgi/content/refs/38/1/7 Downloaded from http://sss.sagepub.com at UNIV OF TEXAS AUSTIN on December 23, 2009 ABSTRACT This paper explores the effects of iconic, abstract representations of complex objects on our interactions with those objects through an ethnographic study of the use of the London Underground Map to tame and enframe the city of London. Official reports insist that the ‘Tube Map’s’ iconic status is due to its exemplary design principles or its utility for journey planning underground. This paper, however, presents results that suggest a different role for the familiar image: one of an essential visual technology that stands as an interface between the city and its user, presenting and structuring the points of access and possibilities for interaction within the urban space. The analysis explores the public understanding of an inscription in the world beyond the laboratory bench, the indexicality of the immutable mobile’s visual language, and the relationship between representing and intervening.
    [Show full text]
  • Iain Sinclair and the Psychogeography of the Split City
    ORBIT-OnlineRepository ofBirkbeckInstitutionalTheses Enabling Open Access to Birkbeck’s Research Degree output Iain Sinclair and the psychogeography of the split city https://eprints.bbk.ac.uk/id/eprint/40164/ Version: Full Version Citation: Downing, Henderson (2015) Iain Sinclair and the psychogeog- raphy of the split city. [Thesis] (Unpublished) c 2020 The Author(s) All material available through ORBIT is protected by intellectual property law, including copy- right law. Any use made of the contents should comply with the relevant law. Deposit Guide Contact: email 1 IAIN SINCLAIR AND THE PSYCHOGEOGRAPHY OF THE SPLIT CITY Henderson Downing Birkbeck, University of London PhD 2015 2 I, Henderson Downing, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 3 Abstract Iain Sinclair’s London is a labyrinthine city split by multiple forces deliriously replicated in the complexity and contradiction of his own hybrid texts. Sinclair played an integral role in the ‘psychogeographical turn’ of the 1990s, imaginatively mapping the secret histories and occulted alignments of urban space in a series of works that drift between the subject of topography and the topic of subjectivity. In the wake of Sinclair’s continued association with the spatial and textual practices from which such speculative theses derive, the trajectory of this variant psychogeography appears to swerve away from the revolutionary impulses of its initial formation within the radical milieu of the Lettrist International and Situationist International in 1950s Paris towards a more literary phenomenon. From this perspective, the return of psychogeography has been equated with a loss of political ambition within fin de millennium literature.
    [Show full text]
  • 'Ungovernable'? Financialisation and the Governance Of
    Governing the ‘ungovernable’? Financialisation and the governance of transport infrastructure in the London ‘global city-region’ February 2018 Peter O’Briena* Andy Pikea and John Tomaneyb aCentre for Urban and Regional Development Studies (CURDS), Newcastle University, Newcastle upon Tyne, UK NE1 7RU. Email: peter.o’[email protected]; [email protected] bBartlett School of Planning, University College London, Bartlett School of Planning, University College London, 620 Central House, 14 Upper Woburn Place, London, UK WC1H 0NN. Email: [email protected] *Corresponding author 1 Abstract The governance of infrastructure funding and financing at the city-region scale is a critical aspect of the continued search for mechanisms to channel investment into the urban landscape. In the context of the global financial crisis, austerity and uneven growth, national, sub-national and local state actors are being compelled to adopt the increasingly speculative activities of urban entrepreneurialism to attract new capital, develop ‘innovative’ financial instruments and models, and establish new or reform existing institutional arrangements for urban infrastructure governance. Amidst concerns about the claimed ‘ungovernability’ of ‘global’ cities and city-regions, governing urban infrastructure funding and financing has become an acute issue. Infrastructure renewal and development are interpreted as integral to urban growth, especially to underpin the size and scale of large cities and their significant contributions within national economies. Yet, oovercoming fragmented local jurisdictions to improve the governance and economic, social and environmental development of major metropolitan areas remains a challenge. The complex, and sometimes conflicting and contested inter-relationships at stake raise important questions about the role of the state in wrestling with entrepreneurial and managerialist governance imperatives.
    [Show full text]
  • British Geography 1918-1945
    British Geography 1918-1945 British Geography 1918-1945 edited by ROBERT W. STEEL The right of the University of Cambridge to print and sell all manner of books was granted by Henry VUI in 1534. The University has printed and published continuously since 1584. CAMBRIDGE UNIVERSITY PRESS Cambridge London New York New Rochelle Melbourne Sydney CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www. Cambridge. org Information on this title: www.cambridge.org/9780521247900 © Cambridge University Press 1987 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1987 This digitally printed version 2008 A catalogue record for this publication is available from the British Library Library of Congress Cataloguing in Publication data British geography 1918-1945. Includes index. 1. Geography - Great Britain. I. Steel, Robert W. (Robert Walter), 1915- G99.B75 1987 910,941 87-6549 ISBN 978-0-521-24790-0 hardback ISBN 978-0-521-06771-3 paperback Contents Preface ROBERT W. STEEL vii 1 The beginning and the end ROBERT W. STEEL I 2 Geography during the inter-war years T. w. FREEMAN 9 3 Geography in the University of Wales, 1918-1948 E. G. BOWEN 25 4 Geography at Birkbeck College, University of London, with particular reference to J. F. Unstead and E.
    [Show full text]
  • Life and Death of the People of London: a Historical GIS of Charles
    Health & Place 8 (2002) 25–35 Life and death of the people of London: a historical GIS of Charles Booth’s inquiry Scott Orforda,*, Danny Dorlingb, Richard Mitchellc, Mary Shawd, George Davey Smithe a Department of City and Regional Planning, University of Cardiff, Glamorgan Building, King Edward VII Avenue, Cardiff CF10 3WA, UK b School of Geography, University of Leeds, Leeds LS2 6JT, UK c Research Unit in Health, Behaviour and Change, University of Edinburgh Medical School, Edinburgh EH8 9AG, UK d School of Geographical Sciences, University of Bristol, Bristol BS8 1SS, UK e Department of Social Medicine, University of Bristol, Bristol BS8 2PR, UK Abstract Social reformer Charles Booth undertook a massive survey into the social and economic conditions of the people of London at the end of the 19th century. An important innovation of his Inquiry was the construction of large, detailed maps displaying social class of inner London on a street-by-street basis. These provide a detailed and vivid picture of the geography of poverty and affluence at this time. These maps have been digitised, georeferenced and linked to contemporary ward boundaries allowing Booth’s measurement of social class to be matched to the measurement of social class in the 1991 census of population and standardised mortality ratios derived for all causes of death in the survey area between 1991 and 1995. The social class data were used to derive an index of relative poverty for both time periods and a comparison of the geographies of relative poverty and their relationship with contemporary mortality was made.
    [Show full text]
  • Read an Extract from a Lost Frontier Revealed
    Contents List of figures vii List of tables x General Editor’s preface xi Acknowledgements xiii Abbreviations xiv Part 1 Introduction 1 The hypothesis 3 Regional societies 3 Regional subdivision of England 3 Belonging 4 The characteristics of regional societies and 9 their frontiers Rationale and summary 10 2 The Test Area 11 Historical background 11 The physical background 17 Lincolnshire 18 Leicestershire 25 Part 2 A countryside divided? 3 Land and people of the proposed frontier 45 Population density in the seven ‘landscapes’ 48 Trends 50 Enclosure history 56 4 Economic characteristics and contrasts 61 Wealth and poverty 61 Occupations and paupers 64 Land use 69 Land ownership 73 5 Cultural expressions 78 Popular culture and folk traditions 79 Vernacular architecture 82 Dialect 87 Different word use in probate inventories 91 Conclusion 95 Part 3 Mechanisms of segregation 6 Personal spatial loyalties 99 The people 101 A Lost Frontier Revealed The links 104 Neighbourhoods 108 Isolines 110 Using a formula 110 Marriage horizons and the seven ‘landscapes’ 111 Marriage horizons and enclosure 113 Marriage horizons and land ownership 114 Summary of marriage horizons 116 Marriage licences and bondsmen 117 Bondsmen in probate administrations 120 Wills 122 Real estate in wills 126 Family reconstitution 127 Occupations of the migrants 136 Summary 137 7 Kinship and dynastic moulds 138 Dynastic families 138 Occupations of dynastic families 139 Single-parish dynasties 140 Two-parish dynasties 142 Three-parish dynasties 145 Conclusion 149 8 County
    [Show full text]
  • Great Victorian Way'
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Kobe City University of Foreign Studies Institutional Repository 神戸市外国語大学 学術情報リポジトリ Out of soho : reading Joseph Paxton's 'Great victorian way' 著者 Atmore Henry journal or Journal of foreign studies publication title volume 62 number 2 page range 11-32 year 2011-11-30 URL http://id.nii.ac.jp/1085/00000437/ Creative Commons : 表示 - 非営利 - 改変禁止 http://creativecommons.org/licenses/by-nc-nd/3.0/deed.ja OUT OF SOHO: READING JOSEPH PAXTON’S ‘GREAT VICTORIAN WAY’ Henry Atmore PART I On 7 June 1855, in a Westminster committee-room, Joseph Paxton unveiled his grandest scheme.1 The Great Victorian Way (GVW) was to be “a large arcade … precisely the same breadth as the transept of the old Crystal Palace”. On each side would run eight lines of railway. In the centre would be a promenade flanked by fashionable shops, librar- ies, and town houses (Figure 1). It was to loop between the City of London and the West End, linking all six of the capital’s railway ter- mini, and connecting the pleasure districts at Kensington, Vauxhall Gardens, Regent’s Park and Knightsbridge, to the commercial alleyways of Cheapside and Capel Court.2 It was to be nearly thirteen miles long, and projected to cost £34 million, a colossal sum. One commentator de- scribed the scheme as “daring” and “startling”; this does scant justice to １ The standard texts on Paxton are Violet Markham, Paxton and the Bachelor Duke, (London: Hodder & Stoughton, 1935) and George Chadwick, The Works of Sir Joseph Pax- ton, (London: Architectural Press, 1961).
    [Show full text]
  • History of the English Language
    History of the English Language John Gavin Marist CLS Spring 2019 4/4/2019 1 Assumptions About The Course • This is a survey of a very large topic – Course will be a mixture of history and language • Concentrate on what is most relevant – We live in USA – We were colonies of Great Britain until 1776 • English is the dominant language in – United Kingdom of England, Wales, Scotland and Northern Ireland – Former Colonies: USA, Canada, Republic of Ireland, Australia, New Zealand and several smaller scattered colonies 4/4/2019 2 Arbitrary English Language Periods - Course Outline - Period Dates Old English 450 CE to 1066 CE Middle English 1066 CE to 1450 CE Early Modern English 1450 CE to 1700 CE Modern English 1700 CE to present Note: • These periods overlap. • There is not a distinct break. • It’s an evolution. 4/4/2019 3 Geography 4/4/2019 4 Poughkeepsie England X 4/4/2019 5 “England”: not to be confused with British Isles, Great Britain or the United Kingdom Kingdom of England • England (927) • add Wales (1342) Kingdom of Great Britain • Kingdom of England plus Kingdom of Scotland (1707) United Kingdom of Great Britain and Ireland (1801) • All of the British Isles United Kingdom of GrB and Northern Ireland (1922) • less4/4/2019 the Republic of Ireland 6 Language in General 4/4/2019 7 What is a Language? A language is an oral system of communication: • Used by the people of a particular region • Consisting of a set of sounds (pronunciation) – Vocabulary, Grammar • Used for speaking and listening Until 1877 there was no method for recording speech and listening to it later.
    [Show full text]
  • Sheffield's Language Education Policies
    Rev 28.11.08 Council of Europe CITY REPORT Sheffield’s Language Education Policies Cllr M. Reynolds January 2008 Final pre visit report 28.11.08 Council of Europe City Report: Sheffield’s Language Education Policies CONTENTS Section 1 Factual Description of Sheffield Page 1.1 Sheffield- general overview 6 1.2 Sheffield’s economy 8 1.3 Sheffield – ethnic composition and diversity 10 1.4 Sheffield – political and socio-economic structures 13 1.4.1 Political structures and composition 13 1.4.2 Social division 15 1.4.3 ‘Sheffield First’ 17 1.4.4 ‘Creative Sheffield’ 17 1.4.5 Sheffield Chamber of Commerce and Industry 18 1.5 Sheffield – home languages spoken by children 19 1.6 Policies and responsibilities for Language Teaching 21 1.6.1 Preface 21 1.6.2 Responsibilities for education 21 1.6.3 The education system in England 22 1.6.4 Types of school in England 23 1.6.4.1 Maintained 23 1.6.4.2 Other types of school 25 1.6.5 Current curriculum debates 26 1.6.6 Language education policy: the National Languages Strategy (2002) 27 1.6.7 Policy implementation 28 1.6.8 Higher education networks 29 1.6.9 Innovations in approaches to language education 30 1.7 Education in Sheffield 32 1.7.1 Children and Young People’s Directorate 32 1.7.2 Sheffield’s schools 34 1.7.3 ‘Transforming Learning Strategy’ 35 1.8 Teachers 36 1.8.1 Teacher training structures 36 1.8.2 Methodological approaches to language teaching 37 1.8.2.1 Primary 37 1.8.2.2 Secondary (Key Stage 3) 38 1.8.2.3 Secondary (Key Stage 4) 40 1.8.2.4 Beyond 16 40 2 Final pre visit report 28.11.08
    [Show full text]