Durham E-Theses Community education and the conict of ideals in the history of English adult education movements Telford, Andrena Elisabeth How to cite: Telford, Andrena Elisabeth (1995) Community education and the conict of ideals in the history of English adult education movements, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/5227/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 COMMUNITY EDUCATION AND THE CONFLICT OF IDEALS IN THE HISTORY OF ENGLISH ADULT EDUCATION MOVEMENTS ( Andrena Elisabeth Telford Submitted to the University of Durham for the Degree of Doctor of Philosophy 1995 THESIS ABSTRACT The main objective of this thesis is to examine a conflict in the field of community education in the 1970s and '80s over whether its efforts should be directed mainly to the intellectual, social and cultural development of the individual (in the tradition of liberal adult education) or, conversely, to the cause of social change. The two schools of thought which confronted one another are termed the 'liberal' and the 'radical' wings of adult and community education. The thesis argues that the type of debate which ensued was not in fact new to adult education, but has been endemic in the history of adult education movements in this country, representing not simply a difference of opinion on organisation, content and methodology, but a more fundamental divergence of beliefs, values and attitudes. The thesis attempts to identify the significant factors leading to the adoption of a particular educational stance and from these constructs a theoretical framework for analysis in the form of a matrix, identifying three particular positions upon a continuum (Paternalist, Liberal and Radical). Throughout the thesis's treatment of adult and community education, in both their historical and their contemporary applications, links to this matrix are demonstrated and developed. The thesis examines in detail the emergence both of the dominant school- based model in this country and of the new 'community action' or 'community development' model. It considers the defence put forward by proponents of liberal adult education and the contrary critique mounted by the 'radical' side. It presents the results of a series of interviews with six individuals who took part in the debate over community education and finds that its analysis is for the most part corroborated by the recollection and reflections of the participants. It ends by considering briefly the current state and possible future of community education, as well as suggesting what further research might be relevant and useful. COMMUNITY EDUCATION AND THE CONFLICT OF IDEALS IN THE HISTORY OF ENGLISH ADULT EDUCATION MOVEMENTS Andrena Elisabeth Telford The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. A Dissertation submitted to the University of Dtirham for the Degree of Doctor of Philosophy School of Education 1995 DEC mi (iii) TABLE OF CONTENTS Page ACKNOWLEDGMENTS VI1 Chapter 1 INTRODUCTION 1.1 Purpose of the thesis 1 1.2 Summary of the argument 2 1.3 Structure of the thesis 5 1.4 Methodology 8 1.5 A note on the use of terms 8 Chapter 2 THE CONFLICT OF IDEALS: A FRAMEWORK FOR ANALYSIS 2.1 Introduction 11 2.2 The Analysis of Community Education 12 2.2.1 Defining Community Education 13 2.2.2 The Limits of Functional Analysis 23 2.3 Internal and External Factors 24 2.4 A Structure for Enquiry 27 2.5 The Analytical Matrix 34 2.6 Uses of the Matrix 34 2.7 Applying the Matrix: Some Examples in the 37 History of Adult Education 2.7.1 The Paternalist Model 39 2.7.2 The Radical Model 46 2.7.3 The Liberal Model 52 2.7.4 The Conflict in Evidence 61 (iv) Page Chapter 3 COMMUNITY EDUCATION IN CONSTRUCTION 1920-1970: THE MAKING OF A MODEL 3.1 Introduction 71 3.2 The Emergence of a Model: a study of 73 the documents 3.3 Between the Wars: the development of 74 an ideal 3.3.1 Ministry of Reconstruction Adult 77 Education Committee: Final Report (1919) 3.3.2 The Adult Education Committee 87 Papers (1922-1933) 3.3.3 The Village College Memorandum (1924) 96 3.4 Post 1945: consolidation and 107 institutionalisation 3.4.1 The Education Act, 1944 108 3.4.2 Community Centres (1944) 113 3.4.3 Further Education (1947) 121 3.4.4 The Leicestershire County Plan (1946) 125 3.5 Summary: Community Education and the 129 Liberal Adult Education Tradition Chapter 4 COMMUNITY EDUCATION IN CONFLICT 1970-1990 4.1 Introduction 131 4.2 The Seventies: a new emphasis 133 4.2.1 The Plowden Report (1967) 133 4.2.2 Educational Priority [1972] 136 4.3 Community Education and Community 139 Action: the emergence of a new model 4.4 The New Model: a community development 151 approach 4.4.1 Aims 152 4.4.2 Content 155 4.4.3 Methods 157 (V) Page 4.5 Antecedents of the Community 161 Development Model 4.5.1 John Dewey 162 4.5.2 R.H. Tawney 163 4.5.3 Ivan lUich 165 4.5.4 Paulo Freire 169 4.6 The Response to the Community Development 173 Model and the Emergence of Conflict 4.6.1 The Defence of the Liberal Tradition 173 4.6.2 The Radical Critique of the Liberal 188 Tradition 4.6.3 Community Education and the Liberal/ 196 Radical Divide Chapter 5 THE CONFLICT IN RETROSPECT: THE PARTICIPANTS REFLECT 5.1 Introduction 200 5.2 Research Methods and Data Collection 202 5.3 The Significance of the Conflict 206 5.4 The Grounds of the Conflict 208 5.5 The Evolution of Individual Philosophies 210 5.6 The Expression of their Differences 218 5.7 Perceptions of their Role in the Conflict 231 5.8 Summary 233 Chapter 6 CONCLUSION 6.1 Community Education and the Conflict of 235 Ideals: a summary 6.2 The Decline of Community Education 238 6.3 Further Reflections by the Practitioners 240 6.4 A Future for Adult and Community Education? 242 6.5 The Need for Further Research 242 (vi) Page APPENDIX I 244 BIBLIOGRAPHY 250 (vii) ACKNOWLEDGMENTS The inspiration for the topic of this thesis came from three very enjoyable and satisfying years which I spent, in the mid-1970s, as Senior Community Education Tutor at Parkside Community College in Cambridge. I was already acquainted with the Cambridgeshire Village Colleges through a two-year stint prior to this as a Careers Advisory Officer with Cambridgeshire County Council, and I have fond memories particularly of Swavesey and Bassingbourn, which were among "my" schools. It was both a challenge and a delight to be the initiator of the new community education programme in the first urban equivalent of the village college in the county. My admiration for the institution soon broadened into a fascination with the concept, and when, some time later, I was fortunate enough to be awarded an SSRC Studentship, it was natural that community education should be the subject of my research. Since my career has been largely in one form or another of adult education, it was inevitable that I should want to examine community education within the context of adult education. The result is this volume. It is, I should state, the result of my independent research into the literature of adult and community education, and for its content and conclusions 1 alone am responsible. However, many people have participated indirectly in the process, and I should like to take this opportunity to acknowledge this network of support. The writing of the thesis has been an extremely protracted process, during which I have worn out three successive supervisors, not to mention my family and friends and a number of tolerant bosses. It is with heartfelt appreciation that I now record my thanks to them. I count myself very fortunate to have benefited from the support of Mr. Vivian Williams of Oxford University Department of Educational Studies, who saw the thesis started, and of Mr. Beverley Shaw of Durham University School of Education, who, with humour and patience, nursed both thesis and research student through many vicissitudes and a record number of extensions. I am particularly grateful to Professor Michael Byram, also of Durham, who took me on when I was long past my due measure of supervision, convinced me, with admirable optimism, that I could complete the thesis, and then sustained me with perceptive insights, wise advice and a generous allocation of his time. I should like to record my appreciation of the time and Interest given to me by the six individuals who agreed to be interviewed for the purposes of the thesis: Dr. Andrew Fairbairn, former Chief Education Officer for Leicestershire; Professor K.