Culture and Creative Learning

Culture and Creative Learning: a literature review

Ken Jones

This review focuses on debates that have occurred in and around English education since 1944. It tracks a sequence of intense and continuing arguments about the proper meanings of ‘culture’ and ‘creativity’, about their salience to education, and, through education, to wider issues of equality, democracy, economics and emancipation.

Who are the participants in these arguments? In the 30 years after 1944, the review identifies three main currents of thought and practice:

• a cultural conservatism for which tradition and authority are important reference points;

• a progressivism concerned with child-centred learning;

• and a tendency whose belief that ‘culture is ordinary’ led to an insistence that working-class and popular culture should be represented in the classroom.

Patterns of conflict in education: France, Italy, England

European Conference on Educational Research, Vienna 2009

Network 23 (Policy Studies and Politics of Education)

Patterns of conflict in education: France, Italy, England[1]

Ken Jones,  Keele University, England

k.w.jones@keele.ac.uk

(Draft paper – Comments welcome)

The course of educational reform in England has been broader, deeper and faster-moving than that of any other country of Western Europe, cutting deeply into what remained, after Thatcherism, of the post-war policy settlement. [i] No sector or strand of education has been unaffected by a programme which ranges from large-scale privatisation to micro-level classroom reform. Yet despite a certain, persistent level of grievance, this is a programme that has not encountered forceful opposition. Teachers’ unhappiness with an assessment regime based on high stakes testing has been well publicised, without being translated into a collective response. Discontent with the government’s programme for ‘academy’ schools – state-funded privately-run institutions – has resulted in a number of local strikes, and in a lively national campaign, but not one conducted on a mass scale. [ii]School and university teachers have taken occasional, limited action over pay – the NUT’s one-day strike in 2008 was the first national strike since 1987. University teachers have fought local campaigns against redundancies (for instance London Metropolitan University 2004 and 2009, Keele 2008) but have not effectively challenged a policy that aims to align higher education with business needs. Among university students, opposition to the imposition of tuition fees was initially strong, but has waned since, with the passing of the 2004 Higher Education Act, fees became law.