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This module offers problematises education and learning from a historical perspective and engages with enduring debates in education policy and practice. Historicising learning provides a unique way of understanding both the past and present. International perspectives on education, social change and inequality over the past two centuries are addressed. Key theoretical debates about social change and continuity, subjectivity and materialism are examined. The range of topics include colonialism and national identity, education and the economy, youth and leisure, labour and social movements, literacy, the state and education, and childhood and social welfare. In addressing these issues, the module draws upon themes such as justice and fairness in education as well as inequalities relating to class, gender, race and disability. A range of primary historical sources will be utilised, for example, documents and archives, literary, biographical, archival, visual and material evidence. History of education has a long research tradition which connects to both the study of history and education as well as drawing upon other humanities and social sciences.Ìý

Three hour weekly sessions will comprise a one-hour lecture and a two-hour workshop. The lecture will examine the social and educational history of Britain from the late eighteenth century andÌýdraw upon international comparisons. The workshops will discuss key readings and issues arising from the lecture as well as a range of primary historical sources. You will also be encouraged to make use of other relevant resources in Ïã¸ÛÁùºÏ²Ê and the surrounding area, such as museums. Discussion and active student participation, based upon an examination of their own interests, is encouraged.Ìý

Indicative lecture topics will cover the history of modern Britain in international perspective. Key themes for each week, based upon previous module content and subject to possible changes, include key perspectives in history of education; literacy; childhood; state and nation; welfare; empire and colonialism; youth and leisure; education and the economy; urban and rural education. Key primary sources to analyse include policy documents, archives, oral history, photographs, art, autobiography and writing. These topics are based upon previous content and are subject to change.Ìý

The aims of the module are to: Ìý

• enlarge students’ understanding of the history of education and learningÌý

• examine the relationship between the educational past, present and future; Ìý

• develop and consider arguments and counter arguments;Ìý

• communicate historical facts and interpretations in the history of education; Ìý

• encourage students to develop their own interests and writing;Ìý

• consider and discuss the use of a range of primary historical sources;Ìý

• Ìýencourage students to plan, implement and evaluate their learning. Ìý

ÌýThese two overviews indicate the range of material and approaches in which I am interested. The second reference, A Cultural History of Education, is part of a six volume work which reveals a wide range of work being carried out in history of education, as do the journals History of Education and Paedagogica Historica. Some previous students have published their work in journals.Ìý

Tom Woodin and Susannah Wright (2023)Ìý‘The History of Education in Britain and Ireland – changing perspectives and continuing themes’, History of Education, 52, 2-3, 421-441.Ìý

Tom Woodin (2020) ‘Learners and Learning’, in Heather Ellis, ed., A Cultural History of Education in the Age of Empire, London: Bloomsbury, 95-115.Ìý

No additional costs, other than potential costs of visiting the Foundling Museum.Ìý