Cette auteure se concentre sur les problèmes sociaux contemporains et leur impact sur les individus et les communautés. Son écriture se distingue par son exploration perspicace de la psychologie humaine et des relations interpersonnelles complexes. À travers des mots soigneusement choisis et des récits captivants, elle aborde des thèmes tels que la perte, la résilience et la recherche de sens dans des circonstances de vie difficiles. Ses œuvres offrent aux lecteurs des perspectives stimulantes sur les réalités quotidiennes.
Exploring the interplay between Labour Party values and educational philosophies since 1900, this analysis delves into how political ideologies have shaped educational policies and practices. It examines key historical developments, influential figures, and the evolution of beliefs that reflect the party's commitment to social justice and equality in education. Through this lens, the book highlights the ongoing impact of political thought on the educational landscape in the UK.
Many people assume that kings and queens have generally received a "good education", perhaps the best that money could buy at the time. This book investigates the reality: what is known about the education of British sovereigns from the beginning of the Tudor period to the end of the 20th century. There have been enormous differences in the seriousness with which education was regarded at different points in history. For example Henry VIII and his children were educated at a high point in the Renaissance, when educational ideas were regarded as important as well as exciting. Queen Elizabeth I was by any standards extremely well educated; by contrast Queen Elizabeth II's education has been described as "undemanding", because her parents wanted her to have a happy childhood. Peter Gordon and Denis Lawton have traced changes in royal education through the centuries and related them not only to educational ideas and theories, but also to changing political, social and religious contexts. The monarchy itself has changed as an institution: from the semi-absolute authority of the Tudors to a much more limited kind of monarchy by the end of the Stuart period (after one king had been executed and another exiled) to the constitutional monarchy of the 20th century. To what extent have such changes made any difference to royal education? What is the most appropriate kind of education for future kings and queens in our present day democracy? In this book, the authors confront these and other such questions and explore some of the answers.t;BR>The monarchy itself has changed as an institution: from the semi-absolute authority of the Tudors to a much more limited kind of monarchy by the end of the Stuart period (after one king had been executed and another exiled) to the constitutional monarchy of the 20th century. To what extent have such changes made any difference to royal education? What is the most appropriate kind of education for future kings and queens in our present day democracy? In this book, the authors confront these and other such questions and explore some of the answers.
Focusing on the interplay between class, education, and culture, this study provides a thorough analysis of the complexities involved in creating a unified cultural curriculum. It explores the challenges and societal pressures that influence educational frameworks, offering insights into how these elements shape cultural understanding and educational equity.
Exploring the intricate dynamics of curriculum selection, this volume delves into who holds the power to choose what is taught within educational systems. It examines various elements of curriculum development and planning, highlighting the influences and decisions that shape educational content. Through this analysis, the book addresses the broader implications of these selections on society and culture.
