Reinterpretar la historia de la educación secundaria: el caso de Inglaterra en los años 40 y 50
DOI:
https://doi.org/10.51438/2313-9277.2024.25.2.e033Palabras clave:
Educación secundaria, Inglaterra, Sistema tripartito, Ley de educación de 1944Resumen
Este artículo describe y reflexiona sobre las reinterpretaciones de la historia de la enseñanza secundaria en Inglaterra en las décadas de 1940 y 1950, tras la Ley de Educación de 1944 y la reación del llamado sistema «tripartito» de diferentes tipos de centros de enseñanza secundaria. Cuestiona la noción de que hubo una transición gradual y un cambio de enfoque desde la educación secundaria de élite de los años
veinte y treinta a la educación secundaria de masas de los sesenta. En particular, examina las continuidades subyacentes en los ideales platónicos de «educación para el liderazgo» que planeaban sobre al Informe Norwood de 1943 y al plan de estudios de los centros de secundaria, y cómo éstos se vincularon a largo plazo con las tradiciones elitistas de los grandes public schools (independientes) del siglo XIX.
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Derechos de autor 2024 Anuario de Historia de la Educación
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