By M. Larsen
Supplying comparative and overseas contexts to appreciate the historical past of the making of the instructor in Victorian England, it is a compelling account of the improvement in this time of instructor education, inspections and certification -- reforms which formed the nice instructor as a latest and ethical person.
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Extra resources for The Making and Shaping of the Victorian Teacher: A Comparative New Cultural History
This focus on conditions of possibility, rather than on causes, adds a destabilising element to educational history. For it means that out of a set of events, some of which may have seemed wholly insigniﬁcant, a particular regime of truth and power emerged. In this case, a complex of discourses about the state of Victorian society, social, and educational reform combined in particularly similar ways across a range of settings to make possible new ways of thinking about the good teacher. Notes 1 In 1936, H.
The second argument relates the construction of educational systems to the process of industrialisation and urbanisation. This social control historical analysis develops a causal link between the emergence of industrial capitalism and the development of mass elementary education systems. West (1975), for example, viewed industrialisation as directly causing the development of the English educational system. Cubberley’s (1947) classic account of the history of education in the United States shows clearly the relationship between urbanisation and mass schooling.
However, as noted above, it is not only at the level of these larger policies and practices that the ways in which the teacher came to be constructed and governed as subject can best be understood, but at the micro-level of the mundane. Within the technological complex of examinations, inspections and training, there was a myriad of microtechnologies through which relations of power and knowledge individualised and normalised the Victorian teacher. Small and ordinary technologies that operated as external and internal disciplinary practices included, for instance, seemingly insigniﬁcant details such as the colour of dress considered most appropriate for the female teacher, and the exact time when candidates in teacher training colleges were expected to turn off their gaslights each evening, advice to teachers to study and reﬂect upon their work, and the precise classiﬁcation of teachers based on certiﬁcation examination results.