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Perspectives from the brink of extinction: the fate of history of education study in Wales.

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Title: Perspectives from the brink of extinction: the fate of history of education study in Wales.
Authors: Jones, Gareth Elwyn1 (AUTHOR)
Source: History of Education. May2013, Vol. 42 Issue 3, p381-395. 15p.
Subject Terms: *Education, *Higher education, *Universities & colleges, *History of education, *Historiography, Welsh national character, Decentralization in government
Geographic Terms: Wales
Abstract: Widespread academic study of education history in Wales was a phenomenon of a few decades in post-1950s higher education, arising from a confluence of developments in social and educational historiography, and in concepts of Welsh nationhood. While it lasted, in a context of expanded university provision, history of education was treated as part of wider social history, with critical reappraisal developing alongside an unprecedented emphasis on Welsh identity, accompanied by increasing national self-confidence. Creeping educational devolution was part of this process, while there could hardly have been a greater indication of growing self-esteem than the Welsh schools movement that accelerated from the late 1950s. A paradox remains that throughout the twentieth century, because of state involvement rather than in spite of it, educational devolution increased. Yet decline in the study of education history has correlated with increased independence and sense of identity of the Welsh educational system. While the history of education in Wales seemed central to debates about Welsh history and the nation before devolution, devolution itself led to highly distinctive policies that coincided with an academic downturn in our subject. Globalisation and its impact on the university structure in Wales threatens historical awareness and clearly demonstrates the need for continuing study of history as a critical perspective on policy. [ABSTRACT FROM AUTHOR]
Copyright of History of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Widespread academic study of education history in Wales was a phenomenon of a few decades in post-1950s higher education, arising from a confluence of developments in social and educational historiography, and in concepts of Welsh nationhood. While it lasted, in a context of expanded university provision, history of education was treated as part of wider social history, with critical reappraisal developing alongside an unprecedented emphasis on Welsh identity, accompanied by increasing national self-confidence. Creeping educational devolution was part of this process, while there could hardly have been a greater indication of growing self-esteem than the Welsh schools movement that accelerated from the late 1950s. A paradox remains that throughout the twentieth century, because of state involvement rather than in spite of it, educational devolution increased. Yet decline in the study of education history has correlated with increased independence and sense of identity of the Welsh educational system. While the history of education in Wales seemed central to debates about Welsh history and the nation before devolution, devolution itself led to highly distinctive policies that coincided with an academic downturn in our subject. Globalisation and its impact on the university structure in Wales threatens historical awareness and clearly demonstrates the need for continuing study of history as a critical perspective on policy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of History of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0046760X.2012.749544
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