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Journal article

Education, parenting and concepts of childhood in England, c. 1945 to c. 1979

Abstract:

Both education and parenting became increasingly ‘child-centred’, or ‘progressive’, in post-war England. This article contends that the impact of this shift for concepts of childhood, and for children themselves, was equivocal. Progressive methods were physically and emotionally demanding for both teachers and parents, and popularised versions of developmental psychology and psychoanalysis shaped a limiting concept of the child. This article also suggests, in line with recent work by Thomson ...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1080/13619462.2016.1226808

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Institution:
University of Oxford
Oxford college:
Lady Margaret Hall
Role:
Author
Publisher:
Routledge Publisher's website
Journal:
Contemporary British History Journal website
Publication date:
2016-09-20
Acceptance date:
2016-08-17
DOI:
EISSN:
1743-7997
ISSN:
1361-9462
Source identifiers:
644387
Keywords:
Pubs id:
pubs:644387
UUID:
uuid:ac9408b1-67cf-44db-9860-75969d9ca462
Local pid:
pubs:644387
Deposit date:
2016-11-18

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