Education And Society In Tudor England Bib

This book discusses educational developments during a crucial period of English history in their social context, revising a long-standing interpretation of the effect of Reformation legislation. Tracing trends from the fifteenth to the seventeenth century, it is in three parts. The first considers the pattern in the later maiddle ages and the conditions favouring the spread of humanist ideas which were to be adapted and applied at the Reformation. In Part II there is a detailed survey of measures takeen under Henry VIII and during the reign of Edward VI when state intervention to control the organisation and curriculum of schools and universities laid the foundations of the modern system of education. Finally, after a review of the relation between educational and social change, the focus is on three main aspects during the conservative Elizabethan age: consolidation of the school system, the pattern devised for the institution of the gentleman; the extension of the popular education fostered by the puritan ethic and the pressure of practical needs - forecasting the next major move for educational reform in the mid-seventeenth century.

Education during the Tudor era was a privilege and took many forms including schools, colleges and apprenticeships. Those responsible for delivering education came from a variety of backgrounds from the humble parish priest to the most famed poet-laureates of the day. Curriculums varied according to wealth, gender and geography. The wealthy could afford the very best of tutors and could study as much or as little as they chose while the poorer members of society could only grasp at opportunities in the hopes of providing themselves with a better future. The Tudors were educated during a time when the Renaissance was sweeping across Europe and Henry VIII became known as a Renaissance Prince but what did his education consist of? Who were his tutors? How did his education differ to that of his elder brother, Prince Arthur and how did Henry’s education change upon the death of his brother? There is no doubt Henry was provided with an excellent education, particularly in comparison to his sisters, Margaret and Mary. Henry’s own education would go on to influence his decisions of tutors for his own children. Who had the privilege of teaching Henry’s children and did they dare to use corporal punishment? Educating the Tudors seeks to answer all of these questions, delving into the education of all classes, the subjects they studied, educational establishment and those who taught them.

A Social History of Educational Studies and Research examines the development of the study of education in the UK in its broader educational, social and political context since its early beginnings in the first part of the twentieth century. By providing a historical analysis of the contested growth of the field this book examines the significant contribution that has been made by institutions of higher education, journals, text books, conferences, centres, and academic societies. It discusses the problems and opportunities of the field, and its prospects for survival and adaptation to current changes in the decades ahead. The work draws on documentary sources, social network analysis, and interviews with leading figures from across the field. This book highlights international influences on the development of educational studies and research in the UK, its role in the growing internationalisation of the field as a whole, and also comparisons and contrasts with the nature of the field elsewhere. It relates the development to the wider social, political and economic changes affecting higher education in general and educational studies and research in particular. It addresses the historical development of disciplines in higher education institutions and the nature, extent and limitations of interdisciplinarity. A Social History of Educational Studies and Research discuss the problems and opportunities facing the study of education today, and its prospects of adapting to changes in the decades ahead. It is a distinctive and original analysis of educational studies and research that provides the first comprehensive study of its type.

Shortlisted for the Wolfson History Prize 2018 A Book of the Year for the Evening Standard and the Observer A black porter publicly whips a white Englishman in the hall of a Gloucestershire manor house. A Moroccan woman is baptised in a London church. Henry VIII dispatches a Mauritanian diver to salvage lost treasures from the Mary Rose. From long-forgotten records emerge the remarkable stories of Africans who lived free in Tudor England… They were present at some of the defining moments of the age. They were christened, married and buried by the Church. They were paid wages like any other Tudors. The untold stories of the Black Tudors, dazzlingly brought to life by Kaufmann, will transform how we see this most intriguing period of history.

The English Radical Imagination addresses current critical assumptions about the nature of radical thought and expression during the English Revolution. Through a combination of biographical and literary interpretation, it revises the representation of radical writers in this period asignorant and uneducated 'tub preachers'. This representation has become a critical orthodoxy since Christopher Hill's seminal study, The World Turned Upside Down (1972). Despite the reservations of so-called 'revisionist' historians about the misleading implications of Hill's work, culturalhistorians and literary critics have continued to view radical texts as authentic artefacts of a form of early modern popular culture. This book challenges the divide between 'elite' and 'popular' culture in the seventeenth century. While research has revealed that the rank and file of the more organized radical movements was composed of the lower 'middling sort' of people who had little or no access to the elite intellectualculture of the period, some of the most important and most discussed radical writers had been to university in the 1620s and 1630s. Chapters 1-2 investigate how critics - especially those sympathetic to the radicals - have tended to repeat hostile contemporary stereotypes of the ideologists andpublicists of radicalism as 'illiterate Mechanick persons'. The failure to recognize the elite cultural background of these writers has resulted in a failure to acknowledge the range of their intellectual and rhetorical resources and, consequently, in a misrepresentation of the sophistication ofboth their ideas and their writing. Chapters 3-5 are case studies of some of the most important and innovative radical writers. They show how these writers use their experience of an orthodox humanist education for the purposes of satire and ridicule and how they interpret texts associated with orthodox ideologies and culturalpractices to produce heterodox arguments. Radical prose of the English Revolution thus emerges as a more complex literary phenomenon than has hitherto been supposed, lending substance to recent claims for its admission to the traditional literary canon.