Common Schooling and the Need for Distinction

Journal of Philosophy of Education 41 (4):559-573 (2007)
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Abstract

This paper, while broadly arguing in favour of the common school, nonetheless accepts the possibility of distinct specialist institutions in the later years of secondary schooling. It also argues for a careful distinction between a comprehensive school and a comprehensive classroom; further distinguishing between grouping by reference to alleged overall or all-round ability (‘streaming’) and grouping by reference to current preparedness for particular studies (‘setting’). It favours the latter and is critical of a policy of inclusion that tends towards the placing of students with special needs in the regular classroom. It argues throughout that practice and policy must be based on educational rather than social grounds, should they be in conflict.

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Citations of this work

In Search of the Comprehensive Ideal: By Way of and Introduction.Graham Haydon - 2007 - Journal of Philosophy of Education 41 (4):523-538.
In place of a conclusion: The common school and the melting pot.J. Mark Halstead - 2007 - Journal of Philosophy of Education 41 (4):829–842.
In search of the comprehensive ideal: By way of and introduction.Graham Haydon - 2007 - Journal of Philosophy of Education 41 (4):523–538.
In Place of a Conclusion: The Common School and the Melting Pot.J. Mark Halstead - 2007 - Journal of Philosophy of Education 41 (4):829-842.

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References found in this work

Ethics and Education.A. J. D. Porteous - 1967 - British Journal of Educational Studies 15 (1):75.
Knowledge and the Curriculum.G. H. Bantock - 1977 - British Journal of Educational Studies 25 (1):88.
An Introduction to the Philosophy of Education.Antony Flew, R. G. Woods & R. St C. Barrow - 1975 - British Journal of Educational Studies 23 (2):229.
The Philosophy of Schooling.Lionel Elvin & Robin Barrow - 1982 - British Journal of Educational Studies 30 (3):353.
Injustice, Inequality and Ethics.Brenda Cohen & Robin Barrow - 1983 - Philosophical Quarterly 33 (132):309.

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