Education, parenting and concepts of childhood in England, c. 1945 to c. 1979
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 t...
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Format: | Journal article |
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Routledge
2016
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