Class Choreographies: Elite Schools and Globalization by Jane Kenway et al.

By Jane Kenway et al.

Elite colleges have continually been social choreographers par excellence. internationally, they prepare hugely dexterous performances as they level and restage altering family members of ruling. they're adept at aligning their social choreographies to moving old stipulations and cultural tastes. In a number of theatres, they now usually rehearse the abnormal artwork of being worldwide. Elite colleges worldwide are situated on the intersecting pinnacles of assorted scales, structures and regimes of social, cultural, political and financial energy. they've got a lot in universal yet also are different. They illustrate how a variety of modalities of strength are loved and placed to paintings and the way academic and social inequalities are formed and shifted. They, hence, communicate to the social zeitgeist. This publication dissects this complex choreography.

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1 Underway, at roughly the same time as the Clarendon Commission’s deliberations, was the work of two other major commissions, the Newcastle Commission, 1861, which looked into elementary (primary) education, and the Schools Inquiry Commission (known as the Taunton Commission), 1868, which looked into grammar and endowed schools (Gillard 2011). Broadly, these commissions were to examine the nation’s educational provision, which was found, in all cases, to be deficient—poor, of uneven quality both socially and geographically and often financially improper.

Beyond this, though, he also was amongst those who pushed the idea of the ‘church-­ state’, largely through the Broad Church Movement which owed much to the public schools.  13). Arnold is regarded as an instigator and exemplification of the Evangelical revival then sweeping through England in the first half of the nineteenth century (Bamford 1967) and which faded in the second half. Predictably, given their much lower status in the institutional pecking order and their more ambiguous social class location, other masters attract less historical attention, although their evolving working and living conditions are of some interest as are their movements between like schools, including public schools and grammar schools, and the connections such movements forged which helped to consolidate the public school system in the later nineteenth century (Honey 1977; Simon 1975).

As Vance (1975, p. 116) indicates, they passed from ‘chivalric ideals of courage, loyalty, self-sacrifice, stainless integrity and protection of the weak’, to the benevolent masculinity associated with serving the poor, to the sturdy masculinities of sporting gladiators. These modes were reflected in the schools in various ways via Arnold’s moral Christian manliness, the muscular manliness of games moved ‘from chapel to changing room’ (Vance 1975, p. 123). With World War I on the horizon and as schools introduced Officer Training Corps, ‘manliness tended to be diverted more and more into military channels’ (Vance 1975, p.

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