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By M. Larsen

Delivering comparative and overseas contexts to appreciate the background of the making of the trainer in Victorian England, this can be a compelling account of the advance in this time of instructor education, inspections and certification -- reforms which formed the nice instructor as a contemporary and ethical person.

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Extra resources for The Making and Shaping of the Victorian Teacher: A Comparative New Cultural History

Sample text

With respect to the first meaning, I seek to understand the systems of ideas and reasoning that have made it possible for the teacher as subject to become an object of knowledge. With respect to the latter meaning, this book examines the emergence of the subject in conjunction with a set of practices (technologies) enveloped within this system of reasoning about the good teacher. In other words, these disciplinary technologies are constituted by the systems of reasoning about the good teacher. Technologies are understood in this study as a set of practices, processes, procedures, methods and tactics used to construct and govern the teacher.

These three technologies: formal training, inspections and certification, provide the focus of analysis for Part III of this book. However, as noted above, it is not only at the level of these larger policies and practices that the ways in which the teacher came to be constructed and governed as subject can best be understood, but at the micro-level of the mundane. Within the technological complex of examinations, inspections and training, there was a myriad of microtechnologies through which relations of power and knowledge individualised and normalised the Victorian teacher.

Primary schools, in particular, were seen by political reformers as essential in inculcating in children the values, norms and beliefs of the new nation-state (Maynes, 1985; Green, 1990). Within England, throughout the early Victorian period, political reformers were similarly interested in education and other forms of social reform. They lobbied simultaneously for political reform and educational legislation to increase state funding for schools. Moreover, many advocates of political reform in England were also interested in colonial reform, arguing that the national spirit of reform should be extended to the colonies.

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