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Class and state high schooling in Tasmania, 1913-1925

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Fearnley-Sander, Mary (1995) Class and state high schooling in Tasmania, 1913-1925. Unspecified thesis, University of Tasmania.

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Abstract

This thesis is concerned with investigating a particular historical situation to see if it
supports R.W. Connell's account of the competitive academic curriculum as a hegemonic
mechanism for the sorting of ruling class and working class children for the labour market.
The particular historical situation is the start of high schooling in Tasmania 1913-1925.
The historical inquiry is a micro study of a school enrolment and its wider community of
class relations.
The notion of the competitive academic curriculum as a hegemonic mechanism is
dependent on prior assumptions, both theoretical and historical, which conceptually
organise the historical field of inquiry and are themselves considered in the thesis for their
operability in a particular historical situation. Thus from an opening account of Connell's
class theory, the thesis looks in a series of inquiries for a ruling class identifiable on
Connell's criteria; at evidence for Connell's mode of ruling class rule and for the existence
of hegemonic relations in the curricula established in the period in both the University and
the high school. The culmination of the inquiry is the study, contextualised in this way, of
the performance of the working class and ruling class students enrolled at Hobart High.
In seeking empirical support for Connell's findings, an historical inquiry was undertaken
which has significance in its own right. The basis of the study of the students' class and
participation is the enrolment register of the school which includes a remarkable amount of
detailed information about the 2245 students who attended school in these years and from
which the student class and outcomes were reconstructed. Further research was required to
supplement the enrolment register material; to identify the business leadership in the
community of southern Tasmania and influences on the determination of the curricula in
both educational institutions.
The outcomes in this study for the hegemonic structure of relationships of the academic
curriculum with other curricula were unexpected, but Connell's model of class practice
provided a satisfying theoretical grip on one of the main findings of this thesis which is the
relationship between the construction of teachers and the maintenance of the status of the
academic curriculum.

Item Type: Thesis (Unspecified)
Keywords: Education, Secondary, Education, Higher, Children with social disabilities, Social classes, Students
Copyright Holders: The Author
Additional Information:

Thesis (M.Ed.)--University of Tasmania, 1996. Includes bibliographical references (leaves 156-161)

Date Deposited: 09 Dec 2014 00:01
Last Modified: 11 Mar 2016 05:55
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