Abstract
The impact of the rediscovery of poverty in the 1960s soon spread beyond the narrow range of income transfer programmes initially focused on by the CPAG. As the decade progressed, specialists in a wider and wider range of policy areas took up the issue, until proposals for reform to aid the poor were being made in virtually every domestic policy area-education, housing, health, personal social services, taxation, incomes policy. The first major extension of the poverty debate came in 1967 when the Central Advisory Council on Education (CACE) issued a dramatic call for a national programme of compensatory education.1 Education, the Council argued, should be employed in a concerted effort to break down the social barriers that trap young children in poverty. The most deprived urban areas should be designated Educational Priority Areas (EPAs) and receive exceptional educational resources, the best and most generous educational facilities in the land.
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Notes
Central Advisory Council for Education (England), Children and their Primary Schools (London: HMSO, 1967). Hereafter cited as Plowden Report.
Anne Corbett, Much To Do About Education, 3rd edn. (London: Council for Educational Advance, 1973), p. 6.
See Maurice Kogan, ‘The Plowden Committee on Primary Education’, in R. A. Chapman (ed.), The Role of Commissions in Policy-Making (London: Allen & Unwin, 1973);
Maurice Kogan and Tim Packwood, Advisory Councils and Committees in Education (London: Routledge & Kegan Paul, 1974).
Young had served as Secretary of the Labour Party Research Department throughout Attlee’s premiership. On the appointment of the academics to the Plowden Council, see Maurice Kogan, The Politics of Education (Harmondsworth, Middx.: Penguin, 1971), pp. 133–4.
Maurice Bruce, The Coming of the Welfare State, 4th edn. (London: Batsford, 1968), p. 319;
Michael Parkinson, The Labour Party and the Organisation of Secondary Education (London: Routledge & Kegan Paul, 1970), p. 80.
Jean Floud, A. H. Halsey and F. M. Martin, Social Class and Educational Opportunity (London: Heinemann, 1956);
Elizabeth Fraser, Home Environment and School (London: University of London Press, 1959);
J. W. B. Douglas, The Home and the School (London: MacGibbon & Kee, 1964);
J. W. B. Douglas, J. M. Ross and H. R. Simpson, All Our Future (London: Peter Davies, 1968).
Central Advisory Council for Education, Early Leaving (London: HMSO, 1954);
Central Advisory Council for Education, Fifteen to Eighteen (London: HMSO, 1959);
Central Advisory Council for Education, Half Our Future (London: HMSO, 1963).
Also Committee on Higher Education, Report (London: HMSO, Cmnd 2154, 1963), hereafter cited as Robbins Report.
Cyril Burt, ‘The Mental Differences Between Children’, in C. B. Cox and A. E. Dyson (eds), The Black Papers on Education (London: Davis-Paynter, 1971). 53.
See also H. J. Eysenck, Race, Intelligence and Education (London: Temple Smith, 1971).
Michael Young, Innovation and Research in Education (London: Routledge & Kegan Paul, 1965), p. 60.
H.J. Butcher (ed.), Educational Research in Britain, 1968 (London: University of London Press, 1968), p. 263.
Reported in Michael Young and P. McGeeney, Learning Begins At Home (London: Routledge & Kegan Paul, 1968).
A. R. Jensen, ‘How Much Can We Boost I.Q. and Scholastic Achievement?’, Harvard Educational Review, 39 (1969), 1–123;
Christopher Jencks et al., Inequality: A Reassessment of the Effect of Family and Schooling in America (New York: Basic Books, 1972).
On the geographical distribution of poverty in Britain, see H. Ackland, ‘What is a Bad School?’, New Society, 9 Sep 1971, 450–3.
See C. A. R. Crosland, The Future of Socialism (London: Jonathan Cape, 1956).
For Bevan’s views, see R. Barker, Education and Politics: 1900–1951: A Study of the Labour Party (Oxford: Clarendon Press, 1972), p. 100.
See J. A. C. Griffith, Central Departments and Local Authorities (London: Allen & Unwin, 1966).
See R. A. Manzer, Teachers and Politics in England and Wales (Manchester: Manchester University Press, 1970)
R. D. Coates, Teachers’ Unions and Interest Group Politics (Cambridge: Cambridge University Press, 1972).
Michael Young, Poverty Report 1974 (London: Temple Smith, 1974), p. 175.
Eric Midwinter, Projections (London: Ward Lock Education, 1972);
Eric Midwinter, Priority Education (Harmondsworth, Middx.: Penguin, 1972);
Eric Midwinter, Education and the Community (London: Allen & Unwin, 1975).
In addition to the references cited in note 23, see A. Little and C. Mabey, ‘Reading Attainment and Social and Ethnic Mix of London Primary Schools’, in D. V. Donnison and D. Eversley (eds), London: Urban Patterns, Problems and Policies (London: Heinemann, 1973)
D. V. Donnison, ‘Policy for Priority Areas’, Journal of Social Policy, 3, (1974), 127–35;
H. Glennerster and S. Hatch (eds), Positive Discrimination and Inequaliy (London: Fabian Society, Research Series 314, 1974);
B. Tizard, Pre-school Education in Great Britain; a review of research (London: Social Science Research Council, 1974);
J. H. Barnes and H. Lucas, ‘Positive Discrimination in Education’, in J. Barnes (ed.), Educational Priority: Vol. 3 (London: HMSO, 1975);
Sally Holtermann, ‘The Welfare Economics of Priority Areas’, Journal of Social Policy, 7 (1978), 23–40.
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© 1979 Keith G. Banting
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Banting, K.G. (1979). Poverty and Educational Priority. In: Poverty, Politics and Policy. Studies in Policy-Making. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-03610-3_4
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