SCHOOLING, SELECTION AND SOCIAL MOBILITY OVER THE LAST 50 YEARS: AN EXPLORATION THROUGH STORIES OF LIFELONG LEARNING JOURNEYS

ABSTRACT

This paper explores the impact of selection by ability in schooling systems on individual lives. It draws on narratives collected with a group of 18 people (accessed through a local U3A group) who were at school in Britain in a period from the 1940s through to the 1960s. This period saw significant changes in society and to schooling following the 1944 Education Act and the so-called tripartite school system which ensued. Drawing on the concept of the ‘sociological imagination’, the ‘personal troubles’ of individuals are drawn together with the ‘public issue’ of a national schooling system that segregated children by ability. Analysis of the narratives reveals the selection tests based on ability (the 11+) to be a key fulcrum in all their lives. The paper contributes to ongoing debates about selection, equity and social justice in contemporary schooling systems.

Keywords:

• selection
• ability
• sociological imagination
• eleven plus
• narratives

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 There have been changes to government jurisdictions in the United Kingdom since 1944. With devolution, the four nations of Great Britain now have separate education systems. This study was done in England; contemporary scenarios with be given the locator England, historical ones Britain.

2 The government evacuated children, mothers with infants and the infirm from British towns and cities during the Second World War. They were moved temporarily from their homes to places considered safer.

Additional information

Funding

The project received funding from the Research Institute of Health and Community, University of Plymouth.