Angol
In the twenty years after the Second World War, English society experienced opposing positions regarding the education of Britain's youth, particularly teachers of English. Different attitudes to achieving a fully democratic society-whether by cultivating high standards in the ablest students or promoting a common cultural experience across abilities and social classes were explored. The authors have studied three London school English departments in unprecedented detail, one of them an early comprehensive school, using oral history interviews and the collection and analysis of a large body of documents, including teachers' mark books and students' work. This move towards a more inclusive version of English involved not only the teachers in the comprehensive schools, but also some in the grammar schools-shaping the ideas of those who would found a new London English teachers association.
