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Intellectual Elitism or Meritocracy
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A. S. Neill ability accept achievement activities argument aspects assumption attitudes authority Bantock basic basis chapter child child-centred common curriculum comprehensive schools Conservative criticism culture curriculum planning Deschooling Society different kinds difficult discussion educa educational theory educationists Ellen Wilkinson equality examinations example experience extreme Freire Froebel's futurology grammar schools Hadow Committee idea Illich important inequality intellectual intelligence James Mill justice in education kind of curriculum kind of education kinds of knowledge kinds of school Labour Party learning means meritocracy methods middle-class modern multilateral schools nature Neill nineteenth-century particular possible problem progressive progressivism put forward question R. H. Tawney reform reject relativism relativists Report Rousseau school curriculum secondary education secondary schools segregation selection social class social elitism social justice socialist streaming suggest Tawney teachers teaching tests tion tional traditional tripartite system twentieth-century types William Tyndale working-class children working-class pupils worthwhile