New Ideals in Education, works with schools using the history of teaching, linking the issues of today with their history and using examples of practice to inspire and reflect on the changes needed today.

The following are papers and articles about the history of the New Ideals community and how they influenced the concept of school, and education legislation, training and practice in England, and later throughout the world. They also argue for the importance of this history in the present debates about schooling, innovation and revolution.

Regaining the History of Children’s Rights in Schools Through the New Ideals in Education Conferences 1914-37

One of the first reviews of A Dominie’s Log – The Edinburgh Evening News, Monday November 15 1915 p4

Posters of seven heroes of children’s rights in schools or children’s communities.

Eight posters celebrating heroes of the New Ideals in Education community.

Article about the significance of the New Ideals in Education Conferences, and their relevance to today, sent to the Select Committee on Education as evidence for a discussion on the purpose and meaning of education. Evidence was also sent by the children of Summerhill School.

How can children transform their schools as active citizens fighting for their rights? A paper presented to the Education and Citizenship in a Globalising World Conference November 2010, at Institute of Education, Co-sponsored by Beijing Normal University. It argues for the need for a cultural history for children’s rights to empower and frame the modern struggle.

Evidence for the Select Committee’s cross examination of the Children’s Commissioner arguing: That what the children are asking of their schools today reflects what the heroes of teaching in 1914-1937 struggled for in order to help create a world of active citizens who would contribute to justice and peace. That this history should allow us, teachers and children to help contribute to the dream they pursued. That ‘liberating the child’ should be the main focus of our schools.

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