ABSTRACT
Such work lacked sufficient breadth of interest and tended to treat education as a closed system. Asa Briggs (1972) called for a history of education that could be considered as part of a wider history of society. More specifically Harold Silver (1983) argued that historians should see education ‘not just “in context” ... but in society, as something of society, as forming and being formed by society’ (ibid., 30). However, educational and social historians may have different priorities. Cunningham (1989) points out that the former tend to be rooted practically and institutionally in pedagogical concerns, whilst the latter are preoccupied when dealing with education with questions of cultural reproduction and social control.
