ABSTRACT
This chapter deals specifically with the emergence of school as a State-devised institution. In that sense, national histories of school differ, but it is broadly agreed that the school can now be found in every country with a significant population and is a force of social hegemony, control and teaching as profession. The most common practice in Western nations is for schools to be under the control of local authorities. In England, however, the neoliberalideology of the Labour government of 1997-2010 resulted in the introduction of City Academies, directly funded by government, but permitting sponsorship from business, churches and charitable organisations. Many would argue that schools can only function effectively as 'communities' if such demands or 'standards' are in place; that they are, by definition, locations that require a high degree of conformity and security. However, whether the often resultant structure of schools is the most effective site for learning for children and young people remains debatable.
