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Mainstreaming Co-OperationAn Alternative for the Twenty-First Century?$
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Anthony Webster, Linda Shaw, Rachael Vorberg-Rugh, and Rachael Vorberg-Rugh

Print publication date: 2016

Print ISBN-13: 9780719099595

Published to Manchester Scholarship Online: May 2017

DOI: 10.7228/manchester/9780719099595.001.0001

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PRINTED FROM MANCHESTER SCHOLARSHIP ONLINE (www.manchester.universitypressscholarship.com). (c) Copyright Manchester University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in MSO for personal use.date: 28 July 2021

History, citizenship and co-operative education, c. 1895–1930

History, citizenship and co-operative education, c. 1895–1930

Chapter:
(p.69) 5 History, citizenship and co-operative education, c. 1895–1930
Source:
Mainstreaming Co-Operation
Author(s):

Keith Vernon

Publisher:
Manchester University Press
DOI:10.7228/manchester/9780719099595.003.0005

This chapter analyses a series of issues around the nature and place of history and citizenship within formal co-operative education in the early twentieth century. It begins with a consideration of an educational campaign at the end of the nineteenth century, which put the teaching of the history and principles of co-operation at the core of the movement’s educational endeavour. Next, the chapter examines the kind of history being expounded in the movement, and compares co-operative history instruction with the curricula taught in schools. The chapter carries the story into the interwar years, by which time the movement’s educational programme had expanded considerably. It argues that, at least until the 1930s, the educational programme represented a national initiative to ensure co-operation had a place in the educational and cultural mainstream.

Keywords:   Co-operative movement (UK), Schools, Adult education, History, Citizenship, Working classes, Co-operative Union, 1902 Education Act

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