Eric Midwinter – författare

Teachers, schools and education authorities invariably hide their considerable lights and their public relations techniques are often inadequate for broadcasting the invaluable work accomplished in schools. This book offers clear-cut and highly –practical advice for every teacher from pre-school to sixth form on how to get the educational message across to parents. Over the past decades it has become an acute professional concern for teachers to involve parents as closely as possible in the educational process. The book acknowledges that educational salesmanship must be adapted to the cultural norms of its customers and that many teachers, because of their background and training, have reservations about their role as publicists. Set out here is a logical and orderly path of action to help everyone from the most extrovert to the most diffident.

Teachers, schools and education authorities invariably hide their considerable lights and their public relations techniques are often inadequate for broadcasting the invaluable work accomplished in schools. This book offers clear-cut and highly –practical advice for every teacher from pre-school to sixth form on how to get the educational message across to parents. Over the past decades it has become an acute professional concern for teachers to involve parents as closely as possible in the educational process. The book acknowledges that educational salesmanship must be adapted to the cultural norms of its customers and that many teachers, because of their background and training, have reservations about their role as publicists. Set out here is a logical and orderly path of action to help everyone from the most extrovert to the most diffident.

First published in 1984, this collection of essays was the first account of the development of the University of the Third Age in Britain (U3A). Changing employment patterns and increasing pressure on traditional areas of secondary and higher education has led to the idea that learning can be a life-long process. The theories of U3As in Britain, their development under the influence of European models, and the major influences on them are analysed. The authors argue that the consequences of social change and the economic, social, political, sexual and racial inequalities that exist are often reinforced by the inequalities in our educational system. A comprehensive title, this book will be useful to any students with an interest in adult and continuing education.

First published in 1984, this collection of essays was the first account of the development of the University of the Third Age in Britain (U3A). Changing employment patterns and increasing pressure on traditional areas of secondary and higher education has led to the idea that learning can be a life-long process. The theories of U3As in Britain, their development under the influence of European models, and the major influences on them are analysed. The authors argue that the consequences of social change and the economic, social, political, sexual and racial inequalities that exist are often reinforced by the inequalities in our educational system. A comprehensive title, this book will be useful to any students with an interest in adult and continuing education.

This volume examines modern sport in its social context and concludes that it is beset with over-commercialised motives, damaged by dangerous political alignments and marred by wrongheaded social values. The book provides a thought-provoking analysis and offers new insights into why and how modern sport has evolved into its present dominant position. It calls for radical reforms in the structure of, and attitudes towards, sport.

This volume examines modern sport in its social context and concludes that it is beset with over-commercialised motives, damaged by dangerous political alignments and marred by wrongheaded social values. The book provides a thought-provoking analysis and offers new insights into why and how modern sport has evolved into its present dominant position. It calls for radical reforms in the structure of, and attitudes towards, sport.

First published in 1975, this book is the first to set out a blueprint for how schools can move from a ‘traditional’ to a ‘community’ base at local authority level. After presenting a historical analysis of the organisational development of the local education authority, it goes on to put forward a detailed proposal for an across-the-board, radically reformed education service at pre-school, school, post-school and college levels. Finally, it locates such a reformed ‘community education’ system in the context of community development at large.

First published in 1975, this book is the first to set out a blueprint for how schools can move from a ‘traditional’ to a ‘community’ base at local authority level. After presenting a historical analysis of the organisational development of the local education authority, it goes on to put forward a detailed proposal for an across-the-board, radically reformed education service at pre-school, school, post-school and college levels. Finally, it locates such a reformed ‘community education’ system in the context of community development at large.