An analysis of the contradictions, constraints and possibilities inherent in oppositional practice as exemplified in the Victorian Progressive Education Movement 1966-1976

Abstract

My study has a dual purpose:
1. To examine the explanatory power of educational
theory as a means of illuminating a particular
educational practice.
2. To examine the potential for practice to
provide a critique of educational theory and
thus contribute towards the generation of new
theoretical perspectives.
I do this by focusing on the possible failure of a
particular apposition movement, to wit the progressive
movement in Victorian secondary schools 1966-1976. I
investigate the limits and possibilities of such a
movement with reference to ideal conditions.

Date of Award	1983
Original language	English