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Full Description
This book provides a detailed study of approved schools for girls, which operated in England and Wales between 1933-1973. Through original archival research, it traces shifting perceptions of, and policy responses to, girls' delinquency and vulnerability during a period of remarkable social change. It examines the transition of provision for girls and young women 'in trouble' from the large-scale post-Victorian reformatories to the therapeutic Community Homes for Education, and the emergence of a 'diagnostic shift' in the provision of care for children in the juvenile secure estate. Through examining the experiences of younger children, it provides a more nuanced understanding of the role approved schools played for girls in need of care, protection, or control during this period, evidencing the gendered use of care-or-protection orders throughout, and the policing of child and family behaviours under the guises of the Education Act.
Contents
Introduction.- 2. Positioning Approved Schools in Existing Literature.- 3. The National Picture: Policy and Insight.- 4. 'Circumstances': How, Why and When Children are Committed to the Approved Schools.- 5. The Local Picture: Approved Schools on the Ground.- 6. Contemporary Research In and On Approved Schools for Girls.- 7. Conclusion.



