Class, Culture and Education by Harold Entwistle (review)

Books 345 Class, Culture and Education. Harold Entwistle. Methuen, London, 1978.214 pp. €6.50. Reviewed by Jan. J. Valtr* In this scholarly book Entwistle presents in considerable depth some of the most debated and controversial concerns of educators and social scientists during the past two decades. Though each concern could provide material enough for a book, he is interested specifically in their interrelationships. He attempts not only to defineclass, culture and education as they relate to each other but also to present various views on topics of general concern, such as educational opportunity, equality and inequality, and results. He discusses British middleclass values and middle-class management of the educational system, as well as working-class values and aspects of workingclass education. He explores the concepts of ‘high’, ‘common’, ‘working-class’ culture and concludes with a discussion of vocational education and curriculums used generally in secondary schools. Though the author’s orientation is markedly British as regards social class structure, culture and educational practices and problems, he does make some reference to their parallels in the U S A . Certainly students of education and of sociology in any country will find his observations valuable. Entwistle does not promise to resolve these educational concerns; however, he does present clearly the various, often conflicting views about them. I found his moral and humanistic approach especially thought-provoking. This is a book that needs to be read more than once. Approach to Art in Education. Laura H. Chapman. Harcourt Brace Jovanovich, New York, 1978. 444 pp. illus. $9.70. Reviewed by Jan. J. Valtr** The author directs her book not only to art teachers but also to those who teach other subjectsin primary and secondary schools. She assumes that these teachers have dissimilar backgrounds in art. and, therefore, before suggesting teaching strategies in art she devotes roughly half of the text (223 pages) to a clear exposition of the philosophical, theoretical and behavioral foundations of artistic development and art education. I was particularly interested in and subsequently impressed by her discussion of current and past theoretical approaches to and research in art education. The sometimes difficult concepts of artistic development and of art itself and how these relate to teaching are treated in a forthright manner. As the title of the book suggests, art is dealt with in the context of overall education. In this sense the word ‘in’ is the key to far-reaching implications. Not only does it make necessary the weighty first two sections,it also embodies the essenceof the foremost current thinking and research in art education. For this reason Chapman also addresses the book to school boards, administrators, parents and interested citizens ‘whose vision and support are vital for a lively and successful school art program’. That art education in schoolsboth in its experiential and cognitiveaspects should be an integral part of the curriculum has been a dream of many in the field but understood by far too few outside it. The illustrations are well selected to provide a visual support for the various points made in the text. The section dealing with art activities and teaching strategies comprises seven chapters. Each begins with an introductory paragraph defining the art form or medium to be explored in its aesthetic, expressive, historic and social contexts. Subsequently she deals with these aspects in more specificterms. The section on the various visualart media, though not as comprehensive as a manual, covers those that are appropriate for the classroom. Finally, Chapman in her last two chapters explores possibleapproaches to planning and to evaluating an art program. At the end of each chapter she provides a good bibliography where teachers can find in-depth treatment of the subjects treated. I recommend this book to those concerned with art education in secondary schools. My only worry is that its 444 pages may overwhelm them, especially since they are already inundated by many books dealing with the subject. *739Santa Fe Ave.. Albany. CA 94706. U.S.A. **739 Santa Fe Ave.. Albany. CA 94706. U.S.A. Developmental Art Therapy. Geraldine H. Williams and Mary M. Wood. University Park Press, London, 1977. 198pp., illus. f5.95. Reviewed by Benedict Nagler* This book is a...