Catherine Wintrebert


Université de Nice-Sophia Antipolis
Agrégée d’anglais, ancienne élève de l’E.N.S. de Fontenay-St-Cloud, Catherine Wintrebert est maître de conférences à l’U.F.R. Lettres, arts et sciences humaines de l’université de Nice – Sophia-Antipolis. Elle effectue des recherches sur l’enseignement supérieur en Angleterre et a rédigé une thèse intitulée Les Instituts polytechniques et l’idée anglaise de l’université : la politique binaire, 1965-1992. Elle a publié un article à ce sujet dans la Revue française de civilisation britannique en novembre 1998. Elle est également l’auteur de traductions publiées (sociologie et psychologie).

Articles de l'auteur


Cycnos | Volume 16 n°1

Les conservateurs et la loi Forster : sauvegarde des valeurs et combat politique

The Forster Act (1870) was a landmark in the development of the English education system. For the first time, state authorities intervened and started to set up schools, whereas this had previously been the prerogative of voluntary bodies, often churches. The Conservatives could no longer deny the necessity of this intervention but fought hard during the parliamentary debates to preserve their values, embodied by the place of anglicanism and more generally of religion in the education system. They supported Forster's Bill, although it emanated from a Liberal government, because it was precisely a compromise on these issues and did not aim at replacing the voluntary system by a state one but merely at complementing the former. The Tories opposed the establishment of secular, free and compulsory schools for all, advocated by the Radicals, since they regarded universal and compulsory measures as contrary to national traditions. Voting in favour of the Bill, but against radical amendments, was a way of avoiding these revolutionary steps ; it was also meant to show that the governing majority composed of Liberals and Radicals, was divided and that the governement did not control its Radical allies.

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