Frank Musgrove Bücher

The book presents a compelling argument that the counterculture movement stems from opportunity rather than alienation, emerging from a new generational consciousness in Western societies since the 1950s. It explores the connections between economic expansion, population shifts, and the decline of religiousness, offering insights into the societal changes that shaped this cultural phenomenon. Through its analysis, it challenges conventional views on the motivations behind the counterculture, providing a fresh perspective on its origins and implications.

13th February 2020 saw the 75th anniversary of the controversial raid on Dresden. First hand account evaluating the raid and Bomber Command's heavy bombing strategy as told from the perspective of an RAF Navigator.

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Exploring the theme of personal transformation, the book delves into whether adults can truly change. Through interviews and case studies, it highlights seven marginalized groups in 1970s Britain, examining how their experiences shape consciousness and facilitate change. Musgrove's analysis offers insights into societal dynamics and the potential for growth among those on the fringes.

First published in 1971, this book argues that schools at the time were underpowered, due partly to circumstances within contemporary educational institutions, but chiefly to their relationships with the wider social environment. It suggests that schools lacked bargaining power and that their position deteriorated because they had marketed an ever more standardized product. The book focuses particularly on the bureaucratization of education and the growing conflict between teachers and academic administrators. It also examines the dangers of cyber-culture but rejects its hopes of an anarchistic order as illusory. It concludes that power in educational institutions was not effectively mobilized to meet its goals. It also contributes to the analysis of social relations in English education.

This study describes research into teachers' role conceptions and uncertainties in different types of school and neighbourhood. The authors examine in particular pupils' and parents' conceptions of the teacher's role, and the conflicts which teachers experience when they are exposed to different expectations and demands in a rapidly changing educational and social scene.