Academic literature on the topic 'Summerhill School'
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Journal articles on the topic "Summerhill School"
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Stronach, Ian, and Heather Piper. "Can Liberal Education Make a Comeback? The Case of “Relational Touch” at Summerhill School." American Educational Research Journal 45, no. 1 (March 2008): 6–37. http://dx.doi.org/10.3102/0002831207311585.
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This article draws on data from a single element of a larger project 1 which focused on the issue of “touching” between education and child care professionals and children in a number of settings. This case study looks at a school once internationally renowned as the exemplar of “free” schooling. The authors consider how the school works as a community, how it impacts on its students, and how it copes with the strictures of the audit culture in relation to “risk” and “safety.” The authors’ experiences led them to the realization that physical “touch” was an irrelevant focus in this school, and they developed the notion of “relational touch.” Summerhill works in ways that approximate an inversion of the audit culture. The authors argue that progressive and critical conceptions of education continue to have much to learn from concrete examples like Summerhill and conclude that a revival of such values in education is long overdue.
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Rybińska, Jolanta. "Outline of the concept of free democratic schools." Problemy Opiekuńczo-Wychowawcze 580, no. 5 (May 31, 2019): 3–16. http://dx.doi.org/10.5604/01.3001.0013.3188.
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Abstract This article is focused on the idea of free democratic schools, institutions of informal education, emerging as a result of a grassroot initiative. This educational phenomenon is an effect of pedagogical innovation and parents, gathering in the communities, who, as they say, want to create a place where children will have the opportunity to grow up in happiness and fulfilment. Such schools also known as quasi-schools, they are not formalised educational institutions, they do not have the school status and, thus, they remain on the edge of the education system, acting on the rights of home education. This article aims at presenting the main pedagogical concepts of such schools. Over the last few years in Poland we have observed the creation of more than a dozen of democratic schools gathered around the European Democratic Education Community (EUDEC). These new institutions represent the idea of a new, emancipated education. The initiators of free democratic schools resign from adaptive didactic strategy characteristic of public schools towards emancipation modelled on the first democratic school founded in Summerhill. Free democratic schools prioritise students’ individual, subjective needs, such as the need of autonomy, cognitive activity, interaction with the environment, expressing their own attitudes towards the learnt concepts or cooperation in the search for knowledge.
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Nelin, Ye V. "Summerhill School and combination of Freudianism with Pedagogy of Freedom in the ideas of O’Neill." Pedagogical sciences reality and perspectives 2, no. 72 (2019): 58–62. http://dx.doi.org/10.31392/npu-nc.series5.2020.72-2.12.
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Galiere, Mehdi. "The role of education in the discourses of the EU and of alternative schooling institutions." Lublin Studies in Modern Languages and Literature 43, no. 3 (November 14, 2019): 13. http://dx.doi.org/10.17951/lsmll.2019.43.3.13-23.
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<p>The paper discusses two different approaches to education and the way they are embedded in different discourses on education. The market-oriented approach is compared to the democratic approach. In the paper, the discourse of the European Union is considered as an example of hegemonic neoliberal discourse while the discourse produced by the Summerhill School and the Self-Managed High School of Paris is addressed as a counterhegemonic discourse. Drawing on Critical Discourse Studies scholars such as Norman Fairclough, and critical pedagogic approaches such as Basil Bernstein’s and Paulo Freire’s, it will be shown that the difference in the ways these institutions represent the social world around them have a strong influence on their discourses on what education is for and should be like. For the European Union, education is a utilitarian means facilitating the adaptation of society to the economic system through the acquisition of predefined skills, while for the democratic approach it is rather a practice developing common decision-making and empowerment through an understanding of the world as a whole.</p>
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Rozhkova, Zinaida Igorevna. "Education for democracy or democratic education?" Политика и Общество, no. 4 (April 2020): 39–49. http://dx.doi.org/10.7256/2454-0684.2020.4.34556.
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This article examines the phenomenon of democratic education and the role of democratization of education in modern society. The subject of this research define the main goal: it is necessary to assess the level of impact of democratic education upon the formation of critical thinking among younger generation. Within the framework of this article, analysis was conducted on the theoretical works of the researchers of humanities, legislative documents and reports dedicated to the questions of education policy. The author also covers the examples of practical implementation of the principles of democratic education in history and modernity; as well as considers the experience of such democratic schools and Summerhill and Sudbury Valley. The conclusion is made that the principles of democratic schools are not always widely implemented in the society. However, despite the criticism of democratic education worldwide, the principles of democratization of education are used ubiquitously from elementary education to higher education. This is testified by the examples of the successfully functioning democratic schools. Namely democratic and democratized education lay the foundation for upbringing of the national members of civil society due to the flexibility and adjustment of education to the needs of modern society. Such school can be justifiably considered as one of the best models for the development of critical thinking among younger generation due to holistic development of children.
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Burnett, Judith, and Erika Cudworth. "The Good Citizen: problematising citizenship in the social sciences curriculum." Learning and Teaching 1, no. 3 (December 1, 2008): 67–88. http://dx.doi.org/10.3167/latiss.2008.010305.
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This article explores the critical pedagogical issues that emerge when attempting to develop active citizenship among undergraduates as an integral part of the student experience. It presents part of the findings from a C-SAP-funded project (Gifford et al. 2006) that we undertook with a partner higher education institution. This article explores our particular contribution carried out in a post-1992 London higher education institution. Our innovations in the social sciences undergraduate curriculum aimed at creating situations in which students would explore the diversity of citizenship in educational settings, namely, a local school, a further education college, and Summerhill School (founded by A.S. Neill). The research leads us to conclude that citizenship is a problem of praxis influenced and shaped by the local-global contexts of communities with diverse heritages of meaning, stratified social settings, and specific local and historical characteristics. This challenges the notions underpinning the Crick curriculum with its national orientation, and demonstrates the need to sensitise citizenship learning experiences to the needs of students and staff embedded in their social contexts. Such an approach can be understood as a form of situated citizenship characterised by active engagement with an assumption of heterogeneity which is positively sensitive to diversity.
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Ainpgp, Ainpgp, and Marcelo Vieira Pustilnik. "A ESCOLA NÃO ENSINA, NA ESCOLA SE APRENDE." Teceres: Revista da AINPGP 1, no. 1 (November 30, 2022): 12. http://dx.doi.org/10.57242/tcrs.v1i1.4.
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Este ensaio é um breve relato da pesquisa que teve como objetivo observar, conhecer e investigar algumas inovações pedagógicas em curso, inicialmente na Europa. Entendemos no andamento da investigação que seria necessário incluir as experiências na Índia e no Brasil para identificar possíveis convergências e inspirações para o sistema de ensino de educação pública no Brasil. Há anos desenvolvemos pesquisas sobre o ensino, principalmente as relações de aprendizagem na educação, possibilidades que envolvem relações no espaço escolar diferentes daquelas tradicionalmente produzidas. Buscamos uma nova práxis que se diferencie da escola a partir da relação professor ensina, aluno aprende, que o lugar da aprendizagem é a sala de aula, que o professor ensina, o aluno escreve, o professor avalia e o aluno tem que demonstrar que tem aprendido. Para o efeito, foram visitadas várias experiências, algumas muito antigas, em curso na Europa: Summerhill School, Brockwood Park School em Inglaterra; O Movimento Escola Moderna Português e a Escola da Ponte em Portugal; na Índia, a experiência educacional em Auroville e Barefoot College; além de algumas experiências brasileiras, conhecer e identificar suas metodologias, práticas e resultados. Assim, este ensaio visa refletir tais inovações e suas possíveis interfaces com a educação brasileira, servindo de fonte de inspiração em uma perspectiva de mudanças na prática educativa no país.
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Humes, Walter. "A.S. Neill and Scotland: attitudes, omissions and influences." Scottish Educational Review 47, no. 1 (March 13, 2015): 66–85. http://dx.doi.org/10.1163/27730840-04701007.
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Alexander Sutherland Neill (1883- 1973) is well-known as the leading figure in the 20th century movement for progressive, child-centred education, a movement which attracted both supporters and critics. The independent school which he founded, Summerhill, was located first in Lyme Regis, Dorset and later in Leiston, Suffolk, both in England, but many of Neill’s ideas need to be understood as a reaction against his experiences as a pupil and young teacher in Scotland. This paper examines his attitude to Scotland and Scottish education, drawing on his own writings, including his autobiography, the work of Jonathan Croall, Neill’s biographer and editor of a collection of his letters, and the testimony of Scottish educators whose work was influenced by Neill. Detailed examination is given to Neill’s 1936 book, Is Scotland Educated?, which has received limited attention from commentators. This volume is particularly interesting in relation to Neill’s political, cultural and psychological perspectives on Scottish life and their relevance to his educational views. The book reveals the strength of his (mainly negative) feelings about his native land but also his limited awareness of some important developments that were taking place, especially in the field of child guidance. In addition, the paper explores Neill’s links to other Scottish progressive educators, most notably John Aitkenhead and R. F. Mackenzie, both of whom sought to introduce qualified versions of Neill’s philosophy into schools in Scotland. It is argued that it is not necessary to subscribe to every aspect of Neill’s approach to education to appreciate his value as a source of an alternative narrative to official accounts of the Scottish educational tradition.
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Docker, John. "Reclaiming History from the Settler Coloniser: A Meditation on Nur Masalha's Palestine across Millennia: A History of Literacy, Learning and Educational Revolutions." Journal of Holy Land and Palestine Studies 22, no. 1 (April 2023): 111–28. http://dx.doi.org/10.3366/hlps.2023.0307.
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In this wonderful book, Nur Masalha challenges and transforms world history, as did his earlier Palestine: A Four Thousand Year History (2018). In this meditation I recount some of Nur Masalha's argument — not all, given the extraordinary richness of the material he has uncovered, described, and analysed — but also offer my own reflections prompted by his book. As Masalha relates in his introduction, the work is a passionate response to Zionism's historical claim that Palestinians possess no history of literacy, education, and literary culture. He shows the falsity of such a claim through multiple examples. Masalha explores, for example, the multifaceted history of education in Byzantine Palestine (Third to Early Seventh Century), based on a philosophy of ‘civil society’. Palestine as a cosmopolitan and transnational world inhered in what Masalha refers to as Cities of Learning. There were famous intellectuals, such as in antiquity Josephus (AD 37-c.100) and Origen (AD 185–253). In modernity he highlights Khalil Sakakini (1878–1953), whose remarkable educational reforms, emphasizing a ‘philosophy of joy’, emerged at a similar time to A.S. Neill's Summerhill School in the UK. Women's education is featured, from the time of the Palestinian Madrasas under the Ayyubids and Mamluks (1187–1517) onwards, a powerful tradition which continues into the modern era. When press censorship was relaxed following the Ottoman Young Turk Revolution of 1908, there was a huge growth of newspapers, photography, and photojournalism, a remarkable figure here being the Palestinian photographer Karima ‘Abboud (1893–1940). Masalha draws attention to the importance of translation in Palestinian history, especially in the important figure of Khalil Ibrahim Beidas, a relative of Edward Said, who was interested in the works of Pushkin, Gogol, Dostoevsky, Tolstoy and Gorky. There is a fascinating chapter on the interactions of Palestinian scholars and the Crusaders, with free passages of ideas, goods and technologies; arabesque became a mainstream European decorative art. The result of these multiple explorations is a major transformation in how we think about the world.
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Bonifassi, Georges. "L’enseignement public en France : mutations, réactions et perspectives." Tocqueville Review 7, no. 1 (January 1986): 236–50. http://dx.doi.org/10.3138/ttr.7.1.236.
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Depuis une vingtaine d’années l’évolution des structures et des méthodes éducatives s’est accélérée. De nouvelles conceptions pédagogiques ont fait leur chemin jusqu’aux classes du secondaire sous l’influence des « méthodes Freinet », de Summerhill et autres expériences rousseauistes ; il était interdit d’interdire et necessaire de lutter contre la culture bourgeoise. On tente d’endiguer la « ségrégation sociale » que le système éducatif était censé générer (« il n’y a que 10% de fils d’ouvriers à l’université ») ce qui déboucha sur la réforme Haby (1975) et la suppression des « filières ». Le lycée éclata ou plutôt se scinda en deux : les élèves du premier cycle (6ème à 3ème c’est-à-dire en principe de 11 à 15 ans) furent regroupés dans les « collèges d’enseignement secondaire » (C.E.S.), alors que l’appellation « lycée » était réservée au second cycle (de la 3ème à la « terminale »), ce qui fait penser à la distinction américaine entre « junior high schools » et « high schools ». Certains lycées conservent les petites classes dans leurs murs, mais la plupart des collégiens se retrouvent dans des bâtiments de conception récente, ce qui a son importance : les cours ne se déroulent plus dans un ancien couvent, une ancienne caserne ou de toute façon un bâtiment austère aux murs épais dont on entre ou dont on sort « par la grande porte », jalousement protégé du monde extérieur par des concierges méfiants : l’immense majorité des futurs bacheliers passe désormais par des collèges aux multiples entrées, dans des locaux largement éclairés de grandes baies vitrées. C’était la fin de l’austérité qu’Alain réclamait pour les salles de classes : dans ces collèges bâtis à la hâte (« Un collège par jour »), il est fréquent d’entendre tout ce qui se passe dans la classe voisine pour peu que le professeur y ait le verbe haut ou que les élèves y soient agités.
Dissertations / Theses on the topic "Summerhill School"
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Goodsman, Danë. "Summerhill: theory and practice." Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285257.
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The thesis is an exploration of Summerhill, the school founded by A.S. Neill in 1921. It is an ethnographic study, focusing on the culture of Summerhill, and attempting to find out what being a Summerhillian means. It also looks at how Summerhill has been depicted by those on the `outside'. Five chapters are specifically about the school - giving a descriptive account of the workings of the culture. The remaining chapters explore how others have looked at the institutions and how the practice of research itself affects the possibilities for discovery and explanation. A major concern of the thesis is the methodological significance of being an `insider' - as the researcher is an ex-Summerhillian. Chapter one is a brief introduction to the thesis. Chapter Two describes the genesis of the study and looks at issues of `cultural translation' and `insider research'. The following chapter on `School Life' is the first of the substantive chapters, offering a descriptive account of the life and culture of those in the school. Chapter Four, entitled `Big Kids' considers the notion that Summerhill has community `elders', while Chapter Five looks at the role of staff. The Meeting is the focus of Chapter Six, where the policy of self-government is examined. Chapter Seven explores the system of voluntary lessons. Chapter Eight looks at views of Summerhill as represented in written material. The final chapter offers an overview of the main points of the thesis, and concludes with some of the writer's own `insider' reflections.(DX174307)
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Hofman-Kozłowska, Dominika. "Edukacja dla życia czy życie dla edukacji? Rekonstrukcja poglądów twórcy Summerhill – Alexandra S. Neilla." Doctoral thesis, Katowice : Uniwersytet Śląski, 2020. http://hdl.handle.net/20.500.12128/17712.
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It has been almost 100 years since Summerhill School was founded by a charismatic Scottish teacher, A.S. Neill. Today it serves as an inspiration for a great number of schools and organizations all over the world, being considered the oldest democratic and archetypal school. Its weekly self-government meetings involve the entire school community (around 100 people) and everyone participates on equal terms. Students are free to join all classes according to the timetable and can decide on their own which ones they want to attend (if any). It is a boarding school with a number of international students. Not only does this place prepare children for lifetime challenges, but it also creates room for simple joys and cherishing the moment. Despite a great many controversial opinions, it has definitely become the symbol of debates on the nature of education.
Summerhill embodies both Neill’s ideals and his concept. It is the latter that is the main subject of this dissertation. And its purpose is to present the origins of Neill’s views on upbringing, teaching and school functioning and to undertake a prolific reconstruction of the key aspects of his pedagogical thoughts, as well as providing a reflection upon their perception and current meaning. In this dissertation, Neill’s arguments are complemented by the past and present perspective of philosophical and pedagogical thinking.
What deserves particular attention is the subjects which have not been thoroughly discussed in the Polish pedagogical literature. They include Neill’s intellectual biography, the philosophical origins of Neill’s pedagogical thoughts, the pluralistic approach to school organization and the influence of people associated with the League for New Education, as well as psychoanalysis enthusiasts (for example Wilhelm Reich and Sigmund Freud, who both played a part in shaping Neill’s concept).
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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
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趙堉喬. "Investagation of Alexander Neill's Liberalism and How He Practiced on Summerhill School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bkhs4k.
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碩士國立彰化師範大學
工業教育與技術學系
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The purpose of this study is illustrated the United Kingdom educator, Alexander Sutherland Neill’s Liberalism thought, educational thought, and the situation in practicing on establishing Summer Hill School. There are two important reasons in this study could be discussed; first, exploring what the Neill’s liberalism thought is, second, proving how Neill do on practicing these thoughts in Summer Hill School. After reviewing literatures, which were inquired important scholars of liberalism in Modern Britain, such as John Locke, Adam Smith, Jeremy Bentham, and John Stuart Mill, then realizing and comparing the liberalism development in the United Kingdom with Neill’s liberalism thought. According to reviewing those literatures, there was lots of Humanism ideas appeared in Neill’s Liberalism thoughts, or through this research it can be said that Neill’s thoughts went on Rousseau’s Natural Education. The similar thoughts with Neill and those important Liberalism scholars were regarded as the reaction of the social status at that time; on the other hand, the different parts were those Liberalism scholars’ thoughts were applied in politician and economic, while Neill’s thoughts was applied in education. Neill issued the different viewpoints on “positive” and “negative”, he also linking the concepts of "liberalism" and "responsibility" The core of Neill’s liberalism thoughts and education concepts were “Love, Sincerity, and Liberalism”, he regarded education was based on student as subject. Although Neill didn’t establish a complete Liberalism theory; nevertheless, his Summer Hill School was viewed as the pioneer of open education. Neill implemented his thoughts into education; hence he became a practitioner of education.
Books on the topic "Summerhill School"
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Lucas, Hussein. After Summerhill: What happened to the children of Britain's most radical school? Bristol: Herbert Adler, 2011.
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Science, Department of Education &. Summerhill School Leiston Suffolk: A report by HMI. Stanmore: Department of Education and Science, 1990.
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Neill, Alexander Sutherland. Summerhill School: A new view of childhood. New York: St. Martin's Griffin, 1996.
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Neill, Alexander Sutherland. Summerhill School: A new view of childhood. New York: St. Martin's Press, 1993.
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Ofsted. Summerhill School, Leiston, Suffolk: 16-18 June 1993. [London]: Ofsted, 1993.
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Neill, Alexander Sutherland. Selbstverwaltung in der Schule. Zürich: Verlag Pestalozzianum, 2005.
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Purdy, Bryn. A.S. Neill: "bringing happiness to some few children". Nottingham: Educational Heretics Press, 1997.
Find full textBook chapters on the topic "Summerhill School"
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Stronach, Ian, and Heather Piper. "The Touching Example of Summerhill School." In Alternative Education for the 21st Century, 49–64. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230618367_4.
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"Summerhill School, Leiston." In Mekkas der Moderne, 360–67. Köln: Böhlau Verlag, 2010. http://dx.doi.org/10.7788/boehlau.9783412212681.360.
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"Property as Belonging at Summerhill School." In Everyday Utopias, 155–85. Duke University Press, 2013. http://dx.doi.org/10.1215/9780822377153-007.
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"PROPERTY AS BELONGING AT SUMMERHILL SCHOOL." In Everyday Utopias, 155–85. Duke University Press, 2014. http://dx.doi.org/10.2307/j.ctv1220qrp.10.
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"Chapter 7 PROPERTY AS BELONGING AT SUMMERHILL SCHOOL." In Everyday Utopias, 155–85. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822377153-008.
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"Case study: Summerhill School – an exception to the rule." In Don't Touch!, 132–46. Routledge, 2008. http://dx.doi.org/10.4324/9780203930496-15.
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Martell, Luke. "Social Alternatives." In Alternative Societies, 57–92. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781529229660.003.0003.
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Chapter 2 overviews social alternatives. A discussion of alternative education looks at free universities, A.S. Neill’s writings and his school, Summerhill, Paolo Freire’s argument for dialogical education, and Illich’s advocacy of deschooling. Then the focus is on communal alternatives to the family, coupling, and conventional child-rearing. The chapter looks at food counterculture, such as freeganism and skip diving, that create green, decommodified, collective, and egalitarian alternatives. The chapter looks at alternative urban social centres and how they contrast with other forms of alternative society politics. It discusses the abolition of prison, defunding the police, and alternatives of restorative and transformative justice. The chapter looks at political alternatives arguing that the welfare state sets up non-capitalist institutions, signalling the possibility of an alternative society. The chapter discusses concrete utopias, bottom-up social reproduction practices in the Global South that provide post-development and decolonial alternatives to abstract utopias and Global North or Eurocentric models. The chapter outlines John Holloway’s search for prefigurative alternatives in cracks in capitalism, but argues that approaches to alternative societies should not be opposed to party or state politics.
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Macdonald, Alastair A., and Colin M. Warwick. "The Royal (Dick) School of Veterinary Studies (1970–2003)." In The History of Veterinary Education in Edinburgh, 225–55. Edinburgh University Press, 2023. http://dx.doi.org/10.3366/edinburgh/9781399525589.003.0011.
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Eleven changes in Deanship and the need to renew, rebuild, modify and replace the available teaching space at Summerhall characterise this period. Large scale reconstruction took place by 1972. The curriculum had been revised for a third time. Female student intake increased from 1974. Fees for overseas and second-degree students were raised in 1980. A new syllabus was introduced in 1981. In 1986 the Faculty was restructured into four departments and teaching innovations introduced. The 1989 Riley Committee proposal that Glasgow and Edinburgh Veterinary Schools be amalgamated was rejected in 1990. Student intake increased. Hospitals for small and large animals were built at Easter Bush. In 2002 the Faculty became a School (R(D)SVS) inside the College of Medicine and Veterinary Medicine.
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Macdonald, Alastair A., and Colin M. Warwick. "From Summerhall to the Easter Bush Campus (2003–11)." In The History of Veterinary Education in Edinburgh, 256–78. Edinburgh University Press, 2023. http://dx.doi.org/10.3366/edinburgh/9781399525589.003.0012.
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In 2003 Elaine Watson became the first woman as Head of the Dick Vet. Student intake had increased to about 110. It was agreed to move the Dick Vet to Easter Bush. In 2006 a four-year Graduate Entry Programme was formalised; 63 women and 9 men were admitted. The student intake peaked at 189 in 2011. The Roslin Institute was incorporated into the Dick Vet in 2008. That year students travelled to Beijing as well as to other overseas countries as part of Extra-Mural Studies (EMS). The following year Dick Vet students established reciprocating links with two Japanese Veterinary Schools. The new Roslin Institute and Dick Vet teaching buildings were completed and occupied in 2011. Two series of television programmes documented staff and student work in the Dick Vet.