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FORUM FOR PROMOTING 3-19 COMPREHENSIVE EDUCATION – ARCHIVE

FORUM: for promoting 3-19 comprehensive education

Every issue of FORUM from its first issue in 1958 is now freely available online at www.wwwords.co.uk/forum/content/maincontents.asp

For over fifty years FORUM has been in the thick of the struggle for comprehensive education in Britain.  Back in the Autumn of 1958 the inaugural issue declared that the journal would concern itself with four principal areas: the new types of school being developed around the country, the steps modern schools were taking to transcend their limitations, the attempt to re-think the way pupils were organised (which meant the movement away from streaming), and new approaches to the content of education.  The journal would provide a basis of facts and ideas, and a locus for lively discussion and the exchange of experiences.  Its pages would be steeped in the issues and questions of the day, for they would be written by those working in the new schools and committed to the new trends in education.

Now the FORUM archive offers readers the chance freely to access every single article ever published in the journal since its inception.  As well as scholarly pieces by writers such as Brian Simon, Michael Armstrong and Constance Rosen, readers will find first-hand accounts of classroom experience by teachers (for example: ‘teaching unstreamed English’ or ‘introducing Nuffield Science into school’).  They will find analysis of the politics of educational change from commentators as acute as Caroline Benn, Robin Pedley and Clyde Chitty.  They will find opinion and discussion pieces by teachers and academics, evidence presented to public commissions (notably the Plowden Committee), critical symposia, case-studies, book-reviews, even a range of adverts for educational books and materials.  ‘Forward Trends in the Treatment of Backward Children’, anyone?

FORUM declared itself a journal by and for teachers, administrators, advisers, parents, governors and councillors.  Their words, and the words of academics, fill the pages of the archive.  Politically engaged, always internationalist (for a while the journal even boasted an American correspondent), rooted in real classrooms and schools, and enduringly at the leading-edge of progressive educational change, the archive is a testimony to victories and defeats as experienced by those who participated in the struggle, and continue to do so.  Multi-racial and anti-racist education, testing and teaching, education 16-19, the 1988 Education Reform Act, assessment, provision for the rising-fives, new technologies in school, the reflective practitioner…  Decade by decade, such sub-headings indicate the wealth of material accessible now at www.wwwords.co.uk/forum/content/maincontents.asp

The Editorial Board of FORUM, and their publishers, are immensely grateful to Angela Cutts, Librarian at the Faculty of Education, University of Cambridge, and to her colleagues, who so kindly (and very bravely) allowed their stock of printed back numbers to be copied to create this archive.

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski
 

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Marxism Against Postmodernism in Educational Theory

Marxism Against Postmodernism in Educational Theory

FORUM FOR PROMOTING 3-19 COMPREHENSIVE EDUCATION: VOLUME 55 NUMBER 2 (2013)

Just published online at: www.wwwords.co.uk/forum/content/pdfs/55/issue55_2.asp

FORUM: for promoting 3-19 comprehensive education
Volume 55 Number 2, 2013, ISSN 0963-8253

SPECIAL ISSUE

Co-operative Education for a New Age?
Guest Editor: TOM WOODIN

CONTENTS

Tom Woodin & Michael Fielding. Editorial. Co-operative Education for a New Age? OPEN ACCESS

Henry Tam. Cooperative Problem-Solving and Education

Ruth Martin. Co-operative Problem-Solving at the RoyalDocksCommunitySchool

Wendy Drewery. Restorative Justice Practice: cooperative problem-solving in New Zealand’s schools

Anne Walker. Why Teach Cooperative Problem-Solving in Adult Education?

Sarah Jones. Co-operation: the antidote to isolated misery

Phil Arnold. Making Co-operative Ideas Work

Gail Davidge. Some ‘get it’ more than others: cultivating a co-operative ethos in uncertain times

Patrick Roach. Reasons to Co-operate: co-operative solutions for schools

Nigel Todd. The Wallsend Owenites

Keith Vernon. Co-operative Education and the State, c.1895-1935

Ander Delgado. Co-operatives, Democracy and Education: the Basque ikastolas in the 1960s and 1970s

GENERAL ARTICLES

Clyde Chitty. Caroline DeCamp Benn and the Comprehensive Education Movement

Jane Martin. Caroline DeCamp Benn and the Comprehensive Education Movement: the biographer’s tale

John Bolt. A Better Future for our Schools

Landmark Freedom of Information Victory for British Humanist Association OPEN ACCESS

BOOK REVIEW

Unleashing Greatness: getting the best from an academised system (Academies Commission), reviewed by Clyde Chitty

 

Access to the full texts of articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription.

PERSONAL SUBSCRIPTION Subscription to the three printed 2013 issues (including online access to all available past issues) is available to private individuals at a cost of US$70.00 (approximately £46.00). If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribeFORUM.asp

LIBRARY SUBSCRIPTION (campus-wide access) If you are working within an institution that maintains a library, please urge your Librarian to take out a Library subscription so we can provide full access throughout your institution. Detailed information for libraries can be found at www.symposium-books.co.uk/downloads/SYM-BOOKS-Rate-List-2013.pdf

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Clyde Chitty, 19 Beaconsfield Road, Bickley, BromleyBR1 2BL, United Kingdom (clydechitty379@btinternet.com).

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please contact the publishers at info@symposium-books.co.uk

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales); and at http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)  

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Education Crisis

FORUM FOR PROMOTING 3-19 COMPREHENSIVE EDUCATION: VOLUME 54 NUMBER 3 (2012)

Just published online at: http://www.wwwords.co.uk/forum/content/pdfs/54/issue54_3.asp

[Printed copies will be posted mid-December]

FORUM: for promoting 3-19 comprehensive education
Volume 54 Number 3  2012     ISSN 0963-8253

Michael Fielding. Editorial OPEN ACCESS

Peter Moss. Readiness, Partnership, a Meeting Place? Some Thoughts on the Possible Relationship between Early Childhood and Compulsory School Education

Robin Alexander. Neither National Nor a Curriculum?

Colin Richards. Omnishambles: reactions to the second year of Coalition education policies

Jon Berry. Teachers’ Professional Autonomy in England: are neo-liberal approaches incontestable?

Ron Glatter. Towards Whole System Improvement

John Morgan. The Political Economies of Radical Education

Bernard Barker. Grammar Schools: brief flowering of social mobility?

Jane Martin. London’s Jewish Communities and State Education

Catherine Burke. The Decorated School: past potency and present patronage

 

REVIEW SYMPOSIUM
Creating Learning Without Limits (Mandy Swann, Alison Peacock, Susan Hart & Mary Jane Drummond), introduced by Clyde Chitty, reviewed by Tony Booth and Colin Richards

BOOK REVIEWS

The Death and Life of the Great American School System: how testing and choice are undermining education (Diane Ravitch), reviewed by Clyde Chitty
Changing Schools: alternative ways to make a world of difference (Terry Wrigley, Pat Thomson & Bob Lingard, Eds), reviewed by Michael Fielding

 

PERSONAL SUBSCRIPTION Subscription to the three printed 2012 issues (including online access to all available past issues) is available to private individuals at a cost of US$70.00 (approximately £44.00). If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribeFORUM.asp

LIBRARY SUBSCRIPTION (campus-wide access) If you are working within an institution that maintains a library, please urge your Librarian to take out a Library subscription so we can provide full access throughout your institution. Detailed information for libraries can be found at http://www.symposium-books.co.uk/downloads/SYM-BOOKS-Rate-List-2012.pdf

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Clyde Chitty, 19 Beaconsfield Road, Bickley, BromleyBR1 2BL, United Kingdom (clydechitty379@btinternet.com).

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please contact the publishers at info@symposium-books.co.uk

 

**END**

 

‘Human Herbs’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Volumizer: http://glennrikowski.blogspot.com

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

 

Glenn Rikowski’s paper, Critical Pedagogy and the Constitution of Capitalist Society has been published at Heathwood Press as a Monthly Guest Article for September 2012, online at:

http://www.heathwoodpress.com/monthly-guest-article-august-critical-pedagogy-and-the-constitution-of-capitalist-society-by-glenn-rikowski/

 

Heathwood Press: http://www.heathwoodpress.com 

Education Crisis

WHAT IS THE WAY FORWARD? FORUM FOR PROMOTING 3-19 COMPREHENSIVE EDUCATION – VOLUME 54 NO.1 2012

Just published online at
http://www.wwwords.co.uk/forum/content/pdfs/54/issue54_1.asp
[printed copies will be posted mid-April]

FORUM: for promoting 3-19 comprehensive education
Volume 54 Number 1, 2012, ISSN 0963-8253

WHAT IS THE WAY FORWARD?

Clyde Chitty. Editorial. What is the Way Forward?

Caught in the (Education) Act: tackling Michael Gove’s education revolution. Report on 19th November 2011 Conference

Clyde Chitty. A Divided Education System

Melissa Benn. Putting the Alternative Case: a twenty-first-century vision forEngland’s schools

Stephen Ball. Show Me the Money! Neoliberalism at Work in Education

Richard Hatcher. Gove’s Offensive and the Failure of Labour’s Response

Terry Parkin. Do We Need a Middle Tier in Education?

Bernard Barker.ComprehensiveSchools and the Future

Tim Brighouse. Decline and Fall: are state schools and universities on the point of collapse?

Susan Hallam. Streaming and Setting in UK Primary Schools: evidence from the Millennium Cohort Study

Brian Matthews. The Labour Party and the Need for Change: values, education and emotional literacy/intelligence

Clive Griggs. Privatisation in Education: further reflections

Lottie Hoare. Margaret Miles: the educational journey of a comprehensive school campaigner

Paul Dash.SecondaryModernSchool Education: an essay in subjugation and repression

Paul Pettinger. The Evidence Base on the Effects of Policy and Practice in Faith Schools

Theo Creber. The Intersection of Community, Culture and Learning Processes within the Setting of a Chinese Complementary School

BOOK REVIEWS
School Wars: the battle for Britain’s education (Melissa Benn), reviewed by Clive Griggs, Bernard Barker and Derek Gillard
Assessing Children’s Learning (Mary Jane Drummond), reviewed by Michael Armstrong
Education for the Inevitable: schooling when the oil runs out (Michael Bassey) reviewed by Colin Richards
Politics and the Primary Teacher (Peter Cunningham), reviewed by Derek Gillard
To Miss With Love (Katharine Birbalsingh), reviewed by Patrick Yarker

Access to the full texts of articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription.

PERSONAL SUBSCRIPTION Subscription to the three printed 2012 issues (including online access to all available past issues) is available to private individuals at a cost of US$70.00 (approximately £44.00). If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribeFORUM.asp

LIBRARY SUBSCRIPTION (campus-wide access). If you are working within an institution that maintains a library, please urge your Librarian to take out a Library subscription so we can provide full access throughout your institution. Detailed information for libraries can be found at http://www.symposium-books.co.uk/downloads/SYM-BOOKS-Rate-List-2012.pdf

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Clyde Chitty, 19 Beaconsfield Road, Bickley, BromleyBR1 2BL, United Kingdom(clydechitty379@btinternet.com).

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please contact the publishers at support@symposium-books.co.uk
 

**END**

 

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

 

‘Human Herbs’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

‘Stagnant’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=YkP_Mi5ideo  

‘The Lamb’ by William Blake – set to music by Victor Rikowski: http://www.youtube.com/watch?v=vw3VloKBvZc

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

School Privatisation

FORUM FOR PROMOTING 3-19 COMPREHENSIVE EDUCATION – VOLUME 53 NUMBER 1 (2011)

Published online at: http://www.wwwords.co.uk/forum/content/pdfs/53/issue53_1.asp

FORUM: for promoting 3-19 comprehensive education
Volume 53 Number 1  2011     ISSN 0963-8253

SPECIAL ISSUE

A COMPREHENSIVE CURRICULUM: REAFFIRMATION AND RENEWAL 
Guest Editor: MICHAEL FIELDING

CONTENTS: 

Michael Fielding. Editorial. A Comprehensive Curriculum: reaffirmation and renewal

Clyde Chitty. A Massive Power Grab from Local Communities: the real significance of the 2010 White Paper and the 2011 Education Bill

John Elliott. The Seesaw Curriculum: it’s time that curriculum policy matured

Tony Booth. Curricula for the Common School: what shall we tell our children?

Mike Davies. Curriculum Lost: a festival of errors

Michael Armstrong. Introductory remarks to Robin Alexander’s Brian Simon Memorial Lecture

Robin Alexander. Legacies, Policies and Prospects: one year on from the Cambridge Primary Review OPEN [FREE] ACCESS

Gareth Pimley. Curriculum Autonomy through Curriculum Expertise

Michael Armstrong. Time and Narrative at Eight Years Old: an essay in interpretation

John Morgan. What is Radical in School Geography Today?

Alasdair Smith. Big Society? Better History? Or Same Old Nonsense? Drawing the Battle Lines for the Future of School History

Anne Watson. Mathematics and Comprehensive Ideals

Richard Pring. Can Education Compensate for Society?

Bernard Barker. Can Schools Change Society?

Access to the full texts of most articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription. However, all articles become free-to-view 18 months after first publication.

PERSONAL SUBSCRIPTION. Subscription to the three printed issues of 2011 (including online access to all available past issues) is available to private individuals at a cost of US$70.00 (approximately £43.00). If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribeFORUM.asp

LIBRARY SUBSCRIPTION (campus-wide access). If you are working within an institution that maintains a library, please urge your Librarian to take out a Library subscription so we can provide full access throughout your institution. Detailed information for libraries can be found at http://www.symposium-books.co.uk/downloads/SYM-BOOKS-Rate-List-2011.pdf

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Clyde Chitty, 19 Beaconsfield Road, Bickley, Bromley BR1 2BL, United Kingdom(clydechitty379@btinternet.com).

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please contact the publishers at info@symposium-books.co.uk

***END***

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)  

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

The Ockress: http://www.theockress.com

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

The Island

FORUM FOR PROMOTING 3-19 COMPREHENSIVE EDUCATION – VOLUME 52 NUMBER 3 (2010)

 

 

 

 

Just published online at: http://www.wwwords.co.uk/forum/content/pdfs/52/issue52_3.asp

FORUM: for promoting 3-19 comprehensive education
Volume 52 Number 3 2010     ISSN 0963-8253

Clyde Chitty. Editorial. Lies, Exaggerations and Half-truths

Susanne Wiborg. Learning Lessons from the Swedish Model

Melissa Benn. A Comprehensive Response to the Coalition: how should we approach current government policies on education?

Stewart Ranson. From Partnership to Community Governance

John White. The Coalition and the Curriculum

Martin Allen. Education’s ‘Credibility Crunch’: the upper secondary years

Roz Stevens. Ever Reducing Democracy? A Comparative View of the Legislative Events Surrounding the Introduction of New-style Academies in 2010 and Grant-maintained Schools in 1988

Colin Richards. What Has Been, What Is and What Might Be: the relevance of the critical writings of Edmond Holmes to contemporary primary education policy and practice

Paul Dash. Theorising African Caribbean Absences in Multicultural Art Education

Alison Peacock. The Cambridge Primary Review: a voice for the future

Jane Turner. Primary Science: are there any good reasons to be cheerful?

Carl Parsons. Achieving Zero Permanent Exclusions from School, Social Justice and Economy

 

BOOK REVIEWS
The Pendulum Swings: transforming school reform (Bernard Barker), reviewed by Clyde Chitty
Susan Isaacs: a life freeing the minds of children (Philip Graham), reviewed by Mary Jane Drummond
The Staff Room (Marcus Orths), reviewed by Patrick Yarker

Access to the full texts of articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription. However, all articles become free-to-view 18 months after first publication.

PERSONAL SUBSCRIPTION. Subscription to the 2010 issues (this includes access to all available past issues) is available to private individuals at a cost of US$70.00 (approximately £45.00). If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribeFORUM.asp

LIBRARY SUBSCRIPTION (campus-wide access). If you are working within an institution that maintains a library, please urge your Librarian to take out a Library subscription so we can provide full access throughout your institution. Detailed information for libraries can be found at www.symposium-journals.co.uk/prices.html

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Clyde Chitty, 19 Beaconsfield Road, Bickley, Bromley BR1 2BL, United Kingdom (clydechitty379@btinternet.com).

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please contact the publishers at support@symposium-books.co.uk

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

The Ockress: http://www.theockress.com

Wavering on Ether: http://blog.myspace.com/glennrikowski

Rikowski Point: http://rikowskipoint.blogspot.com

FORUM FOR PROMOTING 3-19 COMPREHENSIVE EDUCATION: VOLUME 52 NUMBER 1 2010

Now available online:
http://www.wwwords.co.uk/forum/content/pdfs/52/issue52_2.asp

FORUM: for promoting 3-19 comprehensive education
Volume 52 Number 2 2010     ISSN 0963-8253
SPECIAL ISSUE

How Did We Get Here and What Does the Future Hold?

Clyde Chitty. Editorial. Education plc

Derek Gillard. Hobson’s Choice: education policies in the 2010 General Election

Patrick Yarker. Representative Refusals: what comprehensives keep out, and what ministers keep to themselves

Michael Armstrong. The Cambridge Primary Review: a reply to R.J.Campbell

Stewart Ranson. Returning Education to Layering Horizons?

John Wadsworth. The Simple View of Education or Education Policy for Dummies

Colin Richards. Education Policy and Practice ‘under’ New Labour: an epistolary critique

Clive Griggs. Education and the Private Finance Initiative

Warwick Mansell. Has New Labour’s Numbers Drive Done Lasting Damage to State Education?

Trevor Fisher. The Death of Meritocracy: exams and university admissions in crisis

Peter Flack. Another School is Possible: developing positive alternatives to academies

Jeff Serf. Bringing Them Together: what children think about the world in which they live and how it could be improved

Clyde Chitty. Brian Simon and FORUM

BOOK REVIEWS

The Death of the Comprehensive High School? Historical, Contemporary and Comparative Perspectives (Barry M. Franklin & Gary McCulloch, Eds), reviewed by Clyde Chitty

Home is Where One Starts From: one woman’s memoir (Barbara Tizard), reviewed by Michael Armstrong
Education and Social Integration: comprehensive schooling in Europe (Susanne Wiborg), reviewed by Clyde Chitty

Access to the full texts of articles is restricted to those who have a Personal subscription, or those whose institution has a Library subscription. However, all articles become free-to-view 18 months after first publication.

PERSONAL SUBSCRIPTION. Subscription to the 2010 issues (this includes access to all available past issues) is available to private individuals at a cost of US$70.00 (approximately £45.00). If you wish to subscribe you may do so immediately at www.wwwords.co.uk/subscribeFORUM.asp

LIBRARY SUBSCRIPTION (campus-wide access). If you are working within an institution that maintains a library, please urge your Librarian to take out a Library subscription so we can provide full access throughout your institution. Detailed information for libraries can be found at www.symposium-journals.co.uk/prices.html

For all editorial matters, including articles offered for publication, please contact the Editor, Professor Clyde Chitty, 19 Beaconsfield Road, Bickley, Bromley BR1 2BL, United Kingdom (clydechitty379@btinternet.com).

In the event of problems concerning a subscription, or difficulty in gaining access to the journal articles on the website, please contact the publishers at support@symposium-books.co.uk

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

Cold Hands & Quarter Moon at MySpace: http://www.myspace.com/coldhandsmusic

Cold Hands & Quarter Moon Profile: https://rikowski.wordpress.com/cold-hands-quarter-moon/

The Ockress: http://www.theockress.com

Wavering on Ether: http://blog.myspace.com/glennrikowski

Vote Clegg, get Brown!

Tory / Lib Dem Government announce Plans for Swedish style ‘Free Schools’

 From Alasdair Smith at the Anti Academies Alliance

 AAA website at: http://www.antiacademies.org.uk

 The new Tory / Lib Dem government has already announced that we will see Swedish style ‘Free Schools’ being opened.

They also intend to rush through legislation to allow ‘outstanding’ schools to become Academies.

The Swedish ‘Free Schools’ have recently received a lot of criticism. Swedish Trade unions, politicians and even the Swedish National Agency for Education have warned that we there are serious problems with the ‘Free School’ model.

It’s not too late for Liberal Democrat members and MPs to demand that these proposals are abandoned.

In every city and town we need to start to prepare to resist these proposals.

No privatisation, No cuts: Defend Comprehensive Education!  

New Anti Academies Alliance briefing on Swedish style ‘Free’ Schools: https://sites.google.com/a/antiacademies.org.uk/aaa/Home/international/sweden/thecaseagainstswedishstylefreeschools

Recent news articles on Swedish ‘Free’ schools, and the myth that they are successful:

https://sites.google.com/a/antiacademies.org.uk/aaa/Home/parliament/thecaseagainstfreeschools

An Appeal to Liberal Democrats

The following Appeal has been circulated to Liberal Democrat MPs, councillors and activists.

At your Spring Conference in 2009 you passed a motion which stated you would “restore strategic Local Authority oversight and commissioning” of Academies.

The Anti Academies Alliance welcomed this decision. It made your party the only party that recognised a key problem with Academies; that they are schools that are outside of local democratic control.

In our questionnaire to election candidates many of your candidates replied repeating this pledge.

As the discussions about the formation of a future government proceed, we appeal to you to stand by this pledge, and to take this historic opportunity to halt the academy programme and the break up of our comprehenisive education system.

It is also important that the Tories’ plans for further privatisation & deregulation are thwarted. Michael Gove’s plans for “new” schools along the lines of the ‘Swedish model’ must be shelved.

We urge every Lib Dem to contact their leadership to demand that a progressive education policy is not squandered in any coalition deal.

Alasdair Smith, National Secretary, Anti Academies Alliance

‘Free’ Schools – a “disaster for standards”

This was the comment made by Nick Clegg, just a week before becoming Deputy Prime Minister:

Biggest academy sponsor hit by fresh Ofsted ‘failure’

The country’s biggest academy sponsor has been plunged into fresh turmoil after it emerged that another of its schools has been judged “inadequate” by Ofsted.

Stockport Academy, sponsored by the United Learning Trust (ULT), has been told that it needs “significant improvement” to address poor standards.

It is the third ULT academy to be described as inadequate by inspectors in less than a year and is the latest in a line of significant setbacks for the sponsor.

Education Bill within weeks as Tories dig in

The move opens the door for a raft of new schools to be set up by parent groups, charities and local businesses as well as existing school providers, a policy not backed by the Liberal Democrats before the election. Legislation later this month will give all schools ranked outstanding by Ofsted the right to step out of local authority control immediately and become academies.

Heads warn National Challenge schools face job losses and budget cuts

England’s worst performing schools – those categorised under the National Challenge – face redundancies and budget crises from next spring, heads and unions have warned. Improvements to the “named and shamed” secondaries could stall when they lose vital cash during tough financial times in 2011, the school leaders have said. See: http://www.tes.co.uk/article.aspx?storycode=6043684

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

Cold Hands & Quarter Moon at MySpace: http://www.myspace.com/coldhandsmusic

The Ockress: http://www.theockress.com

Wavering on Ether: http://blog.myspace.com/glennrikowsk

Nick Clegg

Dave Hill

STATEMENT AND EDUCATION POLICY MANIFESTO – BY DAVE HILL

Statement and Education Policy Manifesto by Dave Hill

Trade Unionist and Socialist Coalition Parliamentary Candidate for Brighton Kemptown

Details at: http://www.brightontusc.blogspot.com

I have spent my lifetime as a teacher in ‘challenging’ primary and secondary schools, in teacher ‘training’ and in universities trying to tackle inequalities in schooling: inequalities that result in millions of working class children having far less educational opportunities – and subsequently, usually lower paid jobs – than the children of richer parents; especially the 7% who go to private schools – and snap up most of the highest paid, elite, jobs.

The very choice of what and how it should be taught, how and what schooling should be organised, how it should be funded, and where and how the funding should be targeted, and a consideration of ‘who wins and who loses’ through all of the above, are all intensely political. And we want that politics to be in the interests of the millions not the millionaires!

I come from a working class family brought up in some poverty: for example on free School Meals (like a million others!) in St. Martins’ St., off the Lewes Rd., Brighton. I went to Westlain Grammar School, my brothers to under-funded secondary modern schools, such as Queens Park and Moulscoomb. Three times as much was spent on the education of grammar school students than on Secondary Modern students! My children went to local state schools. The inequalities I have witnessed – and lived – as a child, as a teacher and socialist political activist, have led me to spending my life fighting for greater equality in education and society, and against racism, sexism and against homophobia.

What an indictment of our divisive education system that students from private schools are 25 times more likely to get to one of the top British universities than those who come from a lower social class or live in a poor area! And that (in 2008) only 35% of pupils eligible for free school meals obtained five or more A* to C GCSE grades; compared with 63% of pupils from wealthier backgrounds.  This stark education inequality mirrors that in our grossly unequal society.

It is incredible, actually it is only too believable, in Britain today, that the richest section of society has 17 years of healthy life more than the least well-off in society. The minimum wage should be raised by 50%. How can people – decent hard working people like some in my own family, live on take-home pay of less than £200 a week! And there should be a maximum wage, too! Nobody, banker, boss, or buy-out bully, should be on more than £250,000 a year. This figure should reduce progressively so that within 10 years no-one is taking more than four times the average wage, nobody should be creaming off £27 million or £67 million a year for example! Certainly not when there are 4 million children living in poverty! I was once one of them. I was helped by the welfare state. We need our public services.  We need to improve them, not cut them; not attack them.

All three parties, New Labour, Lib Dem, and Tory, dance to the music of big business. All are promising cuts. Whatever they say, those cuts will hit schools, children, and the quality of education in our state schools. Already we are seeing staff cuts and course closures in universities up and down the country. In Brighton, for example, both Brighton and Sussex Universities are promising to cut out the nurseries, and Sussex to chop over 100 jobs. Brighton University is proposing to cut its Adult Ed art courses. Vandalism! Cutting popular and widely used public services!

And don’t believe cuts are necessary. They’re not! Cutting the Trident nuclear submarine replacement programme, bringing troops home from Afghanistan and Iraq, stopping the Identity Card programme, and collecting even some even of the £120 billion in taxes unpaid by the rich… yes, £120 billion!…would mean cuts are not necessary at all!

But you won’t hear that from the other parties, just from Socialists, like the Trade Unionist and Socialist Coalition, and from Respect.

A Socialist Manifesto for Education is:

[1] Cut class sizes (they are currently some of the largest in the rich world- much larger than in private schools for example). According to OECD research Britain is 23rd out of 30 developed countries in terms of large class size. Other countries such as Finland have a maximum class size of 20. Finland is widely seen as providing an extremely high quality of education. For a maximum class size of 20 by 2020 in both primary and secondary schools!

[2] Abolish league tables and abolish SATS (some external testing is necessary, but SATS so very often restricts teaching to ‘teaching to the test’, and results in undue stress (and an increase in bedwetting, compared to the pre-SATS era, for example).

[3] Restore local democratic control of ‘Academies’. They should be run by the democratically elected local councils, and keep to national pay and conditions agreements. Why should rich businessmen and women take control of any of our schools? Let’s keep the added investment- but it’s the government that pays for that added investment anyhow! Let’s keep and enhance the added investment, but distribute it fairly between all schools. Our schools and the children in them are not for sale! Nor, through uneven funding for different types of school (e.g. Academies) should some schools be set up for success at the expense of others being set up (and under-funded) for relative failure.

[4] Private profiteering out of our schools! Bring the education services hived off to private profiteers back into either national or local private ownership! These include Ofsted, Student grants, school meals, cleaning and caretaking.

[5] Free, nutritious, balanced school meals for every child to combat poor diets, obesity, and… yes… for some children… hunger!

[6] Restore free adult education classes in pastime and leisure studies as well as in vocational training/ studies

[7] Restore free, state-funded residential centres and Youth Centres/Youth clubs for our children so they can widen their experiences of life in safe circumstances and enhance their education beyond the confines of the home or city.

[8] For a fully Comprehensive Secondary School system; so that each school has a broad social class mix and mix of ability and attainment levels. 

[9] For the integration of Private schools into the state education system – so that the goodies of the private school system are shared amongst all pupils/ students. All schools to be under democratic locally elected local council control. No to Private Schools. No to religious groups running schools. No to big business / private capital running our schools and children! 

[10] Free up the curriculum so there can be more creativity and cross-subject/ disciplinary work.

[11] Get Ofsted and their flawed tick-box system off the back of teachers. The results of Ofsted are to penalise even the best schools (outstanding in every aspect- other than in SATS attainments) in the poorest areas.

[12] Encourage Critical Thinking across the curriculum. Teach children not ‘what to think’, but ‘how to think’: including how to think critically about the media and politicians.

[13] Teach in schools for ecological literacy and a readiness to act for environmental justice as well as economic and social justice. Encourage children to ‘reach for the stars’ – and to work for a society that lets that happen – a fairer society with much more equal chances, pay packets and power, and about environmental and sustainability issues.  

[14] Proper recognition of all school workers, and no compulsory redundancies. For teachers, secretarial and support staff, teaching assistants, school meals supervisory assistants, caretaking staff, there should be workplace democratic regular school forums in every school. Regarding jobs (for example the threatened job cuts at Sussex University – and the ‘inevitable’ job cuts in every? school after the election – and no compulsory redundancies – any restructuring to be conditional on agreement with the trade unions.

[15] Setting up of school councils – to encourage democratic understanding, citizenship, social responsibility, and a welcoming and valuing of ‘student/pupil voice’.

[16] Ensuring that schools are anti-racist, anti-sexist and anti-homophobic – making sure schools encourage equality, welcoming different home and group cultures. As part of this, anti-bullying practices in every school must be fully implemented, to combat bullying of all sorts, including racism, sexism, homophobia, and bullying based on disabilities. And this should be not just in anti-bullying policies, but also be part of the curriculum too!

[17] An honest sex education curriculum in schools that teaches children not just ‘when to say no’, but also when to say ‘yes’; a programme that is focused on positives and pleasure and personal worth, not on stigmatising sex and sexualities.

[18] No to ‘Faith Schools’ and get organised religion out of schools. If Christians, Jews, Muslims, Hindus, Zoroastrians, or whichever religion wishes to teach religion, let them do it in their own time, places of worship (Saturday/Sunday schools) or in their supplementary or complementary schools. Teach ethics and spirituality by all means, and teach about religions. But no brainwashing. Teach a critical approach to religions.

[19] Broaden teacher education and training so that the negative effects of the ‘technicisation and de-theorising’ of teacher training (that were the result of the 1992/1993 Conservative re-organisation of what was then called teacher education- subsequently retitled teacher training). Bring back the study and awareness of the social and political and psychological contexts of teaching, including an understanding of and commitment to challenge and overturn racism, sexism, homophobia and other forms of underexpectation and discrimination – such as discrimination against working class pupils.

[20] A good, local school for every child. No school closures! “Surplus places” should actually mean lower class sizes! And increased community use of school facilities.

[21] A completely fully funded, publicly owned and democratic education system from pre-school right through to university. Education is a right not a commodity to be bought and sold. So: no fees, like in Scandinavia, Cuba, Venezuela, Bolivia, where education up to PhD level is free. No to university or further education/vocational training fees! And bring in a living grant for students from less well-off backgrounds/ income.

In my jobs, firstly as a teacher, and now as a Professor of Education (and writer/editor of 17 books on education and equality) I have been round hundreds of schools. Many of them are brilliant. Schools in the poorest areas, schools in better off areas! Brilliant. But, with better funding, smaller class sizes, an end to the destructive competition between schools (if every school is a good local school) and with more professional judgement being allowed for teachers- then I look forward to a time when all state schools match the class sizes and results of the currently more lavishly funded private schools’. And working class kids – black, brown, white – get the fair deal currently trumpeted – but in actuality denied – by all three major parties.  

Professor Dave Hill, The Trade Unionist and Socialist Coalition (TUSC) parliamentary candidate for Brighton Kemptown

Professor Dave Hill teaches at Middlesex University and is Visiting Professor of Critical Education Policy and Equality Studies at the University of Limerick, Ireland.

The Brighton Trade Unionist and Socialist Coalition blogspot is at: http://www.brightontusc.blogspot.com

Dave’s Wiki and Publications are at: http://en.wikipedia.org/wiki/Dave_Hill_(professor)

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