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The COVID-19 pandemic has left inequalities in schools wider and uncertainty about the future greater. Now seems an appropriate time to think about the contribution schooling makes to the communities it serves and the country generally.
However, drawing on his recent research, Richard Riddell argues that the increasingly narrow focus of Education governance after 20 years of reform has made new thinking impossible and has degraded public life.
Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.
1. The emptiness of English public policy
2. Where it all begins: the tasks for Education and others
3. Governance change in England
4. Middle tier functioning, standards, places and school ecosystems
5. But society won’t wait: the communities around the school and the role of local government
6. More muddle: English Education’s unstable assemblage
7. Wider parallels: limitations at the top
8. The construction of central governments that find it all too difficult
9. Re-democratising and re-politicising
10. Conclusion: Beginning to return English schooling to the public service