School Wars

School Wars
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The story of the struggle for Britain’s schools, and a passionate call for education as a public good. School Wars tells the story of the struggle for Britain’s education system. Established during the 1960s and based on the progressive ideal of good schools for all, the comprehensive system has over the past decades come under sustained attack from successive governments. From the poorest comprehensives to the most well-resourced independent schools, School Wars takes a forensic look at the inequalities of our current system, the damaging impact of spending cuts, the rise of “free schools” and the growth of the private sector in education. Melissa Benn explores, too, the dangerous example of US education reform, where privatization, punitive accountability and the rise of charter schools have intensified social, economic and ethnic divisions. The policies of successive British governments have been muddled and confused, but one thing is clear: that the relentless application of market principles signals a fundamental shift from the ideal of quality education as a public good, to education as market-controlled commodity. Benn ends by outlining some key principles for restoring strong educational values within a fair, non-selective public education system.

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Melissa Benn. School Wars

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SCHOOL WARS

THE BATTLE FOR

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I write this book as someone deeply involved in the school wars. I hope that I convey this battle with the vividness that I have directly experienced as an engaged combatant, parent, writer and campaigner: a member of the steering group of Comprehensive Future, the campaign for fair admissions; and co-founder in 2010—with fellow activists and parents Fiona Millar, Francis Gilbert and Henry Stewart—of The Local Schools Network, a web-based campaign designed to debate the impact of the new school revolution and to provide a forum for the many thousands with positive experiences of state education who want to find ways to improve it, rather than disparage or dismantle it. Both organisations are part of an impressive wider network of campaigns and individuals who continue to press for a fair schools system for all our children. Even though the LSN is not yet a year old, I was proud to see it referred to more than once in parliamentary debates concerning the 2011 Education Bill.

This book is written partly out of anger and frustration, but mostly from a powerful sense of hope. I am myself a product of comprehensive education. I am fiercely proud of that inheritance, and grateful to have been able to give my own daughters a similar start in life. On a political level, I want to contribute to the creation of a genuinely non-selective system and the enrichment of education for all children, not just the lucky minority. Few have put it more eloquently than Michael Morpurgo, the writer and former children’s laureate, when he recently reaffirmed his passionate belief that ‘At the heart of every child … is a unique genius and personality. What we should be doing is to allow the spark of that genius to catch fire, to burn brightly and shine.’9 There is so much more to do. In the words of Robin Pedley, a forensic analyst and imaginative supporter of comprehensive reform in its early years, what is at stake is the encouragement of ‘a larger and more generous attitude’ within society and within us all. I hope the reader finds evidence of that spirit in this book. It represents my attempt to confront the realities of our divided school system, and to help bring the necessary forces together to remake it in a more inclusive, open-hearted and effective form.

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