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ERIC Number: EJ837284
Record Type: Journal
Publication Date: 2007-Nov
Pages: 18
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1740-2743
"Yes, but How Do We Get There?" Alternative Visions and the Problem of Strategy
Hatcher, Richard
Journal for Critical Education Policy Studies, v5 n2 Nov 2007
This paper arises from a recognition that in England a new phase in neo-liberal education is emerging whose apparent attractions may encourage illusions and disarm opposition, that responding to it from a socialist and/or Marxist perspective requires, as always, not just an alternative vision but a strategic conception, and that little has been written which articulates the strategy which informs the activity of many activists in education. This is an initial attempt to make it more explicit. The author discusses alternative visions and the problem of strategy. He states that a strategy for an alternative vision of education in schools has to be able to provide an answer to three issues: (1) content of socially critical pedagogy; (2) consciousness; and (3) control. Here, the author first discusses the revolutionary critical pedagogy, what space there is for socially critical teaching and learning in the state school system, and how socially critical teaching can develop. Then the author tests the "collective action strategy" hypothesis by examining three of the most significant struggles that have taken place in education in England since the introduction of comprehensive education in the 1960s. The three collective struggles in education in England include (1) 1970s-80s gender and race; (2) the anti-Standard Assessment Tasks movement; and (3) the campaign against the Academies. The author also discusses the limitations of the collective action strategy as it exists in the present period. (Contains 7 notes.)
The Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton NN2 7AL United Kingdom. Tel: +44-1273-270943; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)