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.
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