KES: Can Education Compensate for Disadvantage

  Chapter 8: Conclusion     Introduction KES  tells the story of how three aspirant teachers from ordinary backgrounds succeeded at school with the care and support of their parents, and became the first in their families to win places at university. Encouraged by our own progress and acutely aware of others less fortunate than ourselves, we crafted professional careers in the comprehensive age, with the common purpose of transforming schools and education so that every child would have a fair chance of realising her or his potential. We wanted schools to be better places for everyone and especially for disadvantaged young people who struggled to find promising ways forward from the lower streams of secondary modern schools. Idealistic and passionate, but also pragmatic in responding to practical difficulties, we shared the desire of many of our contemporaries to create firm foundations for a more equal, more democratic society, with deep roots in local communities. ...

Chapter 7: New Careers     Introduction After longish headships, all three of us sensed the symptoms of what academic Eric Hoyle calls the potential run-down of school mission. We began to feel we had been round the track too often and were less and less happy with the surrounding policy environment. Bernard (1997) and Cherry (2009) accessed early retirement pensions that enabled them to pursue different, unplanned careers. Rob’s phone rang with an invitation to join the private consultancy sector (2002). Our fading enthusiasm was rekindled by unexpected opportunities and projects. We were full of energy and as determined as ever to improve education, especially for disadvantaged students. New missions beckoned.   Bernard started a doctorate but was soon teaching post-graduate history students as well as leading a school out of special measures. Rob had already gained a doctorate and joined a consultancy outfit that was winning contracts to improve failing schools and lat...