Abstract
Since 2010, the education landscape experiences a sea of change, however, ‘The Great Education Robbery: How the Government Took our Schools and Gave Them to Big Business' provides an even more in-depth outline of how education is continuing to evolve since the 1970s. It provides a dramatic portrayal of how schools and school governance evolved during regime and policy changes over this period of time, and within this evolving framework, it tells the story of a particular school, and its journey, as a result of these radical changes, and what the impact is on the school and its community. The book comprises of 5 sections. Section 1 provides an in-depth outline of the current situation and how education had to adapt to the different changes in power and policies. Section 2 provides a detailed portrayal of the school and community that inspired the book, and how the school's situation, and its Ofsted outcome led to a conversion process.
The author uses the school as an example of how schools had to convert in similar positions across England. Gann's choice of language is fascinating throughout the book, and similar to the title, it has criminal connotations. Section 1's chapter titles remind of a crime investigation, and the title of Section 2 – ‘Capturing the Castle’ and references to ‘curious conversations’ and ‘meanwhile, elsewhere in England’ continues to help the reader navigate through the landscape of change, challenge and disillusionment. The forensic investigation continues in Section 3, where ‘professional fouls’ are considered, and it is explored even further in Section 4 where the ‘seven deadly sins of the academy system’ is considered. Gann successfully unpacks the here and now, and reveals the evidence of how the many policy changes can impact in a profound and devastating way. In Section 5 the reader is provided with even more insights on the outcomes of academisation, and it outlines how the media reflects on these developments. In addition, comparisons are draw from other nations and schooling systems, and greater national differences are highlighted within the text. Interesting parallels are also drawn between the warnings prior to the pandemic, led by mainly scientists, and how this might foreshadow, the warnings of researchers, academics and communities regarding the impact of academisation in the school system.
However, the author does not leave his readers without hope, in the final part of this section, he outlines the ‘endgame’ what the ‘fightback’ could look like. The book emphasises that it is imperative to challenge, pushback and also fight for the values that is held dear by those in education who believe that education helps to engineer social justice and can impact positively on the greater good. The author makes the important point that ‘no orginisation or service paid for by taxpayers can be seen to be fair unless it is moderated by the people it serves’ (Gann, p.189).
The book provides a mirror image of the current situation regarding academisation in England, and the role governors and boards can play in relation to the future of schools. It is a rollercoaster reading experience, and a gripping, but tragic narrative, which reminds readers of the importance of the role of effective governance and leadership, and how it can make a difference in the lives of learners, local schools and communities. The book, similar to the point Ron Hill makes in his interview for this special edition, highlights that there is a governance dimension at all levels of leadership, and that it is important to ensure that change is for the better, and not for the sake of change, or for any perceived other motives. The book is a timely portrayal of current issues, and it is well positioned and framed within the current education landscape, broader contexts and dilemmas faced by schools and governors across England.
