FORUM - ISSN 0963-8253
Volume 63 Number 2 (2021)
Hilary Povey, Corinne Angier, pages 20-31
In England we are currently in the grip of a damaging hegemonic discourse in the field of education. Unquestionable goods include standards, aspiration, effectiveness, measurable performance and – the subject of this contribution - progress. We discuss how progress is currently understood and deployed within the educational landscape in England and draw connections between this and the framing of ‘catch-up’, of ‘being left behind’ and of ‘lost learning’ in the government’s response to education and the pandemic. We then argue for other ways of understanding education and suggest that two key aspects of understanding education as non-linear and non-teleological are love for the world and hope-in-the-present.
SORRY - you are not registered as being permitted online access to the full text of this article
You have the following options:
- If you are viewing this via an institution or academic library you can ask that your institution takes out a Subscription to this journal.
- If you already have a Personal Subscription please login below
Forgotten your username / password? Click here to locate
- Purchase an annual Personal Subscription
PRINT + DIGITAL personal subscription (£25 / year)
DIGITAL personal subscription (£20 / year)
A Personal Subscription provides immediate access not only to the single article you are seeking, but also to all past and future articles in this journal up to the expiry of your annual (calendar year) subscription.
- Purchase immediate access to this single article (UK£7.00) - Buy article Coming Soon
To cite this article
Hilary Povey, Corinne Angier (2021) Against ‘progress’, FORUM, 63(2), 20-31