ABSTRACT
Reynolds emphasizes the important role which SER has played in overcoming earlier notions of structural and cultural determinism (the school as relatively ineffective against existing social divisions) and against feelings of powerlessness for educational practitioners which could arise from such an analysis. In short, against pessimistic forms of sociological pre-destination along the lines of ‘abandon hope, all you who work in capitalist school systems’, SER has offered a measure of hope and a form of empowerment for education professionals.
