ABSTRACT
The purpose of this chapter is to lay out some feelers and some starting points for teachers concerned to undertake revolutionary practice. The history of educational theorising glows perennially with visions of bringing about a better society through reforming or restructuring schooling, and nowhere is this seen more clearly than in the progressive education movements which flourished in the first half of this century. Class struggle must be fought within an overall context already structured by ruling-class interests and ruling-class ideology. Classroom teaching is carried out alone, and most of the problems that arise there tend to be seen as the teacher's individual problems rather than as things shared by all teachers or even many teachers. Breaking up State power, taking control of the schools, finding out how to use existing contradictions and how to link up with resistance groups, and engaging in union and other collective activity all take time: they are all long-range projects.
