ABSTRACT
Although the principles of equity and education are firmly entrenched, both historically and across diverse international membership groups across the co-operative movement as a whole, the extent to which ‘co-operative’ educational projects work against, alongside or as a constituent part of national state provision varies around the globe. Within the English context, relations between the co-operative movement and state education sectors have endured a number of peaks and troughs. Historically, the form and focus of ‘co-operative’ educa - tion has adapted to take account of perceived shortfalls in enabling access to both more general educational provision and providing specific support for ‘cultivating a co-operative character’ which foregrounded working class emancipation as a central aim (Vernon, 2013).
