chapter  12
The Future Comprehensive Education for Democracy
Pages 18

At least as far as schools are concerned, the justifications advanced by gov­ ernments for recent changes in education policy have been based in large measure on a series of myths, as we have shown. Introduced during the Thatcher years, particularly the second half of the 1980s, the Major admin­ istration subsequently pursued them with similar vigour. To the dismay of many professionals, the election of a Labour government did not result in the removal of these myths in determining the policy agenda. Moreover, although most schools, managers and teachers initially criticized and even sought to resist and undermine these changes and the ideology they reflect, many of the myths have taken root within the educational community.