ABSTRACT
Pedagogy is a progressive force for social transformation and, though European countries have had a strong pedagogic tradition historically, the English education system has been overwhelmingly concerned with character formation as part of the reproduction of classed social relations. Pedagogic advance represents a threat to the social order and has been blocked by government legislation, particularly during times of capitalist crisis. In this chapter however, I argue that this is not a full explanation and that pedagogic neglect is further explained by the success of educational movements which pose as progressive but which are in reality profoundly pessimistic. In the context of class struggle, they are a conservative force. The analysis is therefore instructive for critical teacher educators aiming to understand of the interplay between ideology, class consciousness and structural forces. The research presented here relates to England, the author having worked as a teacher educator here for many years, though the analysis has wider relevance.
