"What is it about Gove that bends even sensible minds out of joint; that drives intelligent people absolutely batty with rage?"Well, there's some fairly obvious aesthetic reasons - and for my part there's a certain amount of hostility borne from the fact that Gove and his fans persist on labelling those of us who do this job and have the temerity to join trades unions as the enemies of progress, whereas government ministers and departments are entirely altruistic, motivated by a concern for the Common Weal. (People who believe that are capable of believing anything - but that doesn't mean it isn't annoying.) ?But beyond that, it's difficult to say. The feeling of extreme hostility isn't one I share, and neither do most of my colleagues. We're watching with interest what is happening south of the border. Some of what Gove proposes is entirely uncontroversial from a Scottish perspective, such as having a single exam board and a core set of subjects. Most of us have at least some sympathy for the idea that it is the purpose of the teacher to impart knowledge, rather than this emphasis on skills.
However, other aspects - if they've been reported accurately, and I appreciate this is a big 'if' - strike one as antediluvian and absurd, like the idea that primary children should be learning ancient Greek or force-fed Dickens. As for this notion that 'faith schools' produce better results? I often think there's very few arguments about education that couldn't be settled by a visit to the east end of Glasgow by some of these people who bring to their keyboards a wealth of opinion combined with a poverty of experience.
But my plea is this: if I wanted to learn more about what is going on in the education system in England, where should I look? Because I am clearly wasting my time reading the sort of posts and articles that I come across on a daily basis. Take the one above. I dare say anti-Gove comment isn't entirely rational but that coming from his supporters strikes me as being the flip-side of a coin that has very little acquaintance with what's actually going on in education in England. Or if it does, they're keeping it a secret. Gove is 'getting things done', we're told - without any analysis of what, exactly, he's doing, or why the author thinks this is a good idea. Without emersing myself in the details, the obvious characteristic of Gove's tenure as Education Secretary is what I've decided to call 'partisan centralism'. Would anyone argue with this description? It's certainly partisan, as his recent comments show - and it's centralised nature can be clearly seen in the way Gove and others have an opinion, and give direction, about every aspect of education: the content of the curriculum - subject by subject, what pupils wear, how teachers arrange the furniture in their rooms, the method by which those of primary age learn to read and so on.
Rather, the question is, why does anyone think this is a good way of running anything? The author of the post above dismisses as absurd the notion that there's something 'Bolshevik' about this - but it strikes the outside observer as a tad Soviet. Try a thought experiment: let's assume Gove is absolutely right about everything. (Bear with me...) In trying to implement a series of education reforms that were the very incarnation of this rightness, one is sure to encounter problems in the execution, given the scale and complexity of the project undertaken. To overcome these, one might want to seek the advice of those acquainted with these predictable difficulties. Now who among these is Gove or anyone at the Department of Education inclined to listen to? Teachers, civil servants, local government? Already dismissed as irrelevant - but here's where everyone, critics and fans, are missing the crucial point: irrelevant because all that matters now is the survival of these reforms as a political project, such is the nature of partisan centralism. ?It is for this reason I'll predict that in ten or twenty years from now, you'll get the same complaints about education going to hell on a hand-cart.