This paper challenges the assumptions underpinning James Tooley's earlier critique in this edition of the Journal of the author's negative assessment of market-led forms of educational provision. In particular, the paper highlights Tooley's failure to acknowledge that the pursuit of self-interest within the market place can be self-defeating. The paper concludes by arguing that deliberative public action is a necessary condition for addressing the major predicaments of our time, including those facing education.

This paper critically evaluates the effect of introducing markets into the institutional system of education and promotes the claim of a learning democracy to underpin a richer conception for developing the powers and capacities of all citizens.

(1992). The prisoner's dilemma and educational provision: A reply to Ruth Jonathan. British Journal of Educational Studies: Vol. 40, No. 2, pp. 118-133.

James Tooley; Politics, Markets and Schools Politics, Markets and America’s Schools, Journal of Philosophy of Education, Volume 28, Issue 2, 30 May 2006, Pages.

James Tooley; Politics, Markets and Schools Politics, Markets and America’s Schools, Journal of Philosophy of Education, Volume 28, Issue 2, 30 May 2006, Pages.

James Tooley; Politics, Markets and Schools Politics, Markets and America’s Schools, Journal of Philosophy of Education, Volume 28, Issue 2, 30 May 2006, Pages.

This paper, which offers a positive assessment of the role of markets in education, is a 'reply' to an earlier contribution to the Journal in which Stewart Ranson argues that markets are intrinsically flawed as a vehicle for improving educational opportunities. The 'reply', among other things, argues that Ranson fails to address the shortcomings of education under democratic control and ignores the educational benefits of authentic markets.

This paper challenges the assumptions underpinning James Tooley's earlier critique in this edition of the Journal of the author's negative assessment of market-led forms of educational provision. In particular, the paper highlights Tooley's failure to acknowledge that the pursuit of self-interest within the market place can be self-defeating. The paper concludes by arguing that deliberative public action is a necessary condition for addressing the major predicaments of our time, including those facing education.

This paper critically evaluates the effect of introducing markets into the institutional system of education and promotes the claim of a learning democracy to underpin a richer conception for developing the powers and capacities of all citizens.