This paper explores questions of access to perceptions of educational policy by members of policy elites. In particular, it reviews some possibilities of broadening how national education policy is contructed by examining the utility of published autobiographical tests.

This paper explores questions of access to perceptions of educational policy by members of policy elites. In particular, it reviews some possibilities of broadening how national education policy is contructed by examining the utility of published autobiographical tests.

James Callaghan's 1976 Ruskin Speech is often presented as denoting the end of consensual policy-making in education and a profigurement of Thatcherite educational policies. This paper considers the validity of visualising 1976 as a foothill of New Right thinking about education and expresses some skepticism about interpretations which neglect subterranean politics.