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.

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.

UK government policies for social inclusion through engaging with the learning society aim at repositioning people as capable participants in their social worlds. These policies at first sight appear to be aimed at a sophisticated restructuring of social contexts as well as at an enhancing of individual learning. However there is a degree of conceptual confusion within these policies. In this paper we explore some of the tensions evident in a study of a family learning centre in an English city. (...) In the exploration we examine the extent to which the tools offered by sociocultural and activity theory (SAT) can assist in resolving that conceptual confusion and how SAT itself might need to develop in order to analyse complex and sustained forms of intervention. (shrink)

This paper considers the nature of learning and the role of institutions in general and schools in particular in structuring learning. It outlines and commends a view of learning as a process whereby we discover ourselves as persons and thereby act to create the contexts in which we live and work. Central to this view is the idea of the 'learning school'.

This paper considers the nature of learning and the role of institutions in general and schools in particular in structuring learning. It outlines and commends a view of learning as a process whereby we discover ourselves as persons and thereby act to create the contexts in which we live and work. Central to this view is the idea of the 'learning school'.