Democratic Practice and Curriculum Objectives; Paul Hirst’s visit to Summerhill

Abstract

This paper revisits the battle between Summerhill school and the Department for Education and Employment following the damning Ofsted inspection in 1999 that demanded changes to the school’s practice. The focus of the discussion is Paul Hirst’s involvement in the subsequent inspection of Summerhill following the school’s victory against Ofsted in their 2000 appeal at the Independent Schools Tribunal. Drawing on contemporary commentaries on the Ofsted inspection and the court case, alongside Hirst’s work on curriculum and early criticisms of this work, I explore what is meant by “a broad and balanced curriculum” – a phrase that lay at the heart of Ofsted’s case against Summerhill. The discussion will question some of the commonly posited oppositions between “progressive” and “liberal” education, and will suggest that such a framing of the issues is an unhelpful way to understand the radical challenge posed by democratic schools such as Summerhill. In focusing on the daily life and ethos of Summerhill as part of an attempt to build and nurture a democratic community, I explore the possibility that Summerhill’s broad conception of learning and curriculum, reflected in the school’s organization and ethos, lends itself to a less narrow and more socially-oriented conception of curriculum that is in line with Hirst’s later work on social practices.