Educational Research and Scottish Democracy (The 1998 Sera Lecture)

Abstract

Scottish educational research has a great deal to contribute to the evolution of Scottish democracy after the Scottish parliament is elected in May 1999. Educational research has relevant strengths in its empirical base, in its work on policy implementation, in its study of policy pluralism and networks, in its understanding of the social conservatism of influential aspects of Scottish culture, and in its impact on popular views about education. On the other hand, there has been remarkably little research on the popular politics of Scottish education. We know little of why education was one of the two or three most significant reasons why the 1997 referendum so clearly endorsed a Scottish parliament. And we have little research-based analysis of the nature of education’s past or prospective contribution to Scottish democracy. To take full advantage of the opportunities, Scottish educational researchers will have to develop a much fuller engagement than hitherto with politics and political culture.

Researching Policy and Policy Research

“…The most important risk is to their independence, the critical autonomy so essential to the working of any democratic society. Nisbet (1995), Paterson (1998), and Humes andBryce (2001 and articulate this danger. Humes and Bryce (2001: 349), for example, argue that 'policy communities need to be intellectually engaged, challenging and innovative if they are to serve civic society in a constructive way'.…”

“…Midwinter (2003: a;b), Fairley (1998) and others whose research interests encompass finance, educational governance and local authority policy and processes. There have been valuable contributions on particular topics (see Paterson, 1998). It is to highlight the absence of a group of researchers (similar to that in London's Institute of Education) exploring Scottish education's use of resources.…”

“…To take the example of the abolition of selection mentioned above, research framed by 'why' questions would seek to explain the social and cultural changes which made the unfairness of the IQ test so politically potent in the 1960s and which made the re-introduction of selection politically acceptable in the 1980s and beyond. (See Paterson, 1998, for a fuller discussion.) This is not to suggest that we necessarily encourage a division between educational researchers interested in the policy process and those interested in substance -indeed it is quite difficult to separate the two -although there is bound to be a difference in emphasis.…”

The Early Intervention Programme: Startrite for a New Scotland?

“…We would hope that the merits or demerits of alternative approaches and emphases will be debated openly. This would certainly be more in keeping with the style the new parliament looks set to adopt (Crick and Millar, 1995;Paterson, 1998). However, it remains to be seen to what extent the powers oflocal government will be entrenched by the parliament so that the councils will be able adequately to 'consider the needs of their area and devise programmes to suit' (SOEID, 1999, p. 6).…”

“…The Wee Kircudbright centipede She was very sweet She was ever so proud Of every one of her hundred feet Early ev'ry morning her neighbours came to glance She always entertained them with a beautiful little dance ... Scots have always taken pride in their education system. Education has a high priority in Scotland, and as Paterson (1998) points out, it 'was one of the two or three most significant reasons why the 1997 referendum so clearly endorsed a Scottish parliament ' (p. 93). Certainly only the most ardent critics of 'back to basics' would dispute the fact that the ability to read, write and count effectively is the key to educational success.…”