This is a classic ‘marmite’ book on education. Many readers will no doubt love it or hate it, depending on their own ideological commitments. It may even elicit stronger feelings, as few stories beat a tale of conversion, forswearing a previous error (educational conservatism) to embrace the true faith, which the author describes as becoming ‘woke.’

Personally, I found the book disappointing, not because of its preference for one ideology rather than another, but because it is once again reinforcing the role of ideology in education. I don’t see anything admirable in jumping from one ideology to its opposing ideology. What would be truly impressive would be a changing mind which rejected ideological extremism itself, as having no place in education.

What the author does well is to make the case that (educational) conservatism isn’t delivering on its promises. Chapter 14 flags up the problems of the Bloomberg-Klein reforms in New York. And yes, 23 years later, ‘No Child Left Behind’ hasn’t delivered on its targets. And yes 25 years of vouchers and charter schools has not delivered on its promises either. Where she explains her opinions, then she makes good points. Yes, it is a recognised weakness of standardised assessment that it can indeed end up being just an (expensive) way of measuring wealth inequality.

But then she jumps to the opposite ideology with generalisations and demonisations. For example, we hear in chapter 16 that school vouchers are to promote religious indoctrination. ‘Privatization is theft of what belongs to the citizenry.’ ‘The hateful, calculated attack on our nation’s public schools is motivated (and)…driven by racism.’ And of course, her opponents are all bigots ‘reactionary billionaires’ and ‘dark forces’ who (unlike the woke) don’t care properly about children.

What the book doesn’t tell us is that part of the motivation for conservatism was the fact that there were well documented problems with the prior educational culture, which conservatism was reacting against. Conservatism may be failing to deliver, but didn’t the alternative approaches also fail to deliver?

Yes, standardised testing is problematic, but has it really never contributed to any school improvement, anywhere in the world: ever? Or is the more plausible position a more nuanced, less extremist position, somewhere in the middle of current ideologies which are either all-for, or all-against?

Consider the issue of mandating teacher practices (like teaching phonics). The author thinks that teachers should always be free to choose what they think works best. Yes, that sounds obviously true and completely sensible in ideal circumstances. But if we are honest about the past, we should also know that the obviously sensible policies have not always transpired in practice.

When ideologies blossom, true believer syndrome means that faith can become impervious to reasoning and evidence. And so educational authorities can end up feeling that the only way forward is to mandate, rather than to try to discuss or to leave it to teachers to choose for themselves. Once again, it raises the question of whether issues like mandating are just symptoms of a much deeper problem: one of ideology’s malign influence?

One of the most depressing paragraphs in the book occurs in chapter 15, when the author states: ‘When I was an advocate of testing, accountability, and choice, I read articles and books that reinforced my views. As I turned skeptical, my reading broadened to include the critics of what I had once championed. There’s a lesson there for all of us: not to get trapped in our own bubbles.’

What makes that paragraph so depressing is that the reader has to wonder why the author wasn’t ‘broadening’ her reading and considering critics of her views long before she ever wrote a single book? Why on earth did she have to wait until her faith in her current ideology began to waver before she could consider alternatives? What ever happened to rigorous academic research…? Ah, ideologies: that’s what happened!

In reality, most of the non-experts and non-ideologues know all too well that there are points to be made on all sides of the educational debate. Some of what conservatives say is true and some of it is false. Some of what the woke say is true and some of it is false. Both conservative and woke positions include some individuals who are sincere and of good will. What is needed is not demonisation or conversion from one ideology to another, but rather a conversion from ideologies themselves, so that educationalists commit to find a middle ground which rests on agreed interpretations of evidence. Otherwise, it is the pupils in schools who will always suffer the ongoing inconsistencies and swings of policies, as different ideologies repeatedly gain and lose ascendancy.

Overall, this is an interesting life story, although readers should be aware that there are occasional references to bereavements and child abuse. But it is an utterly depressing snapshot into the way that ideological mindsets are driving educational policies. And it is really disappointing that a book like this cannot see and engage with that issue. By the end of the book I am afraid that conservative and woke educational perspectives left me with just one thought: ‘a plague o’ both your houses!’

(These are honest opinions based on a free digital ARC version of the text).

A must read for educators, anyone who wishes to learn more about Ravitch and those interested in education.
This is one of the best types of memoirs that I like; giving the personal experience for context, and that context blending well with the lessons, insights, morales and themes of the book.
Ravitch candidly explores how she came to think differently about education. Her life story was equally engaging. What a person to walk the Earth!
Based on your perspective, this will either be an eye-opening read or one that supports and explains why education and economics, social, cultural and political dynamics are closely linked.