Abstract

This paper explores the apparently forgotten area of community education. It examines the dominant modes of community education practice, dubbed the status reform model, and concludes that one of the key explanations of its failure to change practice was its reluctance to tackle professional domination of existing power structures in education. The article also examines New Right definitions of appropriate parental roles, of citizenship, and of community. The article concludes by identifying some possible strategies to expand and enhance the roles offered by the education system to lay actors.