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Introduction
Below
I reprint a short edited version of my speech at a
meeting at the PUP conference 2002, which was very
well received. I believe given the ongoing debate
on the issue of the 11 plus continued discussion and
views on this are important. So I print below that
short edited version of a quite lengthy speech in
relation to this. Before that though, and at the end,
I shall make but a few brief additional points.
Within
my short time as a political activist I have come
to an understanding that on most occasions our mostly
communal form of politics has been and is a case of
‘us against them’, both in relation to political
parties and specific ideologies. This being not only
in the context of Unionist against Nationalist or
Loyalist against Republican or indeed Unionist against
Loyalist and nationalist against Republican. But also
of course it then goes Unionist against Unionist,
Loyalist against Loyalist, Republican against Republican,
Nationalist/ Republican against Republican/ Nationalist.
Then we have of course in my own particular sphere
Socialist against Socialist and the left against the
left.
It
is in that context why many attempt to balance oneself
within their particular political spheres and constituencies,
yet for me it is those who attempt to reach out for
engagement and understanding of a differing ‘tradition’
or ‘allegiance’, for a common good, who
one then could begin to hold an element of respect
for. Such is the nature of our communal set up (and
the nature of politics per say) that it is on many
occasions difficult to give the ‘other side’
credit when credit is due. This not only in relation
to ‘different traditions’ but even to similar
but differing political parties or ideologies. For
me though nothing is ‘Gospel’, from religion
to politics. Although I would learn and hold much
understanding from and for many great revolutionaries,
(revolutionaries come in many forms) through periods
of history, I would, though, on many occasions adapt
those theoretical and practical lessons to the present
within my own practical and political life experiences
and understandings. Watching and listening to some
politicians throws me back at times to my childhood
twenty years past (Republican and Unionist –
Loyalist) as their rhetoric has changed little and
for them time seemingly has all but stopped still.
It is though with such similar in mindset but more
progressive in attitude (realistic) that one can begin
to engage with, not only from above but also more
importantly from below. And with that I have learnt
others can than be moved with them.
Yet
even within the ‘left’ political circles
in which I am an activist I have found on many occasions
criticism directed towards oneself and my colleagues
within Belfast for attempting at times to reach out.
Of course one can expect it from the usual quarters
but it becomes unfortunate when those closest to oneself
or ourselves feel the need to be moved also to do
so. But we have always stood firm in our understanding
against whomever or whatever. I had found over time
in some ‘socialist’ or left circles that
if one was to state that one had spoke at the PUP
conference or sat around a table with loyalists or/and
republican working class community activists, faces
of aghast would appear on some. If I had stated fair
play to the SDLP Alliance or Women’s Coalition
for a particular stand they had taken I would then
have been accused of moving to the right. If I had
stated fair play to a stand by various parties that
had benefited working class communities Unionist,
Loyalist or Nationalist/Republican I would be told
by some that I had either betrayed ‘my roots’,
or went back to ‘my roots’ depending to
whom I was talking. I have found that this situation
is reflected in many parties, organisations and ideologies.
Yet those calls (increasingly lesser so) have come
from the back or the sides by those who prefer to
lecturer and snipe rather than talk and engage, from
those who look backward not forward, those who claim
to ‘hold’ that political understanding for
the people, rather than ‘working’ that political
understanding with the people.
Such
is the splintering of politics one wonders how we
move forward at all. Yet for some they (and we) have
attempted to reach out for understanding of other
political views. In doing so then persons have begun
to grasp an understanding of those various political
views, traditions and allegiances. More importantly,
practically seeing persons as persons whom have on
many occasions the same material concerns as one.
Thus, for me, I have seen my political understanding
in theory worked and experienced therefore in a practical
way. One is not naïve and understands the difficulties
of our situation on ‘our wee patch of earth’
yet one knows from practical experience that it is
far, far easier to condemn and ridicule each other
than it is to attempt to reach out for engagement
and more so with and between those whom hold a ‘history’
that one is very uncomfortable with. Yet we all have
a history but it is the present that will dictate
our future. So it will be those who can prize open
the blinkers, envisage that collective society, envisage
that collective people, who then can begin to seek
to effect real change for its and our collective good.
Some try to do this in an initial small way while
others have the remit to attempt it in a larger way.
Yet, for me, the difference is not solely within a
flag of a nation or of a union, but on the material
need and the political freedom of a people and a class.
And on that note my address.
Address
I
would like to thank the organisers of this conference
for inviting me to speak on the issue of post-primary
education and more especially the issue of the 11
plus (a test taken at eleven that then dictates what
school one goes to, which depending on the school
can on many occasions effect ones opportunity in life)
that effects many of this said constituency. I start
by giving a personal insight on the material base
of my life, which would have been and is reflected
by again many of this constituency.
My
report prior to my 11plus stated among other items
that I had excelled in Maths and English amongst other
such topics, that I would be a cert to pass my 11
plus. Yet I failed. Why? For me I did not really think
about it until I met a friend (in my late teens) who
lived in another part of town, a well to do part of
town. We, over time, talked of many things and one
of them was on the issue of our schooling days. I
had remembered quite vividly the material base of
one’s life and the immediate circumstances that
surrounded me. For me, at times, I would get up at
4.30am to do a milk round, after school a paper round
or ballots etc. At the weekends I also helped out
for a few bob in a furniture makers and of course
the essential rosaries at night (that took a lifetime
to do) amongst other such things. So with it all,
it took up most of my pre and after school time. To
do homework I had a box room shared with five others
(so rarely had any peace to study) as by the time
duties where done it was getting late and therefore
the library was closed. Yet why were the kids not
chased to give me peace? Well quite simply because
as you would be aware education was not seen as a
priority and also the issue of war and providing for
a large family were to the forefront. And as I was
constantly also reminded by my peers in my late teens
‘what’s the point of education Davy, taigs,
from here anyway, don’t and won’t get jobs
let alone decent jobs.’
Yet
when my friend reflected on the material and social
base of their life the differences were obvious. They
had their own room with rows of study books with past
exams, maths and science wall charts, a home computer
etc. They were provided with a private tutor in the
run up to exams (who specialised in passing children
for that particular exam) with also even attending
a summer study group and of course the home held a
study room of their fathers which resembled a mini
library; and in it a piano for extra curriculum marks.
Therefore it was an ‘educational home’ not
only in the way it was kitted out but a home driven
on an educational mindset which provided moral and
financial support which stressed and rewarded success.
If despite all this advantage if they were to still
fail the 11plus then the parents would of course pay
for the school of choice so they would not miss out
on such opportunity whatever the case. Being out of
the war (although living in Belfast) their circle
of friends and peers lead a completely different life
only miles from where I was growing up. Their circle
of friends had similar upbringing having had the continual
stressing of the need for high educational standards
and being provided with every material need to attempt
to ensure it. Emphasis was on success, and the talk
of ‘steering’ towards a chosen professional
career was often a topic of discussion from early
age. Their after school activities on offer ranged
from horse riding to scuba diving or they could have
extra courses in music or the languages.
For
my mates and I (mid teens) our outlook on life was
to look forward from weekend to weekend where we could
have a few beers. Although I did eventually go to
college (and had initially got laughed at by my peers,
as many believed ‘what was the point?’)
I, though, left after two years to start working as
I at the age (‘should be paying my keep’).
So finance in large part again, like many others,
directed my opportunities in life. I got a few part
time jobs then got a full time job, which was stacking
toilet rolls in a newly opened store in West Belfast.
Then three weeks before Xmas after several other names
called over the intercom to go to the office I was
handed my last pay check (paid weekly then) and told
I was surplus to requirement as they had taken on
too many staff. The brutal way in which this was done
three weeks before Xmas was bad enough for me but
there were married men with kids who came out of the
office almost in tears, with even one almost begging
the manager to keep him just till after Xmas. But
it moved him not and therefore was to no avail. But
it taught me a lesson.
For
myself and my mates our concerns were ‘immediate’
- this due to the socio-economic conditions of ‘our
community’, the political situation and the structures
of a discrimination-based society that offered us
little chance of change. On the other hand my friend
and their peers thoughts were not only on the ‘immediate’
but also on preparation and concentration on ‘a
future.’ Fortunately my friend urged me to continue
my studies, take up a part-time job or find a more
secure full-time job and to get space on my own away
from the ‘troubles. With that for a time I moved
out of West Belfast and found it easier to get more
job interviews (different postcode, similar to when
I was advised to put down Dunmurry instead of Twinbrook
on application forms to secure interviews, as postcode
discrimination was rife). It also enabled me to meet
more of ‘those prods’ I had often heard
about. I eventually got a job, which was flexible
enough for me to do what I had always wanted to do,
but thought I would never do, and that was to travel.
So for several years I travelled to many parts of
the world meeting different persons, cultures and
traditions, and found how they were able to live and
work together and incorporate differing understandings
and beliefs into society. Yet I was aware of the root
causes that caused our instability. But the question
I began to eventually ask one was how does one then
attempts to end that instability.
So
on those experiences it lead me to draw a number of
conclusions.
Firstly
the material base of one’s life and immediate
surroundings along with the structural make up of
society and one’s position within it, will to
a large part determine one’s opportunities in
life. This is furthered by the legislative educational
directive that discriminates against the less well-off
and further rewards financial well-being with the
privilege of decent education and more advantageous
educational outcome.
Secondly
I believe that education should be a lifelong issue
where answers are not given - then 'told' to follow
through a strict curriculum - but persons should be
allowed to develop understandings through reasoning
and acquired knowledge from many quarters. Education
should be prioritised for the development and betterment
of a person rather than the main of providing further
fodder for the various aspect of the production line
of society.
Thirdly
equality of education and of opportunity should be
a democratic right in a supposedly democratic society,
and not a privilege for that person who can afford
to buy that right for their children.
Finally
working class children have as much to offer as any
other in this society, therefore the privilege of
birth should not dictate the educational opportunity
of life. Therefore the old boys club guarding the
chalice of privilege should not stand in the way of
social justice and educational equality.
For
me I have come to an understanding that rather than
the 11plus being an accurate gauge between ‘the
gifted’ and the ‘not so gifted’, it
can be used as a gauge on many occasions between poverty
and wealth. It is not a coincidence that year after
year that the worst results in this exam comes from
working class areas where only 7% of grammar school
places had been filled by children from not well-off
backgrounds.
Yet
the inequality pre-selection is also reflected post-selection.
Research has shown that the opportunity to those ‘afforded
that chance’ to be selected for grammar school
enhances their chances for better GCSE grades to almost
sixteen points. This is coined ‘the grammar school
effect’. Such schools also on many occasions
have smaller classes and better facilities again aiding
both exam success and widening the after school curriculum.
I
listen and have read different reports and studies
on this issue and the still ongoing debate yet for
oneself I have come to an understanding that an education
system based on equality of opportunity, founded upon
the principles of social justice and inclusion, will
embrace all of our children. So on that basis I would
call for a fully funded, integrated, democratically
accountable system of comprehensive schooling. So
if it is so that our children are ever to be ‘judged’
as they still are (and as many have been in the past)
that they are then ‘judged’ not by what
their parents have in their bank accounts but by what
they have in their heads through their progressing
talents and developing abilities.
Epilogue
This
was but a short piece of that talk which was the first
I have given at a party conference outside my own.
For a person born into a Socialist – Republican
extended family there are those who would wonder why
I had spoken at such a conference or to those that
represent a loyalist and Protestant working class
constituency, yet what are the real ideals of ‘Republicanism’
all about? What were the United Irishmen all about?
It was about reaching out for the unity of Catholic
Protestant and Dissenter.
So
without attempting to break down the political walls
and mindsets the material walls will always remain.
I read and hear of political parties that seek votes
from working class unionist areas, these from parties
who then call to retain such an unjust system of educational
apartheid that discriminates against those very peoples
children. They use the question of the union to attempt
to cloak the issues that affect both working class
people’s daily lives and their opportunities
in life for themselves and their children. While many
of those working class families continue in many cases
to eke out an existence, such political leaders will
go back to their homes in leafy suburbia. It is those
who want to bring about an end to social and economic
exclusion, those who want to see a betterment of people
lives that such persons should look to. Those that
wish to retain the 11plus are in effect attempting
to cement the discrimination and inequality of education
that will effect working class children’s opportunity
in life, thus in all likelihood remaining in the generational
cycle of poverty. Of course we all know how the flags
are used by many as the issue of priority yet we need
to move to a stage where people begin to ask such
questions as ‘surely this is not benefiting our
daily lives or securing a life for our children to
get out of the poverty trap’.
As
a socialist I would advocate persons voting for a
socialist candidate in all future elections. Yet if
there is no socialist candidate in an area why not
for a change vote for those that will seek to make
real change in working class peoples lives? Those
who in combination will fight for a better public
service, those who attempt to put the people above
party politics, those who look to reach out across
communities, those who want to end social and economic
exclusion, those who seek to tackle poverty. And of
course those who wish to see the end of the 11plus,
which discriminates against working class children,
and seek to replace it with something that offers
equality of education for ‘all’ our children
regardless of wealth.
We
need to move forward against the politics of those
looking to go backwards. For me I hold a vision, it
is when I can look forward to a day when myself and
my partner have kids and go up upon the side of our
mountain (Black mountain) as we often do, and we look
upon Belfast and the surrounding mountains on a clear
day and can say to our kids:
‘See
a united and equal city, see a united and equal country,
see a united and equal people, see it all - and be
proud.’
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