By Haroun Mahmud
The debate over grammar schools, and more generally experiences in the education system, are inextricably linked to personal experience and conducive debate and policy making can only be embarked upon with a more dispassionate approach.
Recent plans unveiled by the Prime Minister Theresa May that existing schools will soon be able to become grammar schools has ignited another episode in a long-standing debate. Like discussions about social status in class-ridden Britain, conversations about education – or at least certain aspects of it – prove to be an equally touchy business. Commentators, wherever they stand on the issue or for that matter the political spectrum, use anecdotes from their own lives, their children, their neighbours or anyone to seek justification for their viewpoint.