Mark Latham

Mark Latham rose to the leadership of the Labor Party unexpectedly, lost the 2004 federal election, retired to sulk from the sidelines, and has done so ever since. Whether he or Graham Richardson has done more damage to the party that nurtured them is a question I leave to the blogosphere. Before Latham became leader in 2003, he published considerably more about his vision for Labor than most parliamentarians have done, though none of his publications was as readable as his post-retirement diaries (2005), in which he displayed a lack of judgement and such scant goodwill to his colleagues that it leaves one astounded that they ever elected him leader. (When Latham ran against Kim Beazley for the leadership, two of the wiser members of caucus, Carmen Lawrence and Lindsay Tanner, counselled me against becoming too enthusiastic. They were clearly correct.)

In the midst of transition to the information economy, there is a need for thinking about learning in ways that will help us to reconstruct the education system, while enhancing its critical and reflective role, and improving equality of opportunity. This new book by Mark Latham, a Labor MHR, isn’t it, though at first glance many will think it might be. Consciously or otherwise, it’s a substantial surrender to new Right ways of thinking. Worse, it’s intellectually sloppy and rife with obvious and unresolved contradictions.