111 Girls wins Best Film Award at Pan Asia Film Festival

A proud moment for Nahid Ghobadi.

The directorial debut by Iranian film director Nahid Ghobadi (sister of the renowned film-maker Bahman Ghobadi) has been dubbed by jurors Nikki Bedi, Hardeep Singh Kohli - Executive Director of the Iran Heritage Foundation - Haleh Anvari and BBC Diplomatic Correspondent Bridget Kendall, as the Best Film of the Pan Asia Film Festival 2013.

In separate interviews conducted in the first week of PAFF 2013, I asked festival director Sumantro Ghose and Artistic Director Alison Poltock if they felt strongly about a particular film in the line-up. They both said that 111 Girls was their film of choice. Ghose made his preference for the genre of Iranian film very clear and added

If you watch one frame, you instantly recognise it as Iranian. There’s an astonishing beauty which combines melancholy and existentialism… there’s even touches of humour in there as well. Considering what is happening in Iran right now, it’s a real shame to see how Iran is becoming increasingly cut off from global contexts when you have these fantastic film-makers who want their films seen, to engage in a global dialogue.

Despite challenges faced by the organisers of running a film festival on a tight budget, Ghose has emphasised how much the festival has grown each year. They are expanding the screening locations to other cities such as Leeds and Glasgow, have received much more attention from distributors in the British film industry this year. Both Poltock and Ghose stressed their inclination toward independent films over large studios in gaining a more accurate representation of emerging and established talent across the Asian film industry. Ghose added that they travel to international film festivals such as Cannes and Busan (in Korea) to select films for the festival as themes of migration and cultural identity are of increasing relevance as a context of production, the films placed emphasis on multiple cultural identities as a modern social condition on account of the amplifyinhg dialogue of contemporary society with past tradition.

Ghose added, candidly: “You can view the film as a stunningly beautiful cinematic piece one level, but there’s so much in that film that lends itself to deeper interpretations.” He added that the shared experience of cinema, bringing together an audience that spans a wide cultural diaspora “is a real thrill.” I couldn’t agree more.

On a parting note, I think 111 Girls was definitely deserving of the title. It functioned as an insightful, contemporary take on Iranian geopolitics - especially due to its setting in Iranian Kurdistan which has been imbricated in the recent events that have taken place in Syria, and it is a remarkable cornerstone for the growing Ghobadi legacy.

Inside the theatre. Image Courtesy: Film Culture 360
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I worked as a teacher – so I can tell you how regressive grammar schools are

The grammars and "comprehensives" of Kent make for an unequal system. So why does Theresa May consider the county a model for the future?

In 1959 my parents moved me from a Roman Catholic primary school to the junior branch of King Henry VIII, Coventry’s most high-profile grammar. The head teacher berated my mother for betraying the one true faith, but although she was born in Galway, my mum was as relaxed about her religion as she was about her native roots. Any strong feelings about the English Reformation had disappeared around the same time as her Irish accent. Her voice gave no clue to where she was from and – as a result of a wartime commission – the same was true of my father. Together, Mrs and Mr Smith embodied postwar Britain’s first-generation upwardly mobile middle class.

Their aspiration and ambition were so strong that my mother saw no problem in paying for me to attend a Protestant school. Why, you may ask, did my dad, a middle manager and by no means well off, agree to pay the fees? Quite simply, my parents were keen that I pass the eleven-plus.

King Henry VIII School benefited from the direct grant scheme, introduced after the Education Act 1944. In Coventry, the two direct grant schools were centuries old and were paid a fee by the government to educate the fifth or so of boys who passed the eleven-plus. When secondary education in Coventry became comprehensive in the mid-1970s, King Henry VIII went fully independent; today, it charges fees of more than £10,000 per year.

A few years ago, I returned to my old school for a memorial service. As I left, I saw a small group of smartly dressed men in their late seventies. They had strong Coventry accents and intended to “go down the club” after the service. It occurred to me that they represented the small number of working-class lads who, in the years immediately after the Second World War, were lucky enough to pass the eleven-plus and (no doubt with their parents making huge sacrifices) attend “the grammar”. But by the time I moved up to King Henry VIII’s senior school in 1963 there appeared to be no one in my A-stream class from a working-class background.

From the early 1950s, many of the newly affluent middle classes used their financial power to give their children an advantage in terms of selection. My parents paid for a privileged education that placed top importance on preparation for the eleven-plus. In my class, only one boy failed the life-determining test. Today, no less than 13 per cent of entrants to the 163 grammar schools still in the state system are privately educated. No wonder preparatory schools have responded enthusiastically to Theresa May’s plans to reverse the educational orthodoxy of the past five decades.

Nowhere has the rebranding of secondary moderns as “comprehensives” been more shameless than in Kent, where the Conservative-controlled council has zealously protected educational selection. Each secondary modern in east Kent, where I taught in the 1970s, has since been named and renamed in a fruitless attempt to convince students that failing to secure a place at grammar school makes no difference to their educational experience and prospects. That is a hard message to sell to the two-thirds of ten-year-olds who fail the Kent test.

Investment and academy status have transformed the teaching environment, which a generation ago was disgraceful (I recall the lower school of a secondary modern in Canterbury as almost literally Edwardian). Ofsted inspections confirm that teachers in non-grammar schools do an amazing job, against all the odds. Nevertheless, selection reinforces social deprivation and limited aspiration in the poorest parts of the south-east of England, notably Thanet and the north Kent coastline.

A third of children in Thanet live in poverty. According to local sources (including a cross-party report of Kent councillors in 2014), disadvantaged children make up less than 9 per cent of pupils in grammar schools but 30 per cent at secondary moderns. University admissions tutors confirm the low number of applications from areas such as Thanet relative to the UK average. Though many of Kent’s secondary moderns exceed expectations, the county has the most underperforming schools in the UK.

When I began my teaching career, I was appallingly ignorant of the harsh realities of a secondary education for children who are told at the age of 11 that they are failures. Spending the years from seven to 17 at King Henry VIII School had cocooned me. More than 40 years later, I can see how little has changed in Kent – and yet, perversely, the Prime Minister perceives the county’s education system as a model for the future.

This article first appeared in the 22 September 2016 issue of the New Statesman, The New Times